References to Computers and Technology
Located within the existing
New Hampshire Curriculum Frameworks
Updated in January 2002
By the
New Hampshire Department of Education
Office of Educational Technology
Frameworks:
References to Computers and
Technology
in the New Hampshire
Career Development Curriculum Framework
Core Educational Learning
Curriculum Standard 1.
Students
will demonstrate a firm grounding in the interactive language processes of
reading, writing, speaking, listening, and viewing, as well as the ability to
use those skills to communicate effectively.
End-of-Grade 8 Proficiency Standards
·
Demonstrate the
capacity to use a variety of tools, such as libraries, museums, technology, etc., to enhance learning.
·
Demonstrate the
capacity to compare, contrast, and use information presented in written, oral, audio-visual, and graphic forms.
End-of-Grade 10 Proficiency Standards
·
Access
information from multiple sources and information-retrieval
systems.
·
Demonstrate the
ability to use a variety of organizational structures such as cause and effect
patterns, paraphrasing, and charts and
graphs, to communicate ideas and information.
Curriculum Standard 2. Students will demonstrate a firm grounding in
essential computational skills as well as strong problem-solving and reasoning
abilities.
End-of-Grade 12 Proficiency Standards
·
Gather and use
appropriate materials and resources in making individual and career decisions,
including printed materials, human resources, and information accessed through technology.
Curriculum Standard 3. Students will take an active role in their own
learning.
End-of-Grade 8 Proficiency Standards
·
Devise a system,
such as a flow chart or log, for
keeping track of progress and goals, and adjust priorities to meet deadlines
and manage time, according to this system.
Individual and Social Learning
·
No specific references
to computers or technology
Career Development
Curriculum Standard 6. Students will
acquire the knowledge, attitudes, and skills to make a successful transition
from school to the world of work and adult life.
End-of-Grade 4
Proficiency Standards
·
Use media and technology to identify a
variety of occupations.
References to Computers and Technology
in the New Hampshire
English Language Arts Curriculum Framework
Reading
Curriculum Standard 6.
Students will demonstrate competence in using the interactive language
processes of reading, writing, speaking, listening, and viewing to communicate
effectively.
End-of-Grade 3 (Primary) Proficiency Standards
• Use the tools of information technology to enhance written and spoken
messages.
Writing
Curriculum Standard 2. Students will demonstrate the
interest and ability to write effectively for a variety of purposes and
audiences.
End-of-Grade 3 (Primary) Proficiency Standards
• Recognize that the presentation of
written works, including legible handwriting and properly formatted, computer-generated text, is necessary
for effective communication.
• Employ available print and computer resources to assist with
editing.
English Language Uses
Curriculum Standard 7. Students will demonstrate
competence in applying the interactive language processes of reading, writing,
speaking, listening, and viewing to succeed in educational, occupational,
civic, social, and everyday settings.
End-of-Grade 6 (Intermediate) Proficiency Standards
• Understand that word processing packages,
computer games, business inventory
data-bases, and other software applications result from a series of messages written
according to the rules of a computer-programming language.
References to Computers and Technology
in the New
Hampshire
Mathematics
Curriculum Framework
Problem Solving and Reasoning
1a. K-12 Broad Goal: Students will use problem-solving strategies to investigate and
understand
increasingly complex mathematical content.
Curriculum Standards 1a, Building upon the K- 6
experiences, in grades 7-12:
• Use technology
whenever appropriate to solve real-world problems which require strategies
previously learned.
• Use technology
whenever appropriate to solve problems related to basic living skills
including, but not limited to, personal finance, wages, banking and credit,
home improvement problems, measurement, taxes, business situations, purchasing,
and transportation.
Proficiency Standards 1a, End
of Grade 10:
• Choose the appropriate technology needed to solve a real-world
problem.
• Use technology
to solve a problem from science, social science, or mathematics.
Communication and Connections
2a. K-12 Broad Goal: Students will communicate their understanding of mathematics.
