NJStandards

The following technology standards are from New Jersey. A PDF version is here. [[file:techstandards.pdf]].
// 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. // **A. Technology Operations and Concepts**
 * Preschool || By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.P.A.1** Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.2.A.1** Identify the basic features of a computer and explain how to use them effectively. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.4.A.1**Demonstrate effective input of text and data using an input device. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.8.A.1** Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.12.A.1** Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results. ||
 * **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.P.A.2** Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.2.A.2** Use technology terms in daily practice. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.4.A.2** Create a document with text formatting and graphics using a word processing program. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.8.A.2** Plan and create a simple database, define fields, input data, and produce a report using sort and query. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.12.A.2** Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. ||
 * **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.P.A.3** Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.2.A.3** Discuss the common uses of computer applications and hardware and identify their advantages and disadvantages. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.4.A.3** Create and present a multimedia presentation that includes graphics. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.8.A.3** Create a multimedia presentation including sound and images. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.12.A.3** Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. ||
 * **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.P.A.4** Recognize that the number keys are in a row on the top of the keyboard. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.2.A.4** Create a document with text using a word processing program. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.4.A.4** Create a simple spreadsheet, enter data, and interpret the information. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.8.A.4** Generate a spreadsheet to calculate, graph, and present information. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.12.A.4** Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations. ||
 * **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.P.A.5** Use basic technology terms in conversations (e.g., digital camera, battery, screen, computer, Internet, mouse, keyboards, and printer). || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.2.A.5**Demonstrate the ability to navigate in virtual environments that are developmentally appropriate. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.4.A.5** Determine the benefits of a wide range of digital tools by using them to solve problems. || **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.8.A.5** Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. ||  ||
 * **Content:** The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

**8.1.P.A.6** Turn smart toys on and off. ||  ||   ||   ||   ||   ||   ||   || // 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. // **B. Creativity and Innovation**
 * Preschool || By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

**8.1.P.B.1** Use a digital camera to take a picture. || **Content:** The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

**8.1.2.B.1** Illustrate and communicate original ideas and stories using digital tools and media-rich resources. || **Content:** The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

**8.1.4.B.1** Produce a media-rich digital story about a significant local event or issue based on first-person interviews. || **Content:** The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

**8.1.8.B.1** Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service ). || **Content:** The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

**8.1.12.B.1** Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation. ||  ||   ||   || // 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. // **C. Communication and Collaboration**
 * Preschool || By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

**8.1.P.C.1** Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. || **Content:** Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

**8.1.2.C.1** Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using electronic tools. || **Content:** Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

**8.1.4.C.1** Engage in online discussions with learners in the United States or from other countries to understand their perspectives on a global problem or issue. || **Content:** Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

**8.1.8.C.1** Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions. || **Content:** Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

**8.1.12.C.1** Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. ||
 * **Content:** Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

**8.1.P.C.2** Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” ||  ||   ||   ||   ||   ||   ||   || // 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. // **D. Digital Citizenship**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.2.D.1** Model legal and ethical behaviors when using both print and non-print information by citing resources. || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.4.D.1** Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies. || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.8.D.1** Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.12.D.1** Evaluate policies on unauthorized electronic access (e.g., hacking) and disclosure and on dissemination of personal information. ||
 * || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.4.D.2** Analyze the need for and use of copyrights. || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.8.D.2** Summarize the application of fair use and Creative Commons guidelines. || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.12.D.2** Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. ||
 * || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.4.D.3** Explain the purpose of an acceptable use policy and the consequences of inappropriate use of technology. || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.8.D.3** Demonstrate how information on a controversial issue may be biased. || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.12.D.3** Compare and contrast international government policies on filters for censorship. ||
 * ||  ||   || **Content:** Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

**8.1.12.D.4** Explain the impact of cyber crimes on society. ||  ||   ||   || // 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. // **E. Research and Information Literacy**
 * Preschool || By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:**Effective use of digital tools assists in gathering and managing information.

**8.1.P.E.1** Use the Internet to explore and investigate questions with a teacher’s support. || **Content:** Effective use of digital tools assists in gathering and managing information.

**8.1.2.E.1** Use digital tools and online resources to explore a problem or issue affecting children, and discuss possible solutions. || **Content:** Effective use of digital tools assists in gathering and managing information.

**8.1.4.E.1** Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps. || **Content:** Effective use of digital tools assists in gathering and managing information.

