YSD‎ > ‎Technology‎ > ‎Technology Standards‎ > ‎

Operations

Acceptable Use Policy
Technology Plan
Technology Standards
Internet Safety
Tutorials
Google Apps for Education Help
Teacher Resources
Parent Resources
Frequently Asked Questions


Eric Lawson - Director
Tom Rup - Network Technician
Lynne Moulton - Database Manager
Karen Hosmer - YMS Tech/MLTI
Nick Shuman - YMS Teacher/Coach
Annette Slone - ES Teacher/Coach

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Call Us:
 
207- 363-3403

Operations and Concepts

Performance Indicator - A
a. Understand and use technology systems.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12

With guidance, students successfully login and/or navigate digital environments to access local and online resources and input data. 

Students keep their systems safe and secure.

Students independently manage and organize their own local and online workspaces.

Students input and access data with fluency.

Students keep their systems safe and secure.
 
Students recognize a variety of file types, and utilize appropriate applications to open, convert, optimize, transfer and work with files.

Students integrate a variety of file types to create a document or presentation.

Students keep their systems and personal data safe and secure.

Students recognize a variety of file types, and utilize appropriate applications to open, convert, optimize, transfer, and work with files. 

Students integrate a variety of file types to create a document or presentation.

Students keep their systems and personal data safe and secure.
 
Examples


1. Students safely turn computers and other digital devices on and off and log in and out for those devices.

2. Students navigate digital handheld and touch interface devices by choosing menu items or icons to make selections and access information.

Examples of digital tools above may include: desktops, laptops, personal learning devices and interactive touch devices such as a SMART Board, iPad, ipod, tablet, Digital camera, and scientific probes.
 
Examples


1. Students demonstrate an understanding of file and workspace management by choosing short, descriptive filenames, creating a set of appropriately named folders and sub-folders and saving their files to the appropriate folder based on common attributes (on network, online, and personal devices).

2. Students protect passwords and personally identifiable information as they safely login in to, and out of, local and online environments.

3. Students keyboard effectively, use texting devices, interactive touch screens, and audio/video input and output equipment.

Examples of digital tools above may include: desktops, laptops,  personal learning devices such as a SMART Board, iPad, iPod, tablet,, keyboarding program, and network login environment
 
Examples


1. Students prevent data loss by protecting and backing up files.

2. Students create and save an audio file using an audio editing program, then export that file in and accepted format so they can import the file into a multimedia presentation.

3. Students protect passwords and personally identifiable information as they safely login to, and out of, local and online environments.

Examples of digital tools above may include: desktops, laptops,  personal learning devices such as a SMART Board, iPad, iPod, tablet, audio programs such as Audacity, Garageband, presentation progams such as PowerPoint, Prezi, Google Presentation and Keynote
 
Examples
1. Students are able to remix media (images, sound, and video) from a variety of sources and formats, edit the project by adding text, sound, video and/or images, then export the final project in an appropriate format, taking into consideration file size, bandwidth, media capabilities and media-browser compatibility.

3. Students understand the long term implications of using integrated technology systems that contain their personal information such as social networking sites, mobile devices,online services etc.

Examples of digital tools above may include: desktops, laptops, personal learning devices such as a SMART Board, iPad, iPod, tablet, audio programs such as Audacity, Garageband  presentation programs such as PowerPoint, Prezi, Google Presentation and Keynote, digital devices like digital cameras records and video cameras


Performance Indicator - B
b. Select and use applications effectively and productively.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 With guidance students effectively use applications to create, present, publish and illustrate information and ideas.
Students effectively and efficiently use a variety of toolsand applications to create, present, publish and illustrate information and ideas. 

Students effectively and efficiently use a variety of tools and applications to collect, organize, analyze and present information and data.
 Students independently select digital tools and applications, including online, to use for real-world tasks and justify the selection based on efficiency and effectiveness. 
Students independently select digital tools and applications, including online, to use for real-world tasks and justify the selection based on efficiency and effectiveness. 

Students successfully employ data-collection technology to gather, view, analyze, and report results for content-related problems.
 
