dissertation proposal by temi rose 2/20/02
Table of Contents
CHAPTER ONE: THE PROBLEM STATEMENT
A National Perspective
Art in Academia: Valuing Aesthetic Cognition
Technology in Education: Ethical Considerations
Art and ritual.
Learning, Change and Democracy
Rationale for this Study
CHAPTER II: LITERATURE REVIEW
Introduction: Weaving a Web
Art in Schools: Theory
Justice, Responsibility and Care
Conversational Reality
Motivation and Learning
Adult Education
Action Research: Methodology and Principles
Art in Schools: Practice
Technology in Schools
Conclusion: Seeking an Articulation
CHAPTER III: METHOD
The Site
The Participants
Data Sources
Procedure
Researcher's Role
Data Analysis
APPENDIX I - THE STATE GUIDELINES FOR TECHNOLOGICAL EDUCATION
APPENDIX II - THE STATE GUIDELINES FOR ART
EDUCATION
APPENDIX III LETTER FROM RESEARCHER
TO THE CAMPUS LEADERSHIP COMMITTEE
APPENDIX IV FROM THE FINE ARTS ACADEMY
COORDINATOR: E-MAIL INITIATING CONTACT WITH RESEARCH COMMUNITY
BIBLIOGRAPHY
Appendix I - The State Guidelines for Technological Education
Chapter 126. A Southwestern State Essential Knowledge and Skills for Technology
Applications
Source: The provisions of this §126.12 adopted to be effective September
1, 1998, 22 SWReg 5203.Chapter 126. A Southwestern State Essential Knowledge
and Skills for Technology Applications Subchapter C. High School Statutory Authority:
The provisions of this Subchapter C issued under the A Southwestern State Education
Code, §28.002, unless otherwise noted.§126.21.
Implementation of A Southwestern State Essential Knowledge and Skills for Technology
Applications, High School.The provisions of this subchapter shall supersede
§75.123 of this title (relating to Computer Science) beginning September
1, 1998. Source: The provisions of this §126.21 adopted to be effective
September 1, 1998, 22 SWReg 5203.§126.22.
Computer Science I (One Credit).
(a) General requirements. The prerequisite for this course is proficiency in
the knowledge and skills described in §126.12(c) of this title (relating
to Technology Applications (Computer Literacy), Grades 6-8). In addition, it
is recommended that students have proficiency in the knowledge and skills for
Algebra I identified in §111.32(b) of this title (relating to Algebra I
(One Credit)) or the equivalent knowledge and skills. This course is recommended
for students in Grades 9-12. School districts may use the knowledge and skills
described in subsection (c) of this section, the computer science course descriptions
for the College Board Advanced Placement or International Baccalaureate programs,
or a combination thereof.
(b) Introduction.
(1) The technology applications curriculum has four strands: foundations, information
acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including technology-related
terms, concepts, and data input strategies, students learn to make informed
decisions about technologies and their applications. The efficient acquisition
of information includes theidentification of task requirements; the plan for
using search strategies; and the use oftechnology to access, analyze, and evaluate
the acquired information. By using technology as select the technology appropriate
for the task, synthesize knowledge, create a solution, andevaluate the results.
Students communicate information in different formats and to diverseaudiences.
A variety of technologies will be used. Students will analyze and evaluate theresults.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and appropriate use of hardwarecomponents,
software programs, and their connections. The student is expected to:
(a) demonstrate knowledge and appropriate use ofoperating systems, software
applications, andcommunication and networking components; (b) compare, contrast,
and appropriately use the various input, processing, output, and primary/secondary
storage devices; (c) make decisions regarding the selection, acquisition, and
use of software taking under consideration its quality, appropriateness, effectiveness,
and efficiency; (d) delineate and make necessary adjustments regarding compatibility
issues including, but not limited to, digital file formats and cross platform
connectivity; (e) differentiate current programming languages, discuss the use
of the languages in other fields of study, and demonstrate knowledge of specific
programming terminology and concepts; (g) differentiate among the levels of
programming languages including machine, assembly, high-level compiled and interpreted
languages; and (h) demonstrate coding proficiency in a contemporary programming
language.
(2) Foundations. The student uses data input skills appropriate to the task.
The student is expected to: (A) demonstrate proficiency in the use of a variety
of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch
screen, or digital video by appropriately incorporating such components into
the product; and (B) use digital keyboarding standards for the input of data.
(3) Foundations. The student complies with the laws and examines the issues
regarding the use of technology in society. The student is expected to: (a)
discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods; (b) demonstrate proper
etiquette and knowledge of acceptable use policies when using networks, especially
resources on the Internet and intranet; (c) investigate measures, such as passwords
or virus detection/prevention, to protect computer systems and databases from
unauthorized use and tampering; and (d) discuss the impact of computer programming
on the World Wide Web (WWW) community.
(4) Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student
is expected to: (a) use local area networks (LANs) and wide area networks (WANs),
including the Internet and intranet, in research and resource sharing; and (b)
construct appropriate electronic search strategies in the acquisition of information
including keyword and Boolean search strategies.
(5) Information acquisition. The student acquires electronic information in
a variety of formats, with appropriate supervision. The student is expected
to: (a) acquire information in and knowledge about electronic formats including
text, audio, video, and graphics; (b) use a variety of resources, including
foundation and enrichment curricula, together with various productivity tools
to gather authentic data as a basis for individual and group programming projects;
and (c) design and document sequential search algorithms for digital information
storage and retrieval.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to: (a) determine and employ methods to evaluate the
design and functionality of the process using effective coding, design, and
test data; and (b) implement methods for the evaluation of the information using
defined rubrics.