**8.1.8.E.1** Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. || **Content:** Effective use of digital tools assists in gathering and managing information.

**8.1.12.E.1** Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue. ||
 * ||  || **Content:** Effective use of digital tools assists in gathering and managing information.

**8.1.4.E.2** Evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. ||  || **Content:** Effective use of digital tools assists in gathering and managing information.

**8.1.12.E.2** Predict the impact on society of unethical use of digital tools, based on research and working with peers and experts in the field. ||  ||   ||   || // 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. // **F. Critical Thinking, Problem Solving, and Decision-Making**
 * Preschool || By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:**Information accessed through the use of digital tools assists in generating solutions and making decisions.

**8.1.P.F.1** Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. || **Content:**Information accessed through the use of digital tools assists in generating solutions and making decisions.

**8.1.2.F.1** Use mapping tools to plan and choose alternate routes to and from various locations. || **Content:**Information accessed through the use of digital tools assists in generating solutions and making decisions.

**8.1.4.F.1** Select and apply digital tools to collect, organize, and analyze data that support a scientific finding. || **Content:** Information accessed through the use of digital tools assists in generating solutions and making decisions.

**8.1.8.F.1** Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. || **Content:** Information accessed through the use of digital tools assists in generating solutions and making decisions.

**8.1.12.F.1** Select and use specialized databases for advanced research to solve real-world problems. ||
 * ||  ||   ||   || **Content:** Information accessed through the use of digital tools assists in generating solutions and making decisions.

**8.1.12.F.2** Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs. ||  ||   ||   ||   || // 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. // **A. Nature of Technology: Creativity and Innovation**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** Technology products and systems impact every aspect of the world in which we live.

**8.2.2.A.1** Describe how technology products, systems, and resources are useful at school, home, and work. || **Content:** Technology products and systems impact every aspect of the world in which we live.

**8.2.4.A.1** Investigate factors that influence the development and function of technology products and systems. || **Content:** Technology products and systems impact every aspect of the world in which we live.

**8.2.8.A.1** Explain the impact of globalization on the development of a technological system over time. || **Content:** Technology products and systems impact every aspect of the world in which we live.

**8.2.12.A.1** Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, and benefits. ||
 * || **Content:** Technology products and systems impact every aspect of the world in which we live.

**8.2.4.A.2** Using a digital format, compare and contrast how a technology product has changed over time due to economic, political, and/or cultural influences. ||  ||   ||   ||   ||   || // 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. // **B. Design: Critical Thinking, Problem Solving, and Decision-Making**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** The design process is a systematic approach to solving problems.

**8.2.2.B.1**Brainstorm and devise a plan to repair a broken toy or tool using the design process. || **Content:** The design process is a systematic approach to solving problems.

**8.2.4.B.1** Develop a product using an online simulation that explores the design process. || **Content:** The design process is a systematic approach to solving problems.

**8.2.8.B.1** Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints. || **Content:** The design process is a systematic approach to solving problems.

**8.2.12.B.1** Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process. ||
 * **Content:** The design process is a systematic approach to solving problems.

**8.2.2.B.2**Investigate the influence of a specific technology on the individual, family, community, and environment. || **Content:** The design process is a systematic approach to solving problems.

**8.2.4.B.2** Design an alternative use for an existing product. || **Content:** The design process is a systematic approach to solving problems.

**8.2.8.B.2** Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation. || **Content:** The design process is a systematic approach to solving problems.

**8.2.12.B.2** Design and create a prototype for solving a global problem, documenting how the proposed design features affect the feasibility of the prototype through the use of engineering, drawing, and other technical methods of illustration. ||
 * || **Content:** The design process is a systematic approach to solving problems.

**8.2.4.B.3** Explain the positive and negative effect of products and systems on humans, other species, and the environment. || **Content:** The design process is a systematic approach to solving problems.

**8.2.8.B.3** Solve a science-based design challenge and build a prototype using science and math principles throughout the design process. || **Content:** The design process is a systematic approach to solving problems.

**8.2.12.B.3** Analyze the full costs, benefits, trade-offs, and risks related to the use of technologies in a potential career path. ||
 * || **Content:** The design process is a systematic approach to solving problems.

