Skills for Technology Applications
C. High School
§126.21.
Skills for Technology Applications, High School.
The provisions of this written curriculum shall be
implemented beginning September 1, 1997.
§126.22. Computer
Science I (One Credit).
(a) General requirements. The prerequisite for this course
is proficiency in the knowledge and skills described in
§126.12(c) of this title (relating to Technology
Applications (Computer Literacy), Grades 6-8). In
addition, it is recommended that students have
proficiency in the knowledge and skills for Algebra I
identified in §111.32(b) of this title (relating to
Algebra I (One Credit)) or the equivalent knowledge and
skills. This course is recommended for students in
Grades 9-12. School districts may use the knowledge and
skills described in subsection (c) of this section, the
computer science course descriptions for the College
Board Advanced Placement or International Baccalaureate
programs, or a combination thereof.
(b) Introduction.
(1) The technology applications curriculum has four
strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of technology applications
foundations, including technology-related terms,
concepts, and data input strategies, students
learn to make informed decisions about
technologies and their applications. The efficient
acquisition of information includes the
identification of task requirements; the plan for
using search strategies; and the use of technology
to access, analyze, and evaluate the acquired
information. By using technology as a tool that
supports the work of individuals and groups in
solving problems, students will select the
technology appropriate for the task, synthesize
knowledge, create a solution, and evaluate the
results. Students communicate information in
different formats and to diverse audiences. A
variety of technologies will be used. Students
will analyze and evaluate the results.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and
appropriate use of hardware components, software
programs, and their connections. The student is
expected to:
(A) demonstrate knowledge and appropriate use of
operating systems, software applications, and
communication and networking components;
(B) compare, contrast, and appropriately use the
various input, processing, output, and
primary/secondary storage devices;
(C) make decisions regarding the selection,
acquisition, and use of software taking under
consideration its quality, appropriateness,
effectiveness, and efficiency;
(D) delineate and make necessary adjustments
regarding compatibility issues including, but
not limited to, digital file formats and cross
platform connectivity;
(E) differentiate current programming languages,
discuss the use of the languages in other
fields of study, and demonstrate knowledge of
specific programming terminology and concepts;
(F) differentiate among the levels of programming
languages including machine, assembly, high-
level compiled and interpreted languages; and
(G) demonstrate coding proficiency in a
contemporary programming language.
(2) Foundations. The student uses data input skills
appropriate to the task. The student is expected
to:
(A) demonstrate proficiency in the use of a
variety of input devices such as keyboard,
scanner, voice/sound recorder, mouse, touch
screen, or digital video by appropriately
incorporating such components into the
product; and
(B) use digital keyboarding standards for the
input of data.
(3) Foundations. The student complies with the laws and
examines the issues regarding the use of technology
in society. The student is expected to:
(A) discuss copyright laws/issues and model
ethical acquisition and use of digital
information, citing sources using established
methods;
(B) demonstrate proper etiquette and knowledge of
acceptable use policies when using networks,
especially resources on the Internet and
intranet;
(C) investigate measures, such as passwords or
virus detection/prevention, to protect
computer systems and databases from
unauthorized use and tampering; and
(D) discuss the impact of computer programming on
the World Wide Web (WWW) community.
(4) Information acquisition. The student uses a variety
of strategies to acquire information from
electronic resources, with appropriate supervision.
The student is expected to:
(A) use local area networks (LANs) and wide area
networks (WANs), including the Internet and
intranet, in research and resource sharing;
and
(B) construct appropriate electronic search
strategies in the acquisition of information
including keyword and Boolean search
strategies.
(5) Information acquisition. The student acquires
electronic information in a variety of formats,
with appropriate supervision. The student is
expected to:
(A) acquire information in and knowledge about
electronic formats including text, audio,
video, and graphics;
(B) use a variety of resources, including
foundation and enrichment curricula, together
with various productivity tools to gather
authentic data as a basis for individual and
group programming projects; and
(C) design and document sequential search
algorithms for digital information storage and
retrieval.
(6) Information acquisition. The student evaluates the
acquired electronic information. The student is
expected to:
(A) determine and employ methods to evaluate the
design and functionality of the process using
effective coding, design, and test data; and
(B) implement methods for the evaluation of the
information using defined rubrics.