(7) Solving problems. The student uses appropriate computer-based productivity
tools to create and modify solutions to problems. The student is expected to:
(a) apply problem-solving strategies such as design specifications, modular
top-down design, step-wise refinement, or algorithm development; (b) use visual
organizers to design solutions such as flowcharts or schematic drawings; (c)
develop sequential and iterative algorithms and codes programs in prevailing
computer languages to solve practical problems modeled from school and community;
(d) code using various data types; (e) demonstrate effective use of predefined
input and output procedures for lists of computer instructions including procedures
to protect from invalid input; (f) develop coding with correct and efficient
use of expressions and assignment statements including the use of standard/user-defined
functions, data structures, operators/proper operator precedence, and sequential/conditional/repetitive
control structures; (g) create and use libraries of generic modular code to
be used for efficient programming; (h) identify actual and formal parameters
and use value and reference parameters; (i) use control structures such as conditional
statements and iterated, pretest, and posttest loops; (j) use sequential, conditional,
selection, and repetition execution control structures such as menu-driven programs
that branch and allow user input; and (K) identify and use structured data types
of one-dimensional arrays, records, and text files.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected
to: (a)participate with electronic communities as a learner, initiator, contributor,
and teacher/mentor; (b) demonstrate proficiency in, appropriate use of, and
navigation of LANs and WANs for research and for sharing of resources; (c) extend
the learning environment beyond the school walls with digital products created
to increase teaching and learning in the foundation and enrichment curricula;
and (d) participate in relevant, meaningful activities in the larger community
and society to create electronic projects.
(9) Solving problems. The student uses technology applications to facilitate
evaluation of work, both process and product. The student is expected to: (a)
design and implement procedures to track trends, set timelines, and review/evaluate
progress for continual improvement in process and product; (b) use correct programming
style to enhance the readability and functionality of the code such as spacing,
descriptive identifiers, comments, or documentation; (c) seek and respond to
advice from peers and professionals in delineating technological tasks; (d)
resolve information conflicts and validate information through accessing, researching,
and comparing data; and (e) create technology specifications for tasks/evaluation
rubrics and demonstrate that products/product quality can be evaluated against
established criteria.
(10) Communication. The student formats digital information for appropriate
and effective communication. The student is expected to: (a) annotate coding
properly with comments, indentation, and formatting; and (b) create interactive
documents using modeling, simulation, and hypertext.
(11) Communication. The student delivers the product electronically in a variety
of media, with appropriate supervision. The student is expected to: (a) publish
information in a variety of ways including, but not limited to, printed copy
and monitor displays; and (b) publish information in a variety of ways including,
but not limited to, software, Internet documents, and video.
(12) Communication. The student uses technology applications to facilitate evaluation
of communication, both process and product. The student is expected to: (a)
write technology specifications for planning/evaluation rubrics documenting
variables, prompts, and programming code internally and externally; (b) seek
and respond to advice from peers and professionals in evaluating the product;
and (c) debug and solve problems using reference materials and effective strategies.
Source: The provisions of this §126.22 adopted to be effective September
1, 1998, 22 SWReg 5203.§126.23.
Computer Science II (One Credit).
(a) General requirements. The prerequisite for this course is proficiency in
the knowledge and skills for Computer Science I as identified in §126.22
(c) of this title (relating to Computer Science I (One Credit)). This course
is recommended for students in Grades 10-12. School districts may use the knowledge
and skills described in subsection (c) of this section, the computer science
course descriptions for the College Board Advanced Placement or International
Baccalaureate programs, or a combination thereof.
(b) Introduction.
(1) The technology applications curriculum has four strands: foundations, information
acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including technology-related
terms, concepts, and data input strategies, students learn to make informed
decisions about technologies and their applications. The efficient acquisition
of information includes the identification of task requirements; the plan for
using search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the technology
appropriate for the task, synthesize knowledge, create a solution, and evaluate
the results. Students communicate information in different formats and to diverse
audiences. A variety of technologies will be used. Students will analyze and
evaluate the results.
(c) Knowledge and skills.
(3) Foundations. The student demonstrates knowledge and appropriate use of hardware
components, software programs, and their connections. The student is expected
to: (a) identify object-oriented data types and delineate the advantages/disadvantages
of object data; (b) demonstrate coding proficiency in contemporary programming
languages including an object-oriented language; and (c) survey the issues accompanying
the development of large software systems such as design/implementation teams,
software validation/testing, and risk assessment.
(4) Foundations. The student uses data input skills appropriate to the task.
The student is expected to: (a) demonstrate proficiency in the use of a variety
of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch
screen, or digital video by appropriately incorporating such components into
the product; and (b) use digital keyboarding standards for the input of data.
(5) Foundations. The student complies with the laws and examines the issues
regarding the use of technology in society. The student is expected to: (a)
discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods; (b) demonstrate proper
etiquette and knowledge of acceptable use policies when using networks, especially
resources on the Internet and intranet; (c) investigate measures, such as passwords
or virus detection/prevention, to protect computer systems and databases from
unauthorized use and tampering; and (d) code modules for the World Wide Web
(WWW) community.
(6) Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student
is expected to: (a) construct search algorithms including linear and binary
searches; and (b) compare and contrast search and sort algorithms including
linear and binary searches for different purposes and search time.
(7) Information acquisition. The student acquires electronic information in
a variety of formats, with appropriate supervision. The student is expected
to: (a) acquire information in and knowledge about electronic formats including
text, audio, video, and graphics; and (b) use a variety of resources, including
foundation and enrichment curricula, together with various productivity tools
to gather authentic data as a basis for individual and group programming projects.
(8) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to: (a) determine and employ methods to evaluate the
design and functionality of the process using effective coding, design, and
test data; and (b) implement methods for the evaluation of the information using
defined rubrics.
