GENERAL INFORMATION ABOUT

References to Computers and Technology

in the New Hampshire

Career Development Curriculum Framework

Core Educational Learning

Curriculum Standard 1. Students will demonstrate a firm grounding in the interactive language processes of reading, writing, speaking, listening, and viewing, as well as the ability to use those skills to communicate effectively.

End-of-Grade 8 Proficiency Standards

· Demonstrate the capacity to use a variety of tools, such as libraries, museums, technology, etc., to enhance learning.

· Demonstrate the capacity to compare, contrast, and use information presented in written, oral, audio-visual, and graphic forms.

End-of-Grade 10 Proficiency Standards

· Access information from multiple sources and information-retrieval systems.

· Demonstrate the ability to use a variety of organizational structures such as cause and effect patterns, paraphrasing, and charts and graphs, to communicate ideas and information.

Curriculum Standard 2. Students will demonstrate a firm grounding in essential computational skills as well as strong problem-solving and reasoning abilities.

End-of-Grade 12 Proficiency Standards

· Gather and use appropriate materials and resources in making individual and career decisions, including printed materials, human resources, and information accessed through technology.

Curriculum Standard 3. Students will take an active role in their own learning.

End-of-Grade 8 Proficiency Standards

· Devise a system, such as a flow chart or log, for keeping track of progress and goals, and adjust priorities to meet deadlines and manage time, according to this system.

Individual and Social Learning

· No specific references to computers or technology

Career Development

Curriculum Standard 6. Students will acquire the knowledge, attitudes, and skills to make a successful transition from school to the world of work and adult life.

End-of-Grade 4 Proficiency Standards

· Use media and technology to identify a variety of occupations.

References to Computers and Technology

in the New Hampshire

Mathematics Curriculum Framework

Problem Solving and Reasoning

1a. K-12 Broad Goal: Students will use problem-solving strategies to investigate and understand

increasingly complex mathematical content.

Curriculum Standards 1a, Building upon the K- 6 experiences, in grades 7-12:

• Use technology whenever appropriate to solve real-world problems which require strategies previously learned.

• Use technology whenever appropriate to solve problems related to basic living skills including, but not limited to, personal finance, wages, banking and credit, home improvement problems, measurement, taxes, business situations, purchasing, and transportation.

Proficiency Standards 1a, End of Grade 10:

• Choose the appropriate technology needed to solve a real-world problem.

• Use technology to solve a problem from science, social science, or mathematics.

Communication and Connections

2a. K-12 Broad Goal: Students will communicate their understanding of mathematics.

Curriculum Standards (2a), Building upon the K-3 experiences, in grades 4-6:

• Use a variety of technologies (for example: computers, calculators, video, CD-ROM, or laser disc, to represent and communicate mathematical ideas).

Curriculum Standards (2a), Building upon the K-6 experiences, in grades 7-12:

• Use a variety of technologies to represent and communicate mathematical ideas and determine the appropriateness of their use.

Proficiency Standards (2a), End of Grade 10:

• Describe orally and/or in writing how various technologies can be used to communicate about a specific situation.

2b. K-12 Broad Goal: Students will recognize, develop, and explore mathematical connections.

Curriculum Standards (2b), Building upon the K-6 experiences, in grades 7-12:

• Use models and calculators or other technologies to develop equivalent representations of the same mathematical concept.

Proficiency Standards (2b), End of Grade 6:

• Use mathematical skills, concepts, and applications in other disciplines (for example: graphs in social studies, patterns in art, or music and geometry in technology education).

Proficiency Standards (2b), End of Grade 10:

• Explain in oral or written form how mathematics connects to other areas (for example: geometry in art and architecture, data analysis in social studies and exponential growth in finance).

Numbers, Numeration, Operations, and Number Theory

3c. K-12 Broad Goal: Students will compute.

PURPOSE: The purpose of computation is to solve problems. While computation remains important in mathematics and in everyday life, advances of technology require us to rethink how computation is done today. Students must recognize that estimation, mental computation, use of calculators, and paper and pencil calculation are all appropriate ways to compute solutions to problems. Basic fact memorization should be incorporated into a rich curriculum rather than be its primary focus.

Curriculum Standards (3c), Grades K-3:

• Use calculators in appropriate computational situations.

Curriculum Standards (3c), Building upon the K-3 experiences, in grades 4-6:

• Use calculators in appropriate computational situations.

Proficiency Standards (3c), End of Grade 3:

• Use a calculator to extend addition to include 4-digit numbers and subtraction to include 3-and 4-digit numbers.

Proficiency Standards (3c), End of Grade 6:

• Use calculators in appropriate problem solving situations.

• Using physical models, illustrations, and calculators, determine the sum or difference of decimals.

Proficiency Standards (3c), End of Grade 10:

• Simplify expressions containing rational numbers, integer exponents, and grouping symbols using conventional methods and technology.

