ICT Curriculum G9 | ict-teachers-english

ICT CURRICULUM

Should be proficient in previous skills/concepts, plus:

Should be proficient in previous skills/concepts, plus:

Creates templates effectivelty and sets up a master document in different apps/programs.
Connects index to content using hyperlinks.
Uses chat services effectively.
Set up documents professionally accoding to output (printing, web, etc.)
Uses invisible characers to set up documents.
Manages effectively work area and palettes in apps/programs.
Uses grids to work with precision in document/slide layouts.

Digital images, CAD:

Video and image capture

Image editing

Website design

Should be proficient in previous skills/concepts, plus:

Produces a documentary film.
Produces an animated film.
Produces story telling video/audio projects.
Manages color schemes graphics apps/programs.
Applies basic principles of usability in user interfaces of web pages
Creates navigation maps (hierarchies and levels of information)
Uses visual web design platforms (aka. WYSIWYG - What You See Is What You Get)
Apply layout principles to design attractive and efficient web pages.
Use web-friendly file formats for images, videos, documents, etc.
Test, evaluate and correct problems of navigation, compatibility, and basic technical issues on websites.

Should be proficient in previous skills/concepts, plus:

Collects data using video/audio logs.
Transcripts data for further analysis.
Organizes data in tables following specific criteria.
Inserts functions on a Spreadsheet program to perform various operations with data.
Creates graphs to visualize data results.
Edits data series, and other graph elements.
Formats graphs according to need.
Creates databases according to need.
Indexes and organises records on a database.
Defines search criteria on a database.
Creates placeholders (text and media) in a word processing app/programs.
Creates databases using word processing apps/programs.
Creates complex rubrics and tables, and sets them up properly according to output.
Views database information in different forms.
Exports PDF/Document annotations in different formats.
Uses dynamic graphs.
Understand the graph as a tool for representing problem states and solutions to complex problems.*
Understand the fundamental ideas of logic and its usefulness for solving real-world problems.*

Should be proficient in previous skills/concepts, plus:

Compares types of programming languages.
Evaluates programming languages accroding to appropriateness.
Analize components of a problem, to understand the initial state and facilitate possible solutions.*
Design algorithms to model situations in finding solutions to real problems.
Use algorithmic languages, make diagrams, graphs or mind maps to summarize understanding of a problem.
Uses advanced tools to create models.
Identifies the key elements of a database and its individual features.
Uses content-specific tools, software, and simulations to support learning and research.
Makes connections between elements of mathematics and computer science, including binary numbers, logic, sets, and functions.

Understands algorithms and its uses.
Discuss how a single problem may be solved by several different algorithms
Knows how to write executable programs in at least one language.
Understands how computers represent data.
Knows the main components that make up a computer system, and how they fit together (their architecture).
Understands the principles underlying how data is transported on the Internet.
Categorizes information/data visually using concept maps.
Creates concept maps based on outlines.
Generates outlines and reports based on concept map diagrams.

Should be proficient in previous skills/concepts, plus:

Uses the school account complying with the AUP in place.
Manages time effectively when using iPad apps.
Creates calendars, events, reminders using calendar apps.
Creates shared calendars.
Find solutions to common problems and supports others.
Respects teacher-given guidelines on iPad use.
Productive when using digital technology in learning settings.
Uses common sense and care when using shared/school/personal devices.
Discuss the benefits, limitations and risks of social networks.
Utilize reliable web sites along with Internet safety rules.
Cares for technology elements in classrooms.
Develops projects in collaboration with peers (school or outside).
Devices are ready to use in every lesson.
Keeps track of shared files use.
Uses school account only in authorised-educational platforms.
Sets up and manages effectively a Youtube Channel.
Keeps school video material separate from personal one, managing accounts effectively.
Manages effectively Privacy Settings on his/her videos uploaded to Youtube complying with the AUP in place.
Evaluate the accuracy, relevance and bias of internet information sources.

Uses help, tutorials and visual guides to explore and learn new apps.
Keeps up to date with updates and how fixes and changes lead to better productivity.
Transfers what he/she already knows to learn new digital technologies.
Uses online courses to learn independently (Moocs, iTunesU, KhanAcademy, etc.)
Knows how and where to find learning resources and strategies.
Shows capacity to work with open ended problems related to ICT.
Exhibits tolerance for ambiguity when solving ICT-related problems.
Improves quality of his/her own learning by choosing appropriate tools.
Creates/participates in useful learning networks.
Connects with learners locally or globally.