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Marlboro Central School District - Student Technology Profile (Grades 9-12)
NETS Standard
1. Basic operations and
concepts
Outcomes
Performance Indicator
1. Identify capabilities and limitations of contemporary
and emerging technology resources and assess the
potential of these systems and services to address
personal, lifelong learning, and workplace needs. (2)
•Students use a variety of media to complete presentations in class for
example Power Point, overhead projector, multimedia monitor, and
LCD Projector.
• Digital Photography – Students learn about the differences between
digital photography and traditional film development. Students learn
to choose between the two, to achieve desired outcomes.
• Student visit a variety of health websites and discuss the positive and
negative effects these websites may have on society.
• All English 9 students are taught to use HIP Online Catalog to locate
books / videos in the library collection.
MST 2/5 & ELA 4
•Students learn the limitations of technologies and look at the different
types of software that can address their needs.
• College English – Public Policy – student use contemporary
issues and research databases to investigate topics, take a position and
recommend action.
•Case Study – Stock Market Crash of 87 – Students examine and
discuss how too much technology led to the uncontrollable crash that
changed market history.
•EZ Pass vs. Jobs – Case Study – Removing the Human Students
research statistics, and discuss the rise of EZ Pass versus the loss of
jobs for the NYS Thruway system.
•Napster Case Study – Students explore the legal issues of copyright
infringement relating to the Napster Service and discuss their point of
view relating to this website. Students then graph class results and
discuss their findings.
• Consistent use of T-1 Graphing calculators in class.
• Lesson on scanning student illustrations and designing with text
in MS Publisher and Quark.
MST 2/5
2. Social, ethical, and human
issues
2. Make informed choices among technology systems,
resources, and services. (1, 2)
3. Technology productivity
tools
3. Analyze advantages and disadvantages of
widespread use and reliance on technology in the
workplace and in society as a whole. (2)
NY State Content Standard
MST 1-7
MST 2/5
ARTS 1-4
ELA 1/2/3
MST 2/5
ELA 1-4
MST 2/5 CDOS 2/3a
SS 1/2/4/5
MST 2/5
SS 1/2/4/5
MST 2/5
SS 1/2/4/5
MST 2/5 & ELA 4
MST 2/3/5
MST 2/5
CDOS 3a
ARTS 1/2
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Marlboro Central School District - Student Technology Profile (Grades 9-12)
4. Technology
communications tools
5. Technology research tools
6. Technology problemsolving and decision-making
tools
4. Demonstrate and advocate for legal and ethical
behaviors among peers, family, and community
regarding the use of technology and information. (2)
5. Use technology tools and resources for managing
and communicating personal/professional information
(e.g., finances, schedules, addresses, purchases,
correspondence). (3, 4)
6. Evaluate technology-based options, including
distance and distributed education, for lifelong
learning. (5)
7. Routinely and efficiently use online information
resources to meet needs for collaboration, research,
publications, communications, and productivity. (4, 5,
6)
•Napster Case Study – Students explore the legal issues of copyright
infringement relating to the Napster Service and discuss their point of
view relating to this website. Students then graph class results and
discuss their findings.
•Students find case studies on the Internet regarding technology related
crimes. Students then discuss what type of crime these acts have
evolved from and how technology has both protect and aid society
from crime.
•Students examine the right of free speech, expression, and press vs.
rights on the internet. Can I publish anything I want? What can’t I
publish? Questions like these and case studies are discussed in class.
SS 1/2/4/5
MST 2/5
SS 1/2/5
MST 2/5
SS 1/2/5
MST 2/5
•Students engage in Web quests to learn more about ELA topics about
authors, time periods, and differences between written pieces and film.
• Using MS Word Equation Editor to write Math sentences.
• InteGrade Pro is used for Grading.
• Class XP for daily attendance.
• Teachers use Teacher Web.com to maintain class websites.
•Students discuss the use of email and the world wide web as an
alternate to phones when searching for services and information.