Curriculum Standards (2a), Building upon the K-3
experiences, in grades 4-6:
• Use a variety of technologies (for example: computers,
calculators, video, CD-ROM, or laser disc, to represent and communicate
mathematical ideas).
Curriculum Standards (2a), Building upon the K-6
experiences, in grades 7-12:
• Use a variety of technologies to represent and communicate mathematical ideas and
determine the appropriateness of their use.
Proficiency Standards (2a), End
of Grade 10:
• Describe orally and/or in writing how
various technologies can be used to
communicate about a specific situation.
2b. K-12 Broad Goal: Students will recognize, develop, and explore mathematical connections.
Curriculum Standards (2b), Building upon the K-6
experiences, in grades 7-12:
• Use models and calculators or other technologies to develop equivalent
representations of the same mathematical concept.
Proficiency Standards (2b), End
of Grade 6:
• Use mathematical skills, concepts, and
applications in other disciplines (for example: graphs in social studies,
patterns in art, or music and geometry in technology
education).
Proficiency Standards (2b), End
of Grade 10:
• Explain in oral or written form how
mathematics connects to other areas (for example: geometry in art and
architecture, data analysis in social studies and exponential growth in
finance).
Numbers, Numeration, Operations, and Number Theory
3c. K-12 Broad Goal: Students will compute.
PURPOSE:
The purpose of computation is to solve problems. While computation remains
important in mathematics and in everyday life, advances of technology require us to rethink how computation is done today.
Students must recognize that estimation, mental computation, use of calculators, and paper and pencil
calculation are all appropriate ways to compute solutions to problems. Basic
fact memorization should be incorporated into a rich curriculum rather than be
its primary focus.
Curriculum Standards (3c), Grades K-3:
• Use calculators
in appropriate computational situations.
Curriculum Standards (3c), Building upon the K-3
experiences, in grades 4-6:
•
Use calculators in appropriate
computational situations.
Proficiency Standards (3c), End
of Grade 3:
• Use a calculator
to extend addition to include 4-digit numbers and subtraction to include 3-and
4-digit numbers.
Proficiency Standards (3c), End
of Grade 6:
• Use calculators
in appropriate problem solving situations.
• Using physical models, illustrations, and
calculators, determine the sum or
difference of decimals.
Proficiency Standards (3c), End
of Grade 10:
• Simplify expressions containing rational
numbers, integer exponents, and grouping symbols using conventional methods and
technology.
3d. K-12 Broad Goal: Students will use mental computation and estimation skills and
strategies and know when it is appropriate to do so.
Curriculum Standards (3d), Grades K-3:
• Use estimation to determine the
reasonableness of a calculation done by calculator
or computer.
Geometry, Measurement, and Trigonometry
4a. K-12 Broad Goal: Students will name, describe, model, classify, and compare geometric
shapes and their properties with an emphasis on their wide applicability in
human activity.
PURPOSE:
Geometry helps students represent and describe the world in which they
live. Students need to investigate,
experiment, and explore geometric properties using both technology and hands on materials.
Curriculum Standards (4a), Building upon the K-6
experiences, in grades 7-12:
• Use compass and straightedge, manipulatives, and technology
to explore geometric constructions.
Proficiency Standards (4a), End
of Grade 10:
• Use technology,
manipulatives, and/or coordinate geometry to deduce
and explain the properties of and the relationships among geometric figures.
4b. K-12 Broad Goal: Students will develop spatial sense.
Curriculum Standards (4b), Building upon the K-3
experiences, in grades 4-6:
• Enhance spatial sense using manipulatives and computer
graphics.
• Explore the relationships and properties
of two dimensional and three dimensional figures using manipulatives
and technology.
Curriculum Standards (4b), Building upon the K-6
experiences, in grades 7-12:
• Use manipulatives
and computer graphics to enhance
spatial sense and to increase understanding of geometry and to explore its
connections to other parts of mathematics, science, and art.
Proficiency Standards (4b), End
of Grade 10:
• Use technology,
manipulatives, and/or coordinate geometry to explain
properties of transformations (for example: translations, line reflections,
rotations, dilations, and the composition of these transformations).
4c. K-12 Broad Goal: Students will develop an understanding of measurement and systems of
measurement through experiences which enable them to use a variety of
techniques, tools, and units of measurement to describe and analyze quantifiable
phenomena.
Curriculum Standards (4c), Building upon the K-6
experiences, in grades 7-12:
• Enhance, extend, apply, and formalize
understandings and applications of measurement including strategies for determining
perimeters, areas, and volumes by using formulas, approximations, and computer geometry programs.
4d. K-12 Broad Goal: Students will know the basic concepts of trigonometry and apply these
concepts to real-world problems.
PURPOSE:
All students should explore real-world phenomena which involve right triangle
trigonometry. These experiences should
include the use of the sine, cosine, and tangent ratios. Technology should be used to facilitate the learning of
trigonometry, allowing students more time and power to explore realistic
applications.
Proficiency Standards (4d), End
of Grade 10:
• Use technology
or manipulatives to apply basic trigonometric ratios
to solve practical real-world problem.
Data Analysis, Statistics, and Probability
5a. K-12 Broad Goal: Students will use data analysis, statistics and probability to analyze
given situations and the outcomes of experiments.
PURPOSE:
Collecting, organizing, displaying, and interpreting data, as well as using the
information to make decisions and predictions, have become very important in
our society. Statistical instruction
should be carried out in a spirit of investigation and exploration so students
can answer questions about data. Probability must be studied in familiar
contexts encouraging students to model situations. Students need to investigate
fairness, chances of winning, and uncertainty.
Technology should be used as a
tool throughout the investigation process.
Curriculum Standards (5a), Building upon the K-3
experiences, in grades 4-6:
• Collect, organize, describe, represent,
and interpret data in both simulations
and real world situations.
Curriculum Standards (5a), Building upon the K-6
experiences, in grades 7-12:
• Use a variety of techniques which include
but are not limited to spreadsheets,
tables, stem and leaf plots, box and whisker plots, to analyze data and make
predictions.
• Use graphics technology to analyze real world data.
• Use simulations
to estimate probabilities.
Proficiency Standards (5a), End
of Grade 6:
• Select appropriate data to solve simulations and real world problems.
• Simulate, display, graph and analyze
data in a variety of mediums.
Functions, Relations and Algebra
6b. K-12 Broad Goal: Students will use algebraic concepts and processes to represent
situations that involve variable quantities with expressions, equations,
inequalities, matrices and graphs.
Curriculum Standards (6b), Building upon the K-3
experiences, in grades 4-6:
• Use calculators,
computers, and other technology to explore linear
relationships.
Curriculum Standards (6b), Building upon the K-6
experiences, in grades 7-12:
• Solve equations and inequalities of
varying degrees using graphing calculators
and computers as well as appropriate
paper and pencil techniques.
• Solve systems of equations or
inequalities using technology as well
as pencil and paper techniques.
• Use technology
to explore the use of matrices in the solution of systems of equations.
Proficiency Standards (6b, End of Grade 10:
• Use appropriate graphing technology (for example: a graphing
calculator, or graphing software) to graph an equation or inequality in two
variables.
• Use appropriate graphing technology (such as a graphing
calculator or graphing software) to solve systems of linear equations in two
variables.
Mathematics of Change
·
no specific references to computers or technology
Discrete Mathematics
8a. K-12 Broad Goal: Students will use a variety of tools from discrete mathematics to
explore and model real-world situations.
Curriculum Standards (6b), Building upon the K-6
experiences, in grades 7-12:
• Create and interpret discrete probability
distributions using technologies
whenever appropriate.
References to Computers and Technology
in the New Hampshire
Science Curriculum Framework
Science as Inquiry
1a. Curriculum Standard: Students will demonstrate an increasing understanding
of how the scientific enterprise operates.
Proficiency Standards, End of Grade 10:
• Use technologies
as tools in conducting investigations, e.g. microscopes, computer, calculator.
• Compare and contrast how technology has shaped our lives both in
the past and the present.
• Explain how scientific knowledge is
applied in the design and manufacture of products or technological processes, e.g. water purification systems, sewage
treatment systems, microwave ovens, resistors.
Science, Technology, and Society
Description: Technology has always played a
role in the growth and development of scientific knowledge. Scientific tools
help scientists extend their own senses to accurately record and communicate
observations and to design experiments. Technology currently provides almost
instant access to an increasing store of information. The development of
technology has also been crucial to continued economic growth throughout
history. The phrase, "necessity is the mother of invention" describes
the human motivation behind landmark technological breakthroughs. For example,
in an effort to make the 1890 U.S. census-taking process more rapid and
efficient, Herman Hollerith drew upon early
"counting machines" to develop a prototype of the computer. Recently,
however, there has been an increasing shift within highly industrialized
countries toward research and development within the area of technology itself.
It is almost as if improvements in technology are occurring so rapidly that we
are not sure how to best harness them, nor can we always adapt them to our
personal and professional needs or accurately predict their consequences. It is
important that students learn how to use technology as a tool to extend their
senses and, at the same time, experience the power and limitations of newer forms
of technology to assist them in their understanding of scientific knowledge and
support their creativity during scientific investigations.
In the early grades, students
can use simple tools such as magnifying glasses and rulers to extend their senses
when observing the world around them. Children as young as first grade are now
using the computer to record their observations and organize them into short
paragraphs to share with other students.
At the upper elementary and
middle grades, students can enter their observations directly into databases,
then sort and organize data in ways that allow them to see new relationships. Technological tools
such as light meters, motion detectors, and temperature probes can be used by
students to collect experimental data while displaying those data
simultaneously in charts and graphs on the computer screen. Students also gain
information through engagement in the study of their local environment
involving collection and analysis of data, and cooperation with various local
and state agencies and researchers at nearby colleges and universities.
Opportunities to use telecommunications and other technological resources
should be utilized. Students during these middle years should begin to realize
the potential, as well as limitations, of scientific research and knowledge in
solving problems facing the global community today. Judicial use of case
studies from the history of science can help students to more completely
understand the ongoing interaction between the scientific community and the
wider society. Telecommunications opens the child's world to other cultures,
providing almost instant access to primary sources of information and to data
and reports generated by other children throughout the world.
Students at the high school
level build on early experiences with technology, using increasingly
sophisticated tools such as microscopes and voltmeters to extend their
investigative techniques and communicate their experimental findings through
synthesis of computerized records, data displays, and media-based
demonstrations. Students also extend their perception of the relationship
between science and society through the study of both local and global issues.
Teachers should assist students in the application of rational processes of
scientific inquiry. Access to the most recent technological tools will be a
distinct advantage to teachers and students as they work to identify and
understand the economic, social, and ethical aspects of historical and
contemporary scientific issues and solutions.
Technologic breakthroughs are
occurring so rapidly that it will be a constant challenge for teachers and
schools to remain abreast of them. In a technologically-rich world, it is
crucial, however, that children learn to use technology routinely as a tool to
help them understand the natural world.
2a. Curriculum Standard: Students will demonstrate an increasing ability to use
measuring instruments to gather accurate and/or precise information.
Proficiency Standards, End of Grade 6:
• Use technology
to explore events in nature, e.g. telescopes, microscopes, computer probes.
Proficiency Standards, End of Grade 10:
• Describe
ways in which
technology has improved measuring instruments and their accuracy.
2b. Curriculum Standard: Students will demonstrate an increasing ability to use
technology to observe nature.
Proficiency Standards, End of Grade 6:
• Use technology
to capture information on film, tape, etc.
Proficiency Standards, End of Grade 10:
• Explore nature with technology, e.g. microscopes, telescopes, computer probes, and
spectroscopes.
• Gather information that can only be
obtained by using a technological
tool, e.g. pH, voltage, amperage, blood pressure, etc.
2c. Curriculum Standard: Students will demonstrate an increasing ability to
analyze, synthesize, and communicate scientific information using technology.
Proficiency Standards, End of Grade 6:
• Use a calculator
to determine other important quantitative values from data, using proper units,
e.g. speed, density, area, volume, etc.
• Compile and display classroom data on a
computer.
• Use technology
to share data with classmates or other groups of students.
Proficiency Standards, End of Grade 10:
• Store data in an appropriate technological device.
• Manipulate data on a database, e.g. rearranging, sorting, selecting, using
a spreadsheet.
• Analyze data graphically with technological assistance, e.g. graphing
calculator.
• Communicate data through an electronic
medium, e.g. camera, tape recorder, computer
modem.
2d. Curriculum Standard: Students will demonstrate an increasing ability to
understand how technology is used to
synthesize new products.
Proficiency Standards, End of Grade 6:
• Create and/or reassemble technological models and identify how
they work.
• Compare and contrast old and new technology, e.g. antique and modern ice
cream makers by making ice cream in each.
Proficiency Standards, End of Grade 10:
• Plan and conduct a scientific research
project using technology.
• Create a model by locating and utilizing
appropriate software programs.
2e. Curriculum Standard: Students will demonstrate an increasing ability to
understand that science and technology
can affect individuals, and that individuals in turn can affect science and technology.
Proficiency Standards, End of Grade 6:
• Identify and gather information needed to
make a decision on a science- and/or technology-related
issue.
• Describe the possible consequences of
various alternative decisions to a science- and/or technology-related issue.
Proficiency Standards, End of Grade 10:
• Describe immediate and long-term
consequences of various alternative solutions for science- and/or technology-related issues
, e.g. natural catastrophes, interactions of populations, resources and
environment, health and disease.
• Defend a personal decision made on a
science- and/or technology-related
issue.
• Determine how technology affects their lives and predict how it might affect
their future.
2f. Curriculum Standard: Students will demonstrate an increasing ability to
understand that progress in science and technology
is controlled by societal attitudes and beliefs.
Proficiency Standards, End of Grade 6:
• Cite examples which show how society can
affect the direction taken by science and technology.
• Describe how science and technology affect career choices and the
kinds of work people do.
Proficiency Standards, End of Grade 10:
• Illustrate, through example,
that the knowledge produced through science and technology changes the way members of society think.
• Demonstrate, by giving examples, the
relationships between the maintenance and progress of society and scientific
and technological advancement.
Life Science, Earth/Space
Science, & Physical Science
·
no specific references to computers or technology
Unifying Themes and Concepts
6c. Curriculum Standard: Students will understand the meaning of models, their appropriate
use and limitations, and how models can help them in understanding the natural
world.
Proficiency Standards, End of Grade 10:
• Use a computer and mathematical model to
determine values of variables beyond the range of phenomena observed in the
laboratory.
References to Computers and
Technology
in the New Hampshire
Social Studies Curriculum Framework
Civics and Government
Curriculum Standard 3. Students will demonstrate an understanding of the relationship
of the United States to other nations and the role of the United States in
world affairs.
Proficiency Standards, End-of-Grade 10:
• Discuss the nature, importance, and
potential impacts on world affairs of political, demographic, environmental,
pathogenic, economic, technological,
and cultural developments, and identify and examine possible responses to these
developments.
Economics
Curriculum Standard 5. Students will demonstrate the ability
to analyze the potential costs and benefits of economic choices in market
economies including wants and needs; scarcity; tradeoffs; and the role of
supply and demand, incentives, and prices.
Proficiency Standards, End-of-Grade 10:
• Analyze how changes in technology, costs, and demand interact
in competitive markets to determine or
change the price of goods and services.
Curriculum Standard 6. Students will demonstrate the
ability to examine the interaction of individuals, households, communities,
businesses, and governments in market economies including competition;
specialization; productivity; traditional forms of enterprise; and the role of
money and financial institutions.
Proficiency Standards, End-of-Grade 10:
• Analyze how technological development, entrepreneurship, and investments in
productive resources, including
natural resources, capital, and human resources (labor), affect productivity.
Curriculum Standard 7. Students will demonstrate an understanding
of different types of economic systems, their advantages and disadvantages, and
how the economic systems used in particular countries may change over time.
Proficiency Standards, End-of-Grade 10:
• Explain that the scarcity of productive
resources--human, capital, technological,
and natural--requires the development of economic systems to make decisions
about the production and distribution of goods and services.
• Discuss how, in different economic
systems, the means of production, distribution, and exchange
are related to culture, resources, and technologies.
Geography
Curriculum Standard 10. Students will demonstrate the
ability to use maps, mental maps, globes, and other graphic tools and
technologies to acquire, process, report, and analyze geographic information.
Curriculum Standard 11. Students will demonstrate an
understanding of the physical and human geographic features that define places
and regions.
Proficiency Standards, End-of-Grade 10:
• Discuss the impact of different levels of
technology on the human and physical
geographic features of places and regions.
Curriculum Standard 14. Students will demonstrate an
understanding of the connections between Earth's physical and human systems;
the consequences of the interaction between human and physical systems; and
changes in the meaning, use, distribution, and importance of resources.
Proficiency Standards, End-of-Grade 10:
• Identify and evaluate the significance of
the major forces of technology that have been used to modify physical systems
in the past and in the present including fire; animals; the plow; explosives;
steam power; diesel machinery; and electricity.
Curriculum Standard 15. Students will demonstrate the
ability to apply their knowledge of geographic concepts, skills, and technology
to interpret the past and the present and to plan for the future.
Proficiency Standards, End-of-Grade 6:
• Discuss the relationships among
population growth, technology, and
resource use.
History
Curriculum Standard 17. Students will demonstrate a knowledge of the chronology and significance of the
unfolding story of America including the history of their community, New
Hampshire, and the United States.
Proficiency Standards, End-of-Grade 6:
• Identify and describe the contributions
to the development of the United States and New Hampshire of key women and men
involved with the founding of our state and nation; government and politics;
business and economics; science and technology;
and the arts.
Proficiency Standards, End-of-Grade 12:
• Demonstrate an understanding of major
topics in the study of the Second Industrial Revolution (1865-1920) including technological developments;
transformation of the economy in the late-1800s; immigration; role of
education; urbanization; changes in work and the work-place; rise of labor
unions; modernization of agriculture; Populism; development of the
trans-Mississippi West; widespread political corruption; the civil service
system; and mass politics.
• Demonstrate an understanding of major
topics in the study of the Recent United States (1949-present) including the Civil Rights
and women's movements; new immigration policies; foreign policy developments;
the Cold War; post-World War II conflicts; technological and economic change;
expanding religious diversity and the growth of religious evangelicalism; and
the United States in the contemporary world.
• Discuss the contributions of New
Hampshire to United States history from 1865 through the present including the
Second Industrial Revolution; conservation movement; arts and literature; World
War I; New Deal; World War II; presidential politics; and Space Program.
• Discuss the impact on New Hampshire and
its communities of major events and developments in United States history from
1865 through the present including the Second Industrial Revolution;
Progressivism; World War I; Great Depression; World War II; advances in technology; changing patterns of energy
production and use; changes in the world marketplace; and increases in leisure
time and tourism.
Curriculum Standard 18. Students will demonstrate a
knowledge of the chronology and significant developments of world history
including the study of ancient, medieval, and modern Europe (Western
civilization) with particular emphasis on those developments that have shaped
the experience of the entire globe over the last 500 years and those ideas,
institutions, and cultural legacies that have directly influenced American
thought, culture, and politics.
Proficiency Standards, End-of-Grade 6:
• Demonstrate an understanding of major
landmarks in the human use of the environment from Paleolithic times to the
present including the agricultural transformation at the beginning; the
industrial transformation in recent centuries; and the current technological revolution.
References to Computers and
Technology
in the New Hampshire
Arts Curriculum Framework
Strand
Curriculum Standard #. Text here.
Proficiency Standards, End-of-Grade #:
• text here
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