**8.2.4.B.4** Compare and contrast how technology transfer happens within a technology, among technologies, and among other fields of study. ||  ||   ||   ||   ||   || // 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. // **C. Technological Citizenship, Ethics, and Society**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.2.C.1** Demonstrate how reusing a product affects the local and global environment. || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.4.C.1** Explain the impact of disposing of materials in a responsible way. || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.8.C.1** Explain the need for patents and the process of registering one. || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.12.C.1** Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis. ||
 * || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.4.C.2** Explain the purpose of trademarks and the impact of trademark infringement on businesses. || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.8.C.2** Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation. || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.12.C.2** Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, and maintenance of a chosen product. ||
 * || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.4.C.3** Examine ethical considerations in the development and production of a product from its inception through production, marketing, use, maintenance, and eventual disposal by consumers. ||  || **Content:** Knowledge and understanding of human, cultural, and societal values are fundamental when designing technology systems and products in the global society.

**8.2.12.C.3** Evaluate the positive and negative impacts in a design by providing a digital overview of a chosen product and suggest potential modifications to address the negative impacts. ||  ||   ||   || // 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. // **D. Research and Information Fluency**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

**8.2.2.D.1** Collect and post the results of a digital classroom survey about a problem or issue and use data to suggest solutions. || **Content:** Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

**8.2.4.D.1** Analyze responses collected from owners/users of a particular product and suggest modifications in the design of the product based on their responses. || **Content:** Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

**8.2.8.D.1** Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries. || **Content:** Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

**8.2.12.D.1** Reverse-engineer a product to assist in designing a more eco-friendly version, using an analysis of trends and data about renewable and sustainable materials to guide your work. ||  ||   ||   || // 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. // **E. Communication and Collaboration**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** Digital tools facilitate local and global communication and collaboration in designing products and systems.

**8.2.2.E.1** Communicate with students in the United States or other countries using digital tools to gather information about a specific topic and share results. || **Content:** Digital tools facilitate local and global communication and collaboration in designing products and systems.

**8.2.4.E.1** Work in collaboration with peers to produce and publish a report that explains how technology is or was successfully or unsuccessfully used to address a local or global problem. || **Content:** Digital tools facilitate local and global communication and collaboration in designing products and systems.

**8.2.8.E.1** Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle. || **Content:** Digital tools facilitate local and global communication and collaboration in designing products and systems.

**8.2.12.E.1** Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process. ||  ||   ||   || // 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. // **F. Resources for a Technological World**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.2.F.1** Identify the resources needed to create technological products and systems. || **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.4.F.1** Describe how resources are used in a technological product or system. || **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.8.F.1** Explain the impact of resource selection and processing in the development of a common technological product or system. || **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.12.F.1** Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system. ||
 * || **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.4.F.2** Explain how resources are processed in order to produce technological products and systems. || **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.8.F.2** Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy. || **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.12.F.2** Explain how material science impacts the quality of products. ||
 * ||  ||   || **Content:** Technological products and systems are created through the application and appropriate use of technological resources.

**8.2.12.F.3** Select and utilize resources that have been modified by digital tools (e.g., CNC equipment, CAD software) in the creation of a technological product or system. ||  ||   ||   || // 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. // **G. The Designed World**
 * By the end of Grade 2 || By the end of Grade 4 || By the end of Grade 8 || By the end of Grade 12 ||
 * **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.2.G.1** Describe how the parts of a common toy or tool interact and work as part of a system. || **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.4.G.1** Examine a malfunctioning tool and use a step-by-step process to troubleshoot and present options to repair the product. || **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.8.G.1** Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved. || **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.12.G.1** Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity. ||
 * **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.2.G.2** Explain the importance of safety in the use and selection of appropriate tools and resources for a specific purpose. || **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.4.G.2** Explain the functions of a system and subsystems. || **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.8.G.2** Explain the interdependence of a subsystem that operates as part of a system. ||  ||
 * || **Content:** The designed world is the product of a design process that provides the means to convert resources into products and systems.

**8.2.4.G.3** Evaluate the function, value, and a  esthetics of a technological product, system, or environment from the perspective of the user and the producer. ||  ||   ||   ||   ||   ||   ||