Examples


1. Students use a graphic organizer to visually represent ideas about themselves, community and surroundings.

2. Student use audio and drawing programs to draw their own stories and record themselves telling their story.

Examples of digital tools above may include: graphic organizer program such as Kidspiration, painting, drawing and presentation program such as KidPix Deluxe, or Tux Paint
 
Examples


1. While creating a slideshow for a class presentation students combine text from word processing, photos copied from online sources, and original pictures/diagrams from a paint and draw program.

2. Students gather data about classmatesí food preferences (likes/dislikes), enter and sort the data into a database/spreadsheet, and analyze the data using venn diagrams and pie charts. They present their findings by displaying a weekly menu in calendar format based on data interpretations.

Examples of digital tools above may include: productivity program such as MS Office, iWorks, Google Docs, or Open Office, database such as InspireData or Tinkerplots
 
Examples


1. Working on a class project to reduce the carbon footprint of the adults in the school, students select the tools to gather data about transportation habits of teachers and staff, and compile the data into a shared spreadsheet which all classmates can analyze using graphs and charts. Using analysis of the data students make suggestions to staff with appropriate tools, about how they can reduce their negative impact on the environment.

2. Using digital flip cameras and movie editing software, students capture and edit video public service announcement about following school and societal rules.

Examples of digital tools above may include: Google Docs forms and spreadsheets, Google Sites, Flip video cameras, and iMovie or Windows Movie Maker
 
Examples


1. Students are asked to research the schoolís parking space shortage and propose solutions by posting them to the class wiki. Students use digital cameras to gather spatial data, poll peers and adults for suggestions, debate the issues and solutions in an online class forum and use design software to create parking lot designs.

2. While studying water quality health of the local watershed, students electronically (GPS, meters, probes and online) gather data about elevation, coordinates, pH, dissolved oxygen, water flow, and temperature. Combining this information into spreadsheets with available biological data, students use graphs and charts to make inferences about the health of the local watershed. A mapping program is used to plot coordinates of data collections so details and physical locations can be compared.

Examples of digital tools above may include: PBworks or other wiki site, SurveyMonkey, KidBlog, Sketchup, Google Spreadsheet, digital camera, scientific probes and probeware, and Google Earth.

Performance Indicator - C
c. Troubleshoot systems and applications.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8Grades 9 - 12
 With teacher guidance , students communicate and problem solve technology issues using basic terminology. Students communicate and problem solve technology issues using accurate terminology.They begin to analyze and solve user-level hardware and software problems, taking advantage of "Help" functions and peer supports. Students communicate and problem solve technology issues using accurate terminology. They begin to analyze and solve user-level hardware and software problems, taking advantage of "Help" functions,online, and peer supports. Students communicate and problem solve technology issues using accurate terminology. They analyze and solve hardware and software problems, configure and troubleshoot hardware, software, and connectivity to optimize learning and productivity.
 
Examples


1. Students discover the reason the sound is not working is due to it being muted or that the volume to low.

2. Students are able to discover the printer is not printing is due to a red flashing light and are able to tell the teacher about the light.

Examples of digital tools above may include: desktops, laptops, iPads, iPods, digital cameras, Flip video cameras
 
Examples


1. Students troubleshoot by resetting connections and restarting devices - mouse, keyboard, interactive whiteboard, printers, speakers, flash drive, etc - and ask for help, or use "Help" functions common to most programs and environments.

2. Students will write a procedure piece to describe and solve common tech problems and identify what they would do to solve them.

Examples of digital tools above may include: desktops, laptops, iPads, iPods, digital cameras, Flip video cameras
 
Examples


1. Students use online resources, such as knowledge-base articles, frequently asked questions, online chats, and user groups/forums, as well as peers, to assist in troubleshooting. Ex: getting online video to play correctly.

2. While attempting to solve an Internet connectivity issue on their netbooks, student demonstrate an understanding of the layers of connectivity by identifying problem solving steps, beginning with restarting their browser, changing browsers or websites, checking local device settings, trying other network options (such as wired Ethernet instead of wireless), and testing internet connections from other netbooks or devices.

3. Students use accurate terminology to address components of systems, including internet connections and software and hardware preferences/properties.

Examples of digital tools above may include: desktops, laptops, iPads, iPods, digital cameras, Flip video cameras, online forums such as http://forums.cnet.com
 
Examples


1. Students are encouraged to join technology leadership teams or a student-run help desk. As students learn, they teach others by developing troubleshooting "steps" of their own - based on their own successes/failures, and share their knowledge through a tutorial.

2. By working with peers, online support, and search engines students help themselves, teachers, and peers to solve daily issues or effectively explain issues to the help desk. Issues could include: 1) no connection on SMART Board, 2) malfunctioning mouse, 3) incompatible device drivers, 4) or lack of Internet connectivity.

Examples of digital tools above may include: desktops, laptops, iPads, iPods, digital cameras, Flip video cameras, online forums such as http://forums.cnet.com

Performance Indicator - D
d. Transfer current knowledge to learning of new technologies.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 With teacher guidance, students recognize common, similar features and functions in digital environments and apply those to new technology experiences. Students recognize common, similar features and functions in digital environments andindependently apply those to new technology experiences. 
Students recognize common, similar features and functions in digital environments and independently apply those to new technology experiences. 

Students analyze the capabilities and limitations of current and emerging technologies and assess the potential of these technologies to address their academic needs.

Students will recognize common, similar features and functions in digital environments and independently apply those to new technology experiences. 

Students will analyze the capabilities and limitations of current and emerging technologies and assess the potential of these technologies to address academic, personal, social, lifelong learning, and careerneeds. Students will identify successful applications in their own education.

Students will evaluate online forums - such as wikis or blogs - versus in-class discussion.

 
Examples

1. While using different applications, students identify and use common elements in a toolbar such as drawing pencils, print button, colors palate, etc.

2.Students can manipulate devices with common buttons, motions, touch gestures.

Examples of digital tools above may include: desktops, laptops, personal learning devices, including iPads, iPods, productivity programs such as iWorks, MS Office, or Open Office, operating systems such as Windows 7 and Mac OSX
 
Examples


1. Students apply common keystrokes, touch gestures, or menu functions learned in previous experiences to new environments such as using menu items between a commercial product and its open source equivalent.

2. Students are able to transfer basic operations skills form digital device such as a digital camera, audio recorders to other digital devices.
 
Examples of digital tools above may include: desktops, laptops, personal learning devices, including iPads, iPods, productivity programs such as iWorks, MS Office, or Open Office, operating systems such as Windows 7 and Mac OSX, web browsers such as FireFox, Safari, and Explorer
 
Examples

1. Students make decisions to use one tool over another based on limitations or features of each. For instance, use a spreadsheet instead of a table for data representation and analysis, or use a wiki instead of a blog for collaborative communications.

2.While studying the Solar System, students search for applications (apps) compatible with their devices, petition the teacher to allow installation based on the merits of the app, and install and use the app in their specific learning environment.

Examples of digital tools above may include: desktops, laptops, personal learning devices, including iPads, iPods, productivity programs such as iWorks, MS Office, or Open Office, operating systems such as Windows 7 and Mac OSX, web browsers such as FireFox, Safari, and Explorer, Kidblog
 
Examples


1. Students use experiences with online/distance learning, chatting, social networks etc. to determine which is the appropriate communication tool to meet their personal learning goals.

2. A schoolís policy is to block social networking sites, so students research the safety features and academic potentials of these sites, develop protocols for their use in school, and petition the school administration to allow the sites for educational purposes.

3. During a class investigation about the death penalty, and after discussing the issue with peers and the teacher, students access an online forum to find differing and varied opinions on the topic.

Examples of digital tools above may include: Moodle or other online content management system, PBwiki, Blogger, Google Chat Dim Dim, Skype, Facebook, personal learning devices enabled with Bluetooth including iPads, iPods, smartphones, productivity programs such as iWorks, MS Office, or Open Office, Google Docs

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.