3d. K-12 Broad Goal: Students will use mental computation and estimation skills and strategies and know when it is appropriate to do so.

Curriculum Standards (3d), Grades K-3:

• Use estimation to determine the reasonableness of a calculation done by calculator or computer.

Geometry, Measurement, and Trigonometry

4a. K-12 Broad Goal: Students will name, describe, model, classify, and compare geometric shapes and their properties with an emphasis on their wide applicability in human activity.

PURPOSE: Geometry helps students represent and describe the world in which they live. Students need to investigate, experiment, and explore geometric properties using both technology and hands on materials.

Curriculum Standards (4a), Building upon the K-6 experiences, in grades 7-12:

• Use compass and straightedge, manipulatives, and technology to explore geometric constructions.

Proficiency Standards (4a), End of Grade 10:

• Use technology, manipulatives, and/or coordinate geometry to deduce and explain the properties of and the relationships among geometric figures.

4b. K-12 Broad Goal: Students will develop spatial sense.

Curriculum Standards (4b), Building upon the K-3 experiences, in grades 4-6:

• Enhance spatial sense using manipulatives and computer graphics.

• Explore the relationships and properties of two dimensional and three dimensional figures using manipulatives and technology.

Curriculum Standards (4b), Building upon the K-6 experiences, in grades 7-12:

• Use manipulatives and computer graphics to enhance spatial sense and to increase understanding of geometry and to explore its connections to other parts of mathematics, science, and art.

Proficiency Standards (4b), End of Grade 10:

• Use technology, manipulatives, and/or coordinate geometry to explain properties of transformations (for example: translations, line reflections, rotations, dilations, and the composition of these transformations).

4c. K-12 Broad Goal: Students will develop an understanding of measurement and systems of measurement through experiences which enable them to use a variety of techniques, tools, and units of measurement to describe and analyze quantifiable phenomena.

Curriculum Standards (4c), Building upon the K-6 experiences, in grades 7-12:

• Enhance, extend, apply, and formalize understandings and applications of measurement including strategies for determining perimeters, areas, and volumes by using formulas, approximations, and computer geometry programs.

4d. K-12 Broad Goal: Students will know the basic concepts of trigonometry and apply these concepts to real-world problems.

PURPOSE: All students should explore real-world phenomena which involve right triangle trigonometry. These experiences should include the use of the sine, cosine, and tangent ratios. Technology should be used to facilitate the learning of trigonometry, allowing students more time and power to explore realistic applications.

Proficiency Standards (4d), End of Grade 10:

• Use technology or manipulatives to apply basic trigonometric ratios to solve practical real-world problem.

Data Analysis, Statistics, and Probability

5a. K-12 Broad Goal: Students will use data analysis, statistics and probability to analyze given situations and the outcomes of experiments.

PURPOSE: Collecting, organizing, displaying, and interpreting data, as well as using the information to make decisions and predictions, have become very important in our society. Statistical instruction should be carried out in a spirit of investigation and exploration so students can answer questions about data. Probability must be studied in familiar contexts encouraging students to model situations. Students need to investigate fairness, chances of winning, and uncertainty. Technology should be used as a tool throughout the investigation process.

Curriculum Standards (5a), Building upon the K-3 experiences, in grades 4-6:

• Collect, organize, describe, represent, and interpret data in both simulations and real world situations.

Curriculum Standards (5a), Building upon the K-6 experiences, in grades 7-12:

• Use a variety of techniques which include but are not limited to spreadsheets, tables, stem and leaf plots, box and whisker plots, to analyze data and make predictions.

• Use graphics technology to analyze real world data.

• Use simulations to estimate probabilities.

Proficiency Standards (5a), End of Grade 6:

• Select appropriate data to solve simulations and real world problems.

• Simulate, display, graph and analyze data in a variety of mediums.

Functions, Relations and Algebra

6b. K-12 Broad Goal: Students will use algebraic concepts and processes to represent situations that involve variable quantities with expressions, equations, inequalities, matrices and graphs.

Curriculum Standards (6b), Building upon the K-3 experiences, in grades 4-6:

• Use calculators, computers, and other technology to explore linear relationships.

Curriculum Standards (6b), Building upon the K-6 experiences, in grades 7-12:

• Solve equations and inequalities of varying degrees using graphing calculators and computers as well as appropriate paper and pencil techniques.

• Solve systems of equations or inequalities using technology as well as pencil and paper techniques.

• Use technology to explore the use of matrices in the solution of systems of equations.

Proficiency Standards (6b, End of Grade 10:

• Use appropriate graphing technology (for example: a graphing calculator, or graphing software) to graph an equation or inequality in two variables.

• Use appropriate graphing technology (such as a graphing calculator or graphing software) to solve systems of linear equations in two variables.

Mathematics of Change

· no specific references to computers or technology

Discrete Mathematics

8a. K-12 Broad Goal: Students will use a variety of tools from discrete mathematics to explore and model real-world situations.

Curriculum Standards (6b), Building upon the K-6 experiences, in grades 7-12:

• Create and interpret discrete probability distributions using technologies whenever appropriate.

References to Computers and Technology

in the New Hampshire

Science Curriculum Framework

Science as Inquiry

1a. Curriculum Standard: Students will demonstrate an increasing understanding of how the scientific enterprise operates.

Proficiency Standards, End of Grade 10:

• Use technologies as tools in conducting investigations, e.g. microscopes, computer, calculator.

• Compare and contrast how technology has shaped our lives both in the past and the present.

• Explain how scientific knowledge is applied in the design and manufacture of products or technological processes, e.g. water purification systems, sewage treatment systems, microwave ovens, resistors.

Science, Technology, and Society

Description: Technology has always played a role in the growth and development of scientific knowledge. Scientific tools help scientists extend their own senses to accurately record and communicate observations and to design experiments. Technology currently provides almost instant access to an increasing store of information. The development of technology has also been crucial to continued economic growth throughout history. The phrase, "necessity is the mother of invention" describes the human motivation behind landmark technological breakthroughs. For example, in an effort to make the 1890 U.S. census-taking process more rapid and efficient, Herman Hollerith drew upon early "counting machines" to develop a prototype of the computer. Recently, however, there has been an increasing shift within highly industrialized countries toward research and development within the area of technology itself. It is almost as if improvements in technology are occurring so rapidly that we are not sure how to best harness them, nor can we always adapt them to our personal and professional needs or accurately predict their consequences. It is important that students learn how to use technology as a tool to extend their senses and, at the same time, experience the power and limitations of newer forms of technology to assist them in their understanding of scientific knowledge and support their creativity during scientific investigations.

In the early grades, students can use simple tools such as magnifying glasses and rulers to extend their senses when observing the world around them. Children as young as first grade are now using the computer to record their observations and organize them into short paragraphs to share with other students.

At the upper elementary and middle grades, students can enter their observations directly into databases, then sort and organize data in ways that allow them to see new relationships. Technological tools such as light meters, motion detectors, and temperature probes can be used by students to collect experimental data while displaying those data simultaneously in charts and graphs on the computer screen. Students also gain information through engagement in the study of their local environment involving collection and analysis of data, and cooperation with various local and state agencies and researchers at nearby colleges and universities. Opportunities to use telecommunications and other technological resources should be utilized. Students during these middle years should begin to realize the potential, as well as limitations, of scientific research and knowledge in solving problems facing the global community today. Judicial use of case studies from the history of science can help students to more completely understand the ongoing interaction between the scientific community and the wider society. Telecommunications opens the child's world to other cultures, providing almost instant access to primary sources of information and to data and reports generated by other children throughout the world.

Students at the high school level build on early experiences with technology, using increasingly sophisticated tools such as microscopes and voltmeters to extend their investigative techniques and communicate their experimental findings through synthesis of computerized records, data displays, and media-based demonstrations. Students also extend their perception of the relationship between science and society through the study of both local and global issues. Teachers should assist students in the application of rational processes of scientific inquiry. Access to the most recent technological tools will be a distinct advantage to teachers and students as they work to identify and understand the economic, social, and ethical aspects of historical and contemporary scientific issues and solutions.

Technologic breakthroughs are occurring so rapidly that it will be a constant challenge for teachers and schools to remain abreast of them. In a technologically-rich world, it is crucial, however, that children learn to use technology routinely as a tool to help them understand the natural world.

2a. Curriculum Standard: Students will demonstrate an increasing ability to use measuring instruments to gather accurate and/or precise information.

Proficiency Standards, End of Grade 6:

• Use technology to explore events in nature, e.g. telescopes, microscopes, computer probes.

Proficiency Standards, End of Grade 10:

• Describe ways in which technology has improved measuring instruments and their accuracy.

2b. Curriculum Standard: Students will demonstrate an increasing ability to use technology to observe nature.

Proficiency Standards, End of Grade 6:

• Use technology to capture information on film, tape, etc.

Proficiency Standards, End of Grade 10:

• Explore nature with technology, e.g. microscopes, telescopes, computer probes, and spectroscopes.

• Gather information that can only be obtained by using a technological tool, e.g. pH, voltage, amperage, blood pressure, etc.

2c. Curriculum Standard: Students will demonstrate an increasing ability to analyze, synthesize, and communicate scientific information using technology.

Proficiency Standards, End of Grade 6:

• Use a calculator to determine other important quantitative values from data, using proper units, e.g. speed, density, area, volume, etc.

• Compile and display classroom data on a computer.

• Use technology to share data with classmates or other groups of students.