 * **__BASIC TECHNOLOGY TERMS__** ||
 * ** Basic technology terms for preschool **: Examples digital camera, battery, screen, computer, Internet, mouse, keyboard, and printer. ||
 * **__CONTROVERSIAL ISSUE__** ||
 * ** Controversial issue: ** For example, global warming, scarcity of water, alternative energy sources, election campaigns. ||
 * **__CURRENT AND EMERGING TECHNOLOGY RESOURCES__** ||
 * ** Current and emerging technology resources: ** For example, cell phones, GPS, online communities using wikis, blogs, vlogs, and/or Nings. ||
 * **__DATA COLLECTION TECHNOLOGY__** ||
 * ** Data-collection technology: ** For example, probes, handheld devices, and geographic mapping systems. ||
 * **__DEVELOPMENTALLY APPROPRIATE__** ||
 * ** Developmentally appropriate: ** Students’ developmental levels prescribe the learning environment and activities that are used. ||
 * **__DIGITAL LEARNING GAME__** ||
 * ** Digital learning game: ** For example, Alice, Lively. ||
 * **__DIGITAL TOOLS1__** ||
 * ** Digital tools for grade 2: ** For example, computers, digital cameras, software.. ||
 * **__DIGITAL TOOLS2__** ||
 * ** Digital tools for grades 4, 8, and 12: ** For example, computers, digital cameras, probing devices, software, cell phones, GPS, online communities, VOIP, and virtual conferences. ||
 * **__ELECTRONIC AUTHORING TOOL__** ||
 * ** Electronic authoring tools: ** Software that facilitates online book development (e.g., multimedia electronic book). ||
 * **__MAPPING TOOLS__** ||
 * ** Mapping tools: ** For example, Google earth, Yahoo maps, and Google maps. ||
 * **__MEDIA-RICH RESOURCES__** ||
 * ** Media-rich: ** Multiple forms of digital applications in one product (e.g., graphic design, word processing, and spreadsheet). ||
 * **__MULTIMEDIA PRESENTATION__** ||
 * ** Multimedia presentation: ** For example, movie, podcast, vlog. ||
 * **__ONLINE DISCUSSIONS__** ||
 * ** Online discussion: ** UNICEF, Oracle, i-Earn, blogs, wikis. ||
 * **__ONLINE LEARNING COMMUNITY__** ||
 * ** Online learning community ** : For example, i-Earn, Ning, blogs, wikis, Second Life. ||
 * **__OPERATIONS AND RELATED APPLICATIONS__** ||
 * ** Operations and related applications ** : For example, saving a word processing file to a network drive, printing a spreadsheet. ||
 * **__REVERSE-ENGINEER__** ||
 * ** Reverse engineer: ** To isolate the components of a completed system. ||
 * **__SHARED HOSTED SERVICE__** ||
 * ** Shared hosted services: ** For example, podcasts, videos, or vlogs. ||
 * **__TECHNOLOGIES__** ||
 * ** Technologies: ** Medical, agricultural, and related biotechnologies, energy and power technologies, information and communications technologies, transportation technologies, manufacturing technologies, and construction technologies. ||
 * **__VIRTUAL ENVIRONMENTS__** ||
 * ** Virtual environments: ** For example, games, simulations, websites, blogs. ||
 * **__WEB-BASED PUBLICATION__** ||
 * ** Web-based publication: ** For example, web pages, wikis, blogs, ezines. ||
 * ** Online learning community ** : For example, i-Earn, Ning, blogs, wikis, Second Life. ||
 * **__OPERATIONS AND RELATED APPLICATIONS__** ||
 * ** Operations and related applications ** : For example, saving a word processing file to a network drive, printing a spreadsheet. ||
 * **__REVERSE-ENGINEER__** ||
 * ** Reverse engineer: ** To isolate the components of a completed system. ||
 * **__SHARED HOSTED SERVICE__** ||
 * ** Shared hosted services: ** For example, podcasts, videos, or vlogs. ||
 * **__TECHNOLOGIES__** ||
 * ** Technologies: ** Medical, agricultural, and related biotechnologies, energy and power technologies, information and communications technologies, transportation technologies, manufacturing technologies, and construction technologies. ||
 * **__VIRTUAL ENVIRONMENTS__** ||
 * ** Virtual environments: ** For example, games, simulations, websites, blogs. ||
 * **__WEB-BASED PUBLICATION__** ||
 * ** Web-based publication: ** For example, web pages, wikis, blogs, ezines. ||
 * **__VIRTUAL ENVIRONMENTS__** ||
 * ** Virtual environments: ** For example, games, simulations, websites, blogs. ||
 * **__WEB-BASED PUBLICATION__** ||
 * ** Web-based publication: ** For example, web pages, wikis, blogs, ezines. ||
 * **__WEB-BASED PUBLICATION__** ||
 * ** Web-based publication: ** For example, web pages, wikis, blogs, ezines. ||