(9) Solving problems. The student uses appropriate computer-based productivity
tools to create and modify solutions to problems. The student is expected to:
(a) use appropriately and trace recursion in program design comparing invariant,
iterative, and recursive algorithms; (b)manipulate data structures using string
processing; (c) use notation for language definition such as syntax diagrams
or Backus-Naur forms; (d) identify, describe, and use sequential/non-sequential
files; multidimensional arrays and arrays of records; and quadratic sort algorithms
such as selection, bubble, or insertion, and more efficient algorithms including
merge, shell, and quick sorts; (e) create robust programs with increased emphasis
on design, style, clarity of expression and documentation for ease of maintenance,
program expansion, reliability, and validity; (f) apply methods for computing
iterative approximations and statistical algorithms; (g) define and develop
code using the concepts of abstract data types including stacks, queues, linked
lists, trees, graphs, and information hiding; (h) identify and describe the
correctness and complexity of algorithms such as divide and conquer, backtracking,
or greedy algorithms;(I) develop software to solve a school or community problem
such as customer relations, design, modular programming, documentation, validation,
marketing, or support; and (j) research advanced computer science concepts such
as applied artificial intelligence, expert systems, robotics, depth-first/breadth-first
and heuristic search strategies, multitasking operating systems, or computer
architecture, such as reduced instruction set computer (RISC) and complex instruction
set computer (CISC).
(10) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected
to: (a) participate with electronic communities as a learner, initiator, contributor,
and teacher/mentor; (b) demonstrate proficiency in, appropriate use of, and
navigation of local area networks (LANs) and wide area networks (WANs) for research
and for sharing of resources; (c) extend the learning environment beyond the
school walls with digital products created to increase teaching and learning
in the foundation and enrichment curricula; and (d) participate in relevant,
meaningful activities in the larger community and society to create electronic
projects.
(11) Solving problems. The student uses technology applications to facilitate
evaluation of work, both process and product. The student is expected to: (a)
demonstrate the ability to read and modify large programs including the design
description and process development; (b) analyze algorithms using "big-O"
notation, best, average, and worst case space techniques; (c) compare and contrast
design methodologies including top-down and bottom-up; (d) analyze models used
in development of software including software life cycle models, design objectives,
documentation, and support; and (e) seek and respond to advice from peers and
professionals in delineating technological tasks.
(12) Communication. The student formats digital information for appropriate
and effective communication. The student is expected to: (a) annotate coding
properly with comments, indentation, and formatting; and (b) create interactive
documents using modeling, simulation, and hypertext.
(13) Communication. The student delivers the product electronically in a variety
of media, with appropriate supervision. The student is expected to: (a) publish
information in a variety of ways including, but not limited to, printed copy
and monitor displays; and (b) publish information in a variety of ways including,
but not limited to, software, Internet documents, and video.
(14) Communication. The student uses technology applications to facilitate evaluation
of communication, both process and product. The student is expected to: (a)
write technology specifications for planning and evaluation rubrics documenting
variables, prompts, and program internally and externally; (b) seek and respond
to advice from peers and professionals in evaluating the product; and (c) debug
and solve problems using reference materials and effective strategies.
Source: The provisions of this §126.23 adopted to be effective September
1, 1998, 22 SWReg 5203.§126.24.
Desktop Publishing (One Credit).
(a) General requirements. The prerequisite for this course is proficiency in
the knowledge and skills described in §126.12(c) of this title (relating
to Technology Applications (Computer Literacy), Grades 6-8). This course is
recommended for students in Grades 9-12.
(b) Introduction.
(1) The technology applications curriculum has four strands: foundations, information
acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including technology-related
terms, concepts, and data input strategies, students learn to make informed
decisions about technologies and their applications. The efficient acquisition
of information includes the identification of task requirements; the plan for
using search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the technology
appropriate for the task, synthesize knowledge, create a solution, and evaluate
the results. Students communicate information in different formats and to diverse
audiences. A variety of technologies will be used. Students will analyze and
evaluate the results.
(c) Knowledge and skills.
(3) Foundations. The student demonstrates knowledge and appropriate use of hardware
components, software programs, and their connections. The student is expected
to: (a) demonstrate knowledge and appropriate use of operating systems, software
applications, and communication and networking components; (b) compare, contrast,
and appropriately use the various input, processing, output, and primary/secondary
storage devices; (c) make decisions regarding the selection, acquisition, and
use of software taking under consideration its quality, appropriateness, effectiveness,
and efficiency; (d) delineate and make necessary adjustments regarding compatibility
issues including, but not limited to, digital file formats and cross platform
connectivity; and (e) demonstrate knowledge of technology terminology and concepts
relating them to desktop publishing.
(4) Foundations. The student uses data input skills appropriate to the task.
The student is expected to: (a) demonstrate proficiency in the use of a variety
of input devices such as mouse, keyboard, disk/disc, modem, scanner, voice/sound
recorder, or digital camera by appropriately incorporating such components into
the product; and (b) use digital keyboarding standards in word processing such
as one space after punctuation, the use of em/en dashes, and smart quotation
marks.
(5) Foundations. The student complies with the laws and examines the issues
regarding the use of technology in society. The student is expected to: (a)
discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods; (b) demonstrate proper
etiquette and knowledge of acceptable use policies when using networks, especially
resources on the Internet and intranet; and (c) analyze the impact of desktop
publishing on society including concepts related to persuasiveness, marketing,
and point of view.
(6) Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student
is expected to: (a) use strategies to obtain print and digital information from
a variety of electronic resources including, but not limited to, reference software,
databases, and libraries of images, citing the source; and (b) use strategies
to navigate on and access information from local area networks (LANs), wide
area networks (WANs), the Internet, and intranet.
(7) Information acquisition. The student acquires electronic information in
a variety of formats, with appropriate supervision. The student is expected
to: (a) acquire information in electronic formats including text, audio, video,
and graphics, citing the source; and (b) demonstrate the ability to import and
export elements from one program to another.
(8) Solving problems. The student uses appropriate computer-based productivity
tools to create and modify solutions to problems. The student is expected to:
(a) use desktop publishing methods in foundation and enrichment curricula; (b)
identify the tasks in a project and use the tools needed for completion such
as word processing, pagination, utility, indexing, graphics, or drawing programs;
(c) use electronic productivity tools such as the word processor to edit text
including move, copy, cut and paste, and spell check; (d)mselect and use the
categories of type, font, size, style, and alignment appropriate for the task;
(e) apply the basic elements of page design including text, graphics, headlines,
and white space; (f) distinguish design requirements as they relate to purposes
and audiences including one-surface objects, multiple or bound pages, stationery,
book jackets/magazine covers, pamphlets, magazines, brochures, and labels; and
(g) read and use technical documentation.