•Personal Data Assistants are discussed and what uses they may have
now and in the future. Students conduct a survey of parents using
PDA’s and record their comments about these productivity tools.
ELA 1-4
MST 2/5
MST 2/3/5
MST 2/5
MST 2/5
MST 2/5
MST 2/5/6
CDOS 3a
CDOS 3a
•Students learn about the practices and products of the French culture,
communicate differences between their own and French cultures, and
draw comparisons between their own lives and the lives of typical
Frenchmen.
•Economics classes research websites for information on national debt
and present their findings to class using Power Point or other visual
media.
•Student use the Internet to research Pi.
• Online Field Trips – Virtual Tour of Caves de Le Caux
• Use of websites such as Artcyclopedia, Brittanica Online for
art references.
• Google Earth for Geography and maps.
•Students collaborate with publications advisor through email to
produce the year book and literary magazine. The advisor shares
methods and advice that is routinely used in the work place.
ELA 1-44 MST 2,4 LOTE 1/2
ELA 1/2/3/4
MST 2/5/6
SS 1/4/5
MST 2/5
MST 1/2/4/5/6/7
MST 2/5 LOTE 1/2
MST 2,5 & ELA 1-4
MST 2/4/5
SS 3
CDOS 2
3
Marlboro Central School District - Student Technology Profile (Grades 9-12)
8. Select and apply technology tools for research,
information analysis, problem-solving, and decisionmaking in content learning. (4, 5)
9. Investigate and apply expert systems, intelligent
agents, and simulations in real-world situations. (3, 5,
6)
10. Collaborate with peers, experts, and others to
contribute to a content-related knowledge base by
using technology to compile, synthesize, produce, and
disseminate information, models, and other creative
works. (4, 5, 6)
•Data is gathered from Professional Journals and presented various
graphs and used to construct conclusions.
• Use of Geometer Sketch Pad in Math.
•Stock Market – Students do a project where they track several stock
prices and draw conclusions of stock performance based on company
information, U.S. Economics, World Economics and social climate.
•Inspiration software is used by students to visually represent and
graph ideas in all curriculum areas. Examples of projects using
Inspiration are character webs, story webs, cause-and-effect webs, and
science cycles.
• Using Projector, Power Point and Internet for lesson support.
• Use MS Publisher for “lines of symmetry” lesson.
•Laser Project with Geometers Sketch Pad
•Research paper on Forensic Science.
•Virtual Pig Disection online
•Excel of graphing data
• CD Rom programs used for Mineral Information, earthquakes and
volcanoes.
•Students use several interactive software programs and probes to learn
more about blood pressure and muscle contractions.
•Chaos and Beyond – This case study relates to real issues of
population growth and stability of population models. Students use
graphing technology to investigate non-linear phenomena and create
bifurcation diagrams. From an examination of the self-similarity of a
bifurcation diagram, students look at fractals and ideas of selfsimilarity.
• Global II – 10 grade students use Ebsco Host Databases to
locate various articles to create their own world news magazine.
• English I and II students use databases and websites for college and
career plan after high school.
•Design CD covers – Adobe Photoshop, MS Paint and MS Word
•Design a political cartoon
MST 2/4/5/6/7
• Researching Supreme Court Cases on www.oyez.com
• Weather forecasting with simulations from weather.com
ELA 1-4
MST 2/5
MST 2/4/5 CDOS 1/2
MST 2/3/5
MST 1/2/3/5/7
SS 1
SS 1/2/3/4 & MST 2/5
MST 2,5
MST 2/3/5
MST 2/4/5
MST 2/4/5 CDOS 3b ELA 1
MST 2/4/5/6
MST 2/5
MST 2/4/5
MST 1/2/4/5/6/7
MST 1/2/3/4/5/6/7
MST 2/5
SS 2/5
ELA 1-4
MST 2/5 CDOS 3a
MST 2/5
MSt 2/5
ARTS ½
SS 5 ELA 1