(7) Solving problems. The student uses appropriate
computer-based productivity tools to create and
modify solutions to problems. The student is
expected to:
(A) apply problem-solving strategies such as
design specifications, modular top-down
design, step-wise refinement, or algorithm
development;
(B) use visual organizers to design solutions such
as flowcharts or schematic drawings;
(C) develop sequential and iterative algorithms
and codes programs in prevailing computer
languages to solve practical problems modeled
from school and community;
(D) code using various data types;
(E) demonstrate effective use of predefined input
and output procedures for lists of computer
instructions including procedures to protect
from invalid input;
(F) develop coding with correct and efficient use
of expressions and assignment statements
including the use of standard/user-defined
functions, data structures, operators/proper
operator precedence, and
sequential/conditional/repetitive control
structures;
(G) create and use libraries of generic modular
code to be used for efficient programming;
(H) identify actual and formal parameters and use
value and reference parameters;
(I) use control structures such as conditional
statements and iterated, pretest, and posttest
loops;
(J) use sequential, conditional, selection, and
repetition execution control structures such
as menu-driven programs that branch and allow
user input; and
(K) identify and use structured data types of one-
dimensional arrays, records, and text files.
(8) Solving problems. The student uses research skills
and electronic communication, with appropriate
supervision, to create new knowledge. The student
is expected to:
(A) participate with electronic communities as a
learner, initiator, contributor, and
teacher/mentor;
(B) demonstrate proficiency in, appropriate use
of, and navigation of LANs and WANs for
research and for sharing of resources;
(C) extend the learning environment beyond the
school walls with digital products created to
increase teaching and learning in the
foundation and enrichment curricula; and
(D) participate in relevant, meaningful activities
in the larger community and society to create
electronic projects.
(9) Solving problems. The student uses technology
applications to facilitate evaluation of work, both
process and product. The student is expected to:
(A) design and implement procedures to track
trends, set timelines, and review/evaluate
progress for continual improvement in process
and product;
(B) use correct programming style to enhance the
readability and functionality of the code such
as spacing, descriptive identifiers, comments,
or documentation;
(C) seek and respond to advice from peers and
professionals in delineating technological
tasks;
(D) resolve information conflicts and validate
information through accessing, researching,
and comparing data; and
(E) create technology specifications for
tasks/evaluation rubrics and demonstrate that
products/product quality can be evaluated
against established criteria.
(10)Communication. The student formats digital
information for appropriate and effective
communication. The student is expected to:
(A) annotate coding properly with comments,
indentation, and formatting; and
(B) create interactive documents using modeling,
simulation, and hypertext.
(11)Communication. The student delivers the product
electronically in a variety of media, with
appropriate supervision. The student is expected
to:
(A) publish information in a variety of ways
including, but not limited to, printed copy
and monitor displays; and
(B) publish information in a variety of ways
including, but not limited to, software,
Internet documents, and video.
(12)Communication. The student uses technology
applications to facilitate evaluation of
communication, both process and product. The
student is expected to:
(A) write technology specifications for
planning/evaluation rubrics documenting
variables, prompts, and programming code
internally and externally;
(B) seek and respond to advice from peers and
professionals in evaluating the product; and
(C) debug and solve problems using reference
materials and effective strategies.
§126.23. Computer
Science II (One Credit).
(a) General requirements. The prerequisite for this course
is proficiency in the knowledge and skills for Computer
Science I. This course is recommended for students in Grades 10-12.
School districts may use the knowledge and skills
described in subsection (c) of this section, the
computer science course descriptions for the College
Board Advanced Placement or International Baccalaureate
programs, or a combination thereof.
(b) Introduction.
(1) The technology applications curriculum has four
strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of technology applications
foundations, including technology-related terms,
concepts, and data input strategies, students
learn to make informed decisions about
technologies and their applications. The efficient
acquisition of information includes the
identification of task requirements; the plan for
using search strategies; and the use of technology
to access, analyze, and evaluate the acquired
information. By using technology as a tool that
supports the work of individuals and groups in
solving problems, students will select the
technology appropriate for the task, synthesize
knowledge, create a solution, and evaluate the
results. Students communicate information in
different formats and to diverse audiences. A
variety of technologies will be used. Students
will analyze and evaluate the results.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and
appropriate use of hardware components, software
programs, and their connections. The student is
expected to:
(A) identify object-oriented data types and
delineate the advantages/disadvantages of
object data;
(B) demonstrate coding proficiency in contemporary
programming languages including an object-
oriented language; and
(C) survey the issues accompanying the development
of large software systems such as
design/implementation teams, software
validation/testing, and risk assessment.