(9) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected
to: (a) develop technical documentation related to desktop publishing; (b) demonstrate
the use of technology to participate in self-directed and practical activities;
(c) extend the learning environment beyond the classroom through the creation
and sharing of electronically formatted and published documents via electronic
networks; (d) synthesize new information from data gathered from interviews,
print, and electronic resources; and (e) demonstrate that tasks can be accomplished
through technological collaboration and participate with electronic communities
as a learner, initiator, contributor, and teacher/mentor.
(10) Solving problems. The student uses technology applications to facilitate
evaluation of work, both process and product. The student is expected to: (a)
create technology specifications for tasks and evaluation rubrics to evaluate
process and product against established criteria; (b) design and implement procedures
to track trends, set timelines, and review/evaluate progress for continual improvement
in process and product; (c) resolve information conflicts and validate information
through accessing, researching, and comparing data; and (d) seek and respond
to advice from peers in delineating technological tasks.
(11) Communication. The student formats digital information for appropriate
and effective communication. The student is expected to: (a) define the purpose
of the product and identify the specified audience; (b) use terms related to
typography appropriately including categories of type and type contrasts; (c)
use the principles of page design to create a product including, but not limited
to, leading/kerning, automatic text flow into linked columns, widows/orphans,
and text wrap; (d) create a master template to include page specifications and
other repetitive tasks; (e) apply the basics of type measurement for inches
and picas; (f) use type techniques as graphic elements such as drop cap, decorative
letters, or embedded-text frames; (g) apply color principles to communicate
the mood of the product for the specific audience; (h) incorporate the principles
of basic design including, but not limited to, balance, contrast, dominant element,
use of white space, consistency, repetition, alignment, and proximity; (I) identify
the parts and kinds of pages including inside margin, outside margin, gutter,
title, and inside pages; and (j) use a variety of strategies to create effective
designs, such as varying line widths and patterns, and use manipulation tools
to stretch, bend, screen, rotate, follow a path, or mirror type.
(12) Communication. The student delivers the product electronically in a variety
of media, with appropriate supervision. The student is expected to: (A)use appropriate
media for creating a knowledge base with a broad perspective and communicating
to the worldwide community; (B)use printing options such as tiling, color separations,
collation, and previewing; (C) distinguish design and printing requirements
as they relate to purposes, audiences, and final output; and (D)use styles (style
sheets) including a variety of type specifications such as typeface, style,
size, alignment, indents, and tabs.
(13) Communication. The student uses technology applications to facilitate evaluation
of communication, both process and product. The student is expected to: (a)
identify and employ a method to evaluate the project for design, content delivery,
purpose, and audience; (b) use electronic project management tools to set milestones
for completing projects and reviewing progress; (c) seek and respond to advice
from peers in evaluating the product; (d) create technology specifications for
tasks and evaluation rubrics; and (e) demonstrate that products and product
quality can be evaluated against established criteria.
Source: The provisions of this §126.24 adopted to be effective September
1, 1998, 22 SWReg 5203.§126.25.
Digital Graphics/Animation (One Credit).
(a) General requirements. The prerequisite is proficiency in the knowledge and
skills described in §126.12(c) of this title (relating to Technology Applications
(Computer Literacy), Grades 6-8). This course is recommended for students in
Grades 9-12.
(b) Introduction.
(1) The technology applications curriculum has four strands: foundations, information
acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including technology-related
terms, concepts, and data input strategies, students learn to make informed
decisions about technologies and their applications. The efficient acquisition
of information includes the identification of task requirements; the plan for
using search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the technology
appropriate for the task, synthesize knowledge, create a solution, and evaluate
the results. Students communicate information in different formats and to diverse
audiences. A variety of technologies will be used. Students will analyze and
evaluate the results.
(c) Knowledge and skills.
(3) Foundations. The student demonstrates knowledge and appropriate use of hardware
components, software programs, and their connections. The student is expected
to: (A) demonstrate knowledge and appropriate use of operating systems, software
applications, and communication and networking components; (B) compare, contrast,
and appropriately use the various input, processing, output, and primary/secondary
storage devices; (C)make decisions regarding the selection, acquisition, and
use of software taking under consideration its quality, appropriateness, effectiveness,
and efficiency; (D)delineate and make necessary adjustments regarding compatibility
issues including, but not limited to, digital file formats and cross platform
connectivity; (E)use the vocabulary as it relates to digital graphics and animation
software; (F)distinguish between and correctly use process color (RGB and CYMK),
spot color, and black/white; (G)identify color mixing theories and apply these
theories to the creation of new colors in the digital format;(H)compare, contrast,
and integrate the basic sound editing principles including the addition of effects
and manipulation of wave forms; (I)distinguish between and use the components
of animation software programs including cast, score, stage, and the animation
control panel; (J)select and connect task-appropriate peripherals such as a
printer, CD-ROM, digital camera, scanner, or graphics tablet; and (K)distinguish
and use the different animation techniques of path and cell animation.
(4) Foundations. The student uses data input skills appropriate to the task.
The student is expected to: (A) demonstrate proficiency in the use and graphical
integration of a variety of input devices such as keyboard, scanner, mouse,
graphic tablet with pen, or digital camera; and (B) compare and contrast digital
input devices.
(5) Foundations. The student complies with the laws and examines the issues
regarding the use of technology in society. The student is expected to: (A)
discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods; (B) model respect of
intellectual property when manipulating, morphing, and editing graphics, video,
text, and sound; (C)demonstrate proper etiquette and knowledge of acceptable
use policies when using networks, especially resources on the Internet and intranet;
and (D)research the impact of digital graphics in society and as an art form.
(6) Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student
is expected to: (A) use strategies to access research information from different
resources, including local area networks (LANs), wide area networks (WANs),
the Internet, and intranet; and (B) obtain print and digital information from
a variety of resources including, but not limited to, encyclopedias, databases,
and libraries of images.
(7)Information acquisition. The student acquires electronic information in a
variety of formats, with appropriate supervision. The student is expected to:
(A)use the Internet and retrieve information in electronic formats including
text, audio, video, and graphics, citing the source; (B)demonstrate the appropriate
use of digital imaging, video integration, and sound in documents; and (C) import
sounds from a variety of sources including, but not limited to, audio CD, tape,
and microphone.
(7) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to: (A) compare and contrast the rules of composition
such as rule of thirds or the golden section/rectangle with respect to harmony
and balance as well as discord and drama; (B) evaluate the fundamental concepts
of a graphic design including composition and lighting; (C) analyze the designs
to decide the point of interest and the attributes that determine prominence
and support of the subject; and (D) distinguish among the categories of typefaces
while recognizing and resolving conflicts that occur through combined usage.
(8) Solving problems. The student uses appropriate computer-based productivity
tools to create and modify solutions to problems. The student is expected to:
(A) combine graphics, images, and sound for foundation or enrichment curricular
projects; (B) integrate the productivity tools including, but not limited to,
word processor, database, spreadsheet, telecommunications, draw, paint, and
utility programs into the digital graphics; (C) use perspective including backgrounds,
light, shades/shadows, and scale to capture a focal point and create depth;
(D) use the basic principles of proportion, balance, variety, emphasis, harmony,
symmetry, and unity in type, color, size, line thickness, shape, and space;
(E) use repetition of color, shape, texture, spatial relationships, line thickness,
and size to develop organization and strengthen the unity of a product; (F)
create three-dimensional effects using foreground, middle distance, and background
images; (G) apply a variety of color schemes to digital designs including monochromatic,
analogous, complementary, primary/secondary triads, cool/warm colors, and split
complements; (H) use the basic concepts of color and design theory to work in
a bitmapped mode, creating backgrounds, characters, and other case members as
needed for the animation; (I) use the appropriate scripting language to create
an animation or movie; (j) read, use, and develop technical documentation; (k)
edit files using appropriate digital editing tools and established design principles
including consistency, repetition, alignment, proximity, ratio of text to white
space, image file size, color use, font size, type, and style; and (l) use a
variety of techniques to edit, manipulate, and change sound.
(9) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected
to: (A) demonstrate the use of technology to participate in self-directed, meaningful
activities in the larger community and society; (B) demonstrate proficiency
in, appropriate use of, and navigation of LANs, WANs, the Internet, and intranet
for research and for sharing of resources; and (C) participate with electronic
communities as a learner, initiator, contributor, and teacher/mentor.
(10) Solving problems. The student uses technology applications to facilitate
evaluation of work, both process and product. The student is expected to: (A)
create technology specifications for tasks and rubrics for the evaluation of
products and product quality against established criteria; (B) design and implement
procedures to track trends, set timelines, and review/evaluate progress for
continual improvement in process and product; (C) evaluate data by using criteria
appropriate for the purpose; (D) resolve information conflicts and validate
information through accessing, researching, and comparing data; and (E) seek
and respond to advice from peers in delineating technological tasks.
(11) Communication. The student formats digital information for appropriate
and effective communication. The student is expected to: (A) identify pictorial
qualities in a design such as shape and form, space and depth, or pattern and
texture to create visual unity and desired effects in designs; (B) use a variety
of lighting techniques including shadows and shading to create an effect (C)
define the design attributes and requirements of products created for a variety
of purposes including posters, billboards, business cards, stationery, book
jackets, folders, booklets, pamphlets, brochures, and magazines; and (D)use
proximity and alignment to create a visual connection with other elements.
(12) Communication. The student delivers the product electronically in a variety
of media, with appropriate supervision. The student is expected to: (A) publish
information in a variety of ways including, but not limited to, printed copy
or monitor display; and (B)publish information in saved files, Internet documents,
CD-ROM discs, or video.
(13) Communication. The student uses technology applications to facilitate evaluation
of communication, both process and product. The student is expected to: (A)
determine and employ technology specifications to evaluate projects for design,
content delivery, purpose, and audience; and (B) seek and respond to advice
from peers in evaluating the product.
Source: The provisions of this §126.25 adopted to be effective September
1, 1998, 22 SWReg 5203.§126.26.
Multimedia (One Credit).
(a)General requirements. The prerequisite for this course is proficiency in
the knowledge and skills described in §126.12(c) of this title (relating
to Technology Applications (Computer Literacy), Grades 6-8). This course is
recommended for students in Grades 9-12.
(a) Introduction.
(1)The technology applications curriculum has four strands: foundations, information
acquisition, work in solving problems, and communication.
(2)Through the study of technology applications foundations, including technology-related
terms, concepts, and data input strategies, students learn to make informed
decisions about technologies and their applications. The efficient acquisition
of information includes the identification of task requirements; the plan for
using search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the technology
appropriate for the task, synthesize knowledge, create a solution, and evaluate
the results. Students communicate information in different formats and to diverse
audiences. A variety of technologies will be used. Students will analyze and
evaluate the results.
(c) Knowledge and skills.
(3) Foundations. The student demonstrates knowledge and appropriate use of hardware
components, software programs, and their connections. The student is expected
to: (A) demonstrate knowledge and appropriate use of operating systems, software
applications, and communication and networking components; (B) analyze demands
for accomplishing multimedia tasks to appropriately use input, processing, output,
and primary/secondary storage devices; (C) make decisions regarding the selection,
acquisition, and use of software in a multimedia classroom/lab taking under
consideration its quality, appropriateness, effectiveness, and efficiency; (D)
delineate and make necessary adjustments regarding compatibility issues including,
but not limited to, digital file formats and cross platform connectivity; (E)
use necessary vocabulary related to multimedia; (F) install and configure appropriate
software; (G) distinguish between and correctly use process color (RGB and CYMK),
spot color, and black/white; (h) identify color mixing theories and apply these
theories to the creation of new colors in the digital format; (I) identify and
distinguish among the basic sound editing principles including the addition
of effects and manipulation of the wave form; (j) identify and use compression
schemes for photo, animation, video, and graphics; and (k) distinguish between
and determine the appropriate application of bitmapped and vector graphics into
a multimedia project.
(4) Foundations. The student uses data input skills appropriate to the task.
The student is expected to: (a) demonstrate proficiency in the use of a variety
of electronic input devices including the mouse, keyboard, scanner, voice/sound
recorder, disk/disc, video, and digital camera by creating files to be used
in multimedia products; (b) use digital keyboarding standards for data input
such as one space after punctuation, the use of em/en dashes, and smart quotation
marks; (c) use strategies when digitally capturing files that conserve memory
and retain the image integrity; and (d) differentiate among audio input.
(5) Foundations. The student complies with the laws and examines the issues
regarding the use of technology in society. The student is expected to: (a)discuss
copyright laws/issues and model ethical acquisition and use of digital information,
citing sources using established methods; (b) demonstrate proper etiquette and
knowledge of acceptable use policies when using networks, especially resources
on the Internet and intranet; (c) model respect of intellectual property when
manipulating, morphing, or editing graphics, video, text, and sound; and (d)
provide examples of the role of multimedia in society.
(6) Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student
is expected to: (a) use strategies to access research information from different
resources, including local area networks (LANs), wide area networks (WANs),
the Internet, and intranet; and (b) apply appropriate electronic search strategies
in the acquisition of information including keyword and Boolean search strategies.
(7)Information acquisition. The student acquires electronic information in a
variety of formats, with appropriate supervision. The student is expected to:
(a) acquire information in electronic formats including text, audio, video,
and graphics, citing the source; and (b)identify, create, and use available
file formats including text, image, video (analog and digital), and audio files.
(8)Information acquisition. The student evaluates the acquired electronic information.
The student is expected to: (a) identify and employ a method to evaluate the
design, functionality, and accuracy of the accessed information; and (B) use
fundamental concepts of graphic design including visual composition and lighting
when analyzing multimedia.
(9) Solving problems. The student uses appropriate computer-based productivity
tools to create and modify solutions to problems. The student is expected to:
(A) use foundation and enrichment curricula in the creation of multimedia products;
(B) select and integrate computer-based productivity tools, including, but not
limited to, word processor, database, spreadsheet, telecommunications, draw,
paint, and utility programs to develop and modify solutions to problems and
to create new knowledge for multimedia products; (c) use technology tools to
create a knowledge base with a broad perspective; (d) apply color principles
to communicate the mood of the product for the specific audience; (e) integrate
path and cell animation modules appropriately into multimedia products;(f)use
the appropriate scripting language to create a multimedia sequence; (g)edit
files using established design principles including consistency, repetition,
alignment, proximity, ratio of text to white space, image file size, color use,
font size, type, and style; and (h) read and use technical documentation.
(10)Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected
to: (A) participate with electronic communities as a learner, initiator, contributor,
and teacher/mentor and use technology to participate in self-directed and practical
activities in the larger community and society; (B) demonstrate proficiency
in, appropriate use of, and navigation of LANs, WANs, the Internet, and intranet
for research and for sharing of resources; (c)integrate and use efficiently
and effectively a variety of multimedia programs and tools including linear/non-linear
authoring tools, image/video editing tools, compression programs, draw/paint/text
creation tools; (d) extend the learning environment beyond the school walls
through the creation and linking of multimedia products via electronic networks;
(e) develop technical documentation related to multimedia; (f) participate in
different roles and jobs of a multimedia production crew including project manager,
lead programmer, writer, art director, sound engineer, researcher, animator,
and presenter; (g)distinguish among and appropriately integrate 3-D modeling,
animation, and rendering software into multimedia products; (h) import video
into the digital format for integration into multimedia products; and (I)capture,
record, and integrate sampled and Musical Instrument Digital Interface (MIDI)
sound in different sound rates, resolutions, and channels. (11)Solving problems.
The student uses technology applications to facilitate evaluation of work, both
process and product. The student is expected to: (A) design and implement procedures
to track trends, set timelines, and review/evaluate progress for continual improvement
in process and product; (B) seek and respond to advice from peers and professionals
in delineating technological tasks; (C) create technology specifications for
tasks and rubrics to evaluate products and product quality against established
criteria; and (D) resolve information conflicts and validate information by
accessing, researching, and comparing data and demonstrate that products and
product quality can be evaluated against established criteria.
(12)Communication. The student formats digital information for appropriate and
effective communication. The student is expected to: (A) identify quality in
multimedia design such as consistency, alignment, repetition, and proximity;
(B) use content selection and presentation for the defined audience and communication
purpose; and (C) format the multimedia project according to defined output specifications
including target audience and viewing environment. (13) Communication. The student
delivers the product electronically in a variety of media, with appropriate
supervision. The student is expected to: (A) publish information in a variety
of ways including, but not limited to, printed copy or monitor display; and
(B) publish information in saved files, Internet documents, CD-ROM discs, or
video.
(14) Communication. The student uses technology applications to facilitate evaluation
of communication, both process and product. The student is expected to: (A)
determine and employ technology specifications to evaluate projects for design,
content delivery, purpose, and audience; and (B) seek and respond to input from
peers and professionals in evaluating the product.
Source: The provisions of this §126.26 adopted to be effective September
1, 1998, 22 SWReg 5203.§126.27.
Web Mastering (One Credit).
(a) General requirements. The prerequisite for this course is proficiency in
the knowledge and skills described in §126.12(c) of this title (relating
to Technology Applications (Computer Literacy), Grades 6-8). This course is
recommended for students in Grades 9-12.
(b) Introduction.
(1) The technology applications curriculum has four strands: foundations, information
acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including technology-related
terms, concepts, and data input strategies, students learn to make informed
decisions about technologies and their applications. The efficient acquisition
of information includes the identification of task requirements; the plan for
using search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the technology
appropriate for the task, synthesize knowledge, create a solution, and evaluate
the results. Students communicate information in different formats and to diverse
audiences. A variety of technologies will be used. Students will analyze and
evaluate the results.
(c) Knowledge and skills.
(3)Foundations. The student demonstrates knowledge and appropriate use of hardware
components, software programs, and their connections. The student is expected
to: (A) demonstrate knowledge and appropriate use of operating systems, software
applications, and communication and networking components; (B) compare, contrast,
and use appropriately the various input, processing, output, and primary/secondary
storage devices; (C) make decisions regarding the selection, acquisition, and
use of software taking under consideration its quality, appropriateness, effectiveness,
and efficiency; (D) delineate and make necessary adjustments regarding compatibility
issues including, but not limited to, digital file formats and cross platform
connectivity; (E) use vocabulary related to web mastering and delineate between
the Internet and an intranet; (F) summarize the technical needs of a World Wide
Web (WWW) server including Random Access Memory (RAM), hard disk capacity, Central
Processing Unit (CPU) speed, methods of connectivity, and appropriate software;
and (G) summarize the development of Internet protocols including, but not limited
to, hypertext transfer protocol (http), gopher, file transfer protocol (ftp),
telnet, and wide area information system (wais).
(4) Foundations. The student uses data input skills appropriate to the task.
The student is expected to: (A) outline differences among a variety of electronic
input devices; and (B) demonstrate proficiency in the use of a variety of electronic
input devices such as keyboard, scanner, voice/sound recorder, mouse, touch
screen or digital video by incorporating such components while publishing WWW
pages.
(5) Foundations. The student complies with the laws and examines the issues
regarding the use of technology in society. The student is expected to: (A)
discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods; (B) demonstrate proper
etiquette and knowledge of acceptable use policies when using networks, especially
resources on the Internet and intranet; and (C) analyze the impact of the WWW
on society through research, interviews, and personal observation.
(6)Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student
is expected to: (A) use local area networks (LANs) and wide area networks (WANs)
including the Internet and intranet in research and resource sharing; (B) construct
appropriate search strategies in the acquisition of information from the Internet
including keyword and Boolean search strategies; and (C) obtain Uniform Resource
Locators (URLs) and distinguish among the protocols including hypertext transfer
protocol (http), gopher, file transfer protocol (ftp), telnet, and wide area
information system (wais).
(7)Information acquisition. The student acquires electronic information in a
variety of formats, with appropriate supervision. The student is expected to:
(A) acquire information in electronic formats including text, audio, video,
and graphics, citing the source; and (B) identify, create, and use available
file formats including text, image, video (analog and digital), and audio files.
(8) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to: (A) determine and employ methods to evaluate the
design (for content delivery) and functionality (for navigation and interaction)
of WWW pages and compare the method with other established methods; (B) demonstrate
skill in testing the accuracy of information; and (C) investigate and choose
electronic security methods for a web server to protect from unauthorized access
and negative intentions.
(9)Solving problems. The student uses appropriate computer-based productivity
tools to create and modify solutions to problems. The student is expected to:
(A) use technology tools to create a knowledge base with a broad perspective;
(B) select and integrate appropriate productivity tools including, but not limited
to, word processor, database, spreadsheet, telecommunication, draw, paint, and
utility programs into the creation of WWW documents; (C) use foundation and
enrichment curricular content in the creation of WWW pages; (D) create WWW pages
using specific authoring tools such as text-based editing programs or graphical-based
editing programs; (E) read, use, and develop technical documentation; (F) create
and edit WWW documents using established design principles including consistency,
repetition, alignment, proximity, ratio of text to white space, image file size,
color use, font size, type, and style; (G) demonstrate the ability to control
access to the WWW site via password controls and global access/deny controls;
and (H) establish a folder/directory hierarchy for storage of a web page and
its related or linked files.
(10)Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected
to: (A) demonstrate proficiency in, appropriate use of, and navigation of LANs,
WANs, the Internet, and intranet for research and for sharing of resources;
(B) extend teaching and learning in the local environment to the worldwide community
through the creation and sharing of WWW documents; (C) synthesize and generate
new information from data gathered from electronic and telecommunications resources;
(D) create and format WWW documents containing bookmarks of on-line resources
and share them electronically; (E) demonstrate the use of WWW pages, collaborative
software, and productivity tools to create products; (F) participate with electronic
communities as a learner, initiator, contributor, and teacher/mentor; and (G)
participate in relevant, meaningful activities in the larger community and society
to create electronic projects.
(11)Solving problems. The student uses technology applications to facilitate
evaluation of work, both process and product. The student is expected to: (A)
design and implement procedures to track trends, set timelines, and review/evaluate
progress for continual improvement in process and product; (B) seek and respond
to advice from peers and professionals in delineating technological tasks; (C)
create technology specifications for tasks and evaluation rubrics; and (D) resolve
information conflicts and validate information through accessing, researching,
and comparing data.
(12)Communication. The student formats digital information for appropriate and
effective communication. The student is expected to: (A) use hypertext linking
appropriately when creating WWW pages; (B) develop interactivity for the web
server via scripting additions such as Common Gateway Interface (CGI), Java
Script, or JAVA; and (C) demonstrate the ability to conduct secure transactions
from the web server to the client.
(13)Communication. The student delivers the product electronically in a variety
of media, with appropriate supervision. The student is expected to: (A) synthesize
and publish information in a variety of ways including, but not limited to,
printed copy, monitor display, Internet documents, and video; and (B) identify
and use LANs, WANs, and remote resources to exchange and publish information.
(14) Communication. The student uses technology applications to facilitate evaluation
of communication, both process and product. The student is expected to: (A)
create technology specifications for tasks and evaluation rubrics; and (B) seek
and respond to input from peers and professionals in evaluating the product.
Source: The provisions of this §126.28 adopted to be effective September
1, 1998, 22 SWReg 5203.§126.29.
Independent Study in Technology Applications (One Credit).
(a) General requirements. The prerequisite for this course is completion of
a high school technology applications course as identified in this subchapter
and permission of the instructor/mentor for Independent Study in Technology
Applications. This course may be taken at Grades 10-12.
(b) Introduction.
(1) The technology applications curriculum has four strands: foundations, information
acquisition, work in solving problems, and communication.
(2) Through the study of technology applications foundations, including technology-related
terms, concepts, and data input strategies, students learn to make informed
decisions about technologies and their applications. The efficient acquisition
of information includes the identification of task requirements; the plan for
using search strategies; and the use of technology to access, analyze, and evaluate
the acquired information. By using technology as a tool that supports the work
of individuals and groups in solving problems, students will select the technology
appropriate for the task, synthesize knowledge, create a solution, and evaluate
the results. Students communicate information in different formats and to diverse
audiences. A variety of technologies will be used. Students will analyze and
evaluate the results.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware
components, software programs, and their connections. The student is expected
to: (A) demonstrate knowledge and appropriate use of operating systems, software
applications, and communication and networking components; (B) make decisions
regarding the selection, acquisition, and use of software taking under consideration
its quality, appropriateness, effectiveness, and efficiency; (C) delineate and
make necessary adjustments regarding compatibility issues including, but not
limited to, digital file formats and cross platform connectivity; and (D) use
appropriate technology terminology in the independent study course.
(2) Foundations. The student uses data input skills appropriate to the task.
The student is expected to: (A) demonstrate proficiency in the use of a variety
of electronic input devices including the mouse, keyboard, scanner, voice/sound
recorder, disk/disc, video, and digital camera as appropriate; and (B) use digital
keyboarding standards for data input such as one space after punctuation, the
use of em/en dashes, and smart quotation marks.
(3) Foundations. The student complies with the laws and examines the issues
regarding the use of technology in society. The student is expected to: (A)
discuss copyright laws/issues and model ethical acquisition and use of digital
information, citing sources using established methods; (B) demonstrate proper
etiquette and knowledge of acceptable use policies when using networks, especially
resources on the Internet and intranet; and (C) model respect of intellectual
property when manipulating, morphing, or editing graphics, video, text, and
sound.
(4) Information acquisition. The student uses a variety of strategies to acquire
information from electronic resources, with appropriate supervision. The student
is expected to: (A) use local area networks (LANs) and wide area networks (WANs),
including the Internet and intranet, in research and resource sharing; (B) apply
appropriate search strategies in the acquisition of information from the Internet
including keyword and Boolean search strategies; and (C) pose hypotheses/questions
related to a selected problem.
(5) Information acquisition. The student acquires electronic information in
a variety of formats, with appropriate supervision. The student is expected
to: (A) acquire information using appropriate research strategies and a variety
of electronic formats, including text, audio, video, and graphics, citing the
source; and (B) identify, create, and use available file formats including text,
image, video (analog and digital), and audio files.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to: (A) identify and employ a method to evaluate the
design, functionality, and accuracy of the accessed information; and (B) analyze
information for validity and relevance in the confirmation, testing, and solution
of the hypotheses and questions.
(7) Solving problems. The student uses appropriate computer-based productivity
tools to create and modify solutions to problems. The student is expected to:
(A) develop and apply advanced technology applications skills; (B) identify
and solve problems, individually and with input from peers and professionals,
utilizing research methods and advanced technology applications skills used
in a selected profession or discipline; (C) select and integrate appropriate
productivity tools including, but not limited to, word processor, database,
spreadsheet, telecommunication, draw, paint, and utility programs into the creation
of products; (D) use foundation and enrichment curricular content in the creation
of products; (E) synthesize and generate new information from data gathered
from electronic and telecommunications resources; and (F) read and use technical
documentation.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected
to: (A) work with a mentor to determine problem to be solved, hypotheses, and
strategies to accomplish task; (B) develop products that meet standards identified
by the selected profession or discipline; (C) produce original work to solve
the identified problem and publish the product in electronic media and print;
(D) participate with electronic communities as a learner, initiator, contributor,
and teacher/mentor; and (E) participate in relevant, meaningful activities in
the larger community and society to create electronic projects.
(9) Solving problems. The student uses technology applications to facilitate
evaluation of work, both process and product. The student is expected to: (A)
design and implement procedures to track trends, set timelines, and review/evaluate
progress for continual improvement in process and product; (B) produce documentation
to illustrate the progress of the project including, but not limited to journals,
logs, videos, pictorial documentation, multimedia products, and printed books;
and (C) seek and respond to input from peers and professionals in delineating
technological tasks and problem solving.
(10) Communication. The student formats digital information for appropriate
and effective communication. The student is expected to: (A) format the developed
projects according to defined output specifications including target audience
and viewing environment; and (B) present findings to a panel for comment and
professional response.
(11) Communication. The student delivers the product electronically in a variety
of media, with appropriate supervision. The student is expected to: (A) determine
and implement the best method of presenting or publishing findings; (B) synthesize
and publish information in a variety of ways including, but not limited to,
printed copy, monitor display, Internet documents, and video; and (C) use LANs,
WANs, and remote resources to exchange and publish information.
(12) Communication. The student uses technology applications to facilitate evaluation
of communication, both process and product. The student is expected to: (A)
design and implement procedures to track trends, set timelines, and review and
evaluate the product using technology tools such as database managers, daily/monthly
planners, and project management tools; (B) determine and employ technology
specifications to evaluate projects for design, content delivery, purpose, and
audience, demonstrating that process and product can be evaluated using established
criteria or rubrics; (C) seek and respond to input from peers and professionals
in evaluating the product; and (D) make necessary revisions and/or proceed to
the next stage of study.
Source: The provisions of this §126.29 adopted to be effective September
1, 1998, 22 SWReg 5203.