(2) Foundations. The student uses data input skills
appropriate to the task. The student is expected
to:
(A) demonstrate proficiency in the use of a
variety of input devices such as keyboard,
scanner, voice/sound recorder, mouse, touch
screen, or digital video by appropriately
incorporating such components into the
product; and
(B) use digital keyboarding standards for the
input of data.
(3) Foundations. The student complies with the laws and
examines the issues regarding the use of technology
in society. The student is expected to:
(A) discuss copyright laws/issues and model
ethical acquisition and use of digital
information, citing sources using established
methods;
(B) demonstrate proper etiquette and knowledge of
acceptable use policies when using networks,
especially resources on the Internet and
intranet;
(C) investigate measures, such as passwords or
virus detection/prevention, to protect
computer systems and databases from
unauthorized use and tampering; and
(D) code modules for the World Wide Web (WWW)
community.
(4) Information acquisition. The student uses a variety
of strategies to acquire information from
electronic resources, with appropriate supervision.
The student is expected to:
(A) construct search algorithms including linear
and binary searches; and
(B) compare and contrast search and sort
algorithms including linear and binary
searches for different purposes and search
time.
(5) Information acquisition. The student acquires
electronic information in a variety of formats,
with appropriate supervision. The student is
expected to:
(A) acquire information in and knowledge about
electronic formats including text, audio,
video, and graphics; and
(B) use a variety of resources, including
foundation and enrichment curricula, together
with various productivity tools to gather
authentic data as a basis for individual and
group programming projects.
(6) Information acquisition. The student evaluates the
acquired electronic information. The student is
expected to:
(A) determine and employ methods to evaluate the
design and functionality of the process using
effective coding, design, and test data; and
(B) implement methods for the evaluation of the
information using defined rubrics.
(7) Solving problems. The student uses appropriate
computer-based productivity tools to create and
modify solutions to problems. The student is
expected to:
(A) use appropriately and trace recursion in
program design comparing invariant, iterative,
and recursive algorithms;
(B) manipulate data structures using string
processing;
(C) use notation for language definition such as
syntax diagrams or Backus-Naur forms;
(D) identify, describe, and use sequential/non-
sequential files; multidimensional arrays and
arrays of records; and quadratic sort
algorithms such as selection, bubble, or
insertion, and more efficient algorithms
including merge, shell, and quick sorts;
(E) create robust programs with increased emphasis
on design, style, clarity of expression and
documentation for ease of maintenance, program
expansion, reliability, and validity;
(F) apply methods for computing iterative
approximations and statistical algorithms;
(G) define and develop code using the concepts of
abstract data types including stacks, queues,
linked lists, trees, graphs, and information
hiding;
(H) identify and describe the correctness and
complexity of algorithms such as divide and
conquer, backtracking, or greedy algorithms;
(I) develop software to solve a school or
community problem such as customer relations,
design, modular programming, documentation,
validation, marketing, or support; and
(J) research advanced computer science concepts
such as applied artificial intelligence,
expert systems, robotics, depth-first/breadth-
first and heuristic search strategies,
multitasking operating systems, or computer
architecture, such as reduced instruction set
computer (RISC) and complex instruction set
computer (CISC).
(8) Solving problems. The student uses research skills
and electronic communication, with appropriate
supervision, to create new knowledge. The student
is expected to:
(A) participate with electronic communities as a
learner, initiator, contributor, and
teacher/mentor;
(B) demonstrate proficiency in, appropriate use
of, and navigation of local area networks
(LANs) and wide area networks (WANs) for
research and for sharing of resources;
(C) extend the learning environment beyond the
school walls with digital products created to
increase teaching and learning in the
foundation and enrichment curricula; and
(D) participate in relevant, meaningful activities
in the larger community and society to create
electronic projects.
(9) Solving problems. The student uses technology
applications to facilitate evaluation of work, both
process and product. The student is expected to:
(A) demonstrate the ability to read and modify
large programs including the design
description and process development;
(B) analyze algorithms using "big-O" notation,
best, average, and worst case space
techniques;
(C) compare and contrast design methodologies
including top-down and bottom-up;
(D) analyze models used in development of software
including software life cycle models, design
objectives, documentation, and support; and
(E) seek and respond to advice from peers and
professionals in delineating technological
tasks.
(10)Communication. The student formats digital
information for appropriate and effective
communication. The student is expected to:
(A) annotate coding properly with comments,
indentation, and formatting; and
(B) create interactive documents using modeling,
simulation, and hypertext.
(11)Communication. The student delivers the product
electronically in a variety of media, with
appropriate supervision. The student is expected
to:
(A) publish information in a variety of ways
including, but not limited to, printed copy
and monitor displays; and
(B) publish information in a variety of ways
including, but not limited to, software,
Internet documents, and video.
(12)Communication. The student uses technology
applications to facilitate evaluation of
communication, both process and product. The
student is expected to:
(A) write technology specifications for planning
and evaluation rubrics documenting variables,
prompts, and program internally and
externally;
(B) seek and respond to advice from peers and
professionals in evaluating the product; and
(C) debug and solve problems using reference
materials and effective strategies.
§126.24. Desktop
Publishing (One Credit).
(a) General requirements. The prerequisite for this course
is proficiency in Computer Literacy, Grades 6-8. This
course is recommended for students in Grades 9-12.
(b) Introduction.
(1) The technology applications curriculum has four
strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of technology applications
foundations, including technology-related terms,
concepts, and data input strategies, students
learn to make informed decisions about
technologies and their applications. The efficient
acquisition of information includes the
identification of task requirements; the plan for
using search strategies; and the use of technology
to access, analyze, and evaluate the acquired
information. By using technology as a tool that
supports the work of individuals and groups in
solving problems, students will select the
technology appropriate for the task, synthesize
knowledge, create a solution, and evaluate the
results. Students communicate information in
different formats and to diverse audiences. A
variety of technologies will be used. Students
will analyze and evaluate the results.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and
appropriate use of hardware components, software
programs, and their connections. The student is
expected to:
(A) demonstrate knowledge and appropriate use of
operating systems, software applications, and
communication and networking components;
(B) compare, contrast, and appropriately use the
various input, processing, output, and
primary/secondary storage devices;
(C) make decisions regarding the selection,
acquisition, and use of software taking under
consideration its quality, appropriateness,
effectiveness, and efficiency;
(D) delineate and make necessary adjustments
regarding compatibility issues including, but
not limited to, digital file formats and cross
platform connectivity; and
(E) demonstrate knowledge of technology
terminology and concepts relating them to
desktop publishing.
(2) Foundations. The student uses data input skills
appropriate to the task. The student is expected
to:
(A) demonstrate proficiency in the use of a
variety of input devices such as mouse,
keyboard, disk/disc, modem, scanner,
voice/sound recorder, or digital camera by
appropriately incorporating such components
into the product; and
(B) use digital keyboarding standards in word
processing such as one space after
punctuation, the use of em/en dashes, and
smart quotation marks.
(3) Foundations. The student complies with the laws and
examines the issues regarding the use of technology
in society. The student is expected to:
(A) discuss copyright laws/issues and model
ethical acquisition and use of digital
information, citing sources using established
methods;
(B) demonstrate proper etiquette and knowledge of
acceptable use policies when using networks,
especially resources on the Internet and
intranet; and
(C) analyze the impact of desktop publishing on
society including concepts related to
persuasiveness, marketing, and point of view.
(4) Information acquisition. The student uses a variety
of strategies to acquire information from
electronic resources, with appropriate supervision.
The student is expected to:
(A) use strategies to obtain print and digital
information from a variety of electronic
resources including, but not limited to,
reference software, databases, and libraries
of images, citing the source; and
(B) use strategies to navigate on and access
information from local area networks (LANs),
wide area networks (WANs), the Internet, and
intranet.
(5) Information acquisition. The student acquires
electronic information in a variety of formats,
with appropriate supervision. The student is
expected to:
(A) acquire information in electronic formats
including text, audio, video, and graphics,
citing the source; and
(B) demonstrate the ability to import and export
elements from one program to another.
(6) Information acquisition. The student evaluates the
acquired electronic information. The student is
expected to:
(A) identify and employ a method to evaluate the
information; and
(B) demonstrate skill in testing the accuracy and
validity of the information.
(7) Solving problems. The student uses appropriate
computer-based productivity tools to create and
modify solutions to problems. The student is
expected to:
(A) use desktop publishing methods in foundation
and enrichment curricula;
(B) identify the tasks in a project and use the
tools needed for completion such as word
processing, pagination, utility, indexing,
graphics, or drawing programs;
(C) use electronic productivity tools such as the
word processor to edit text including move,
copy, cut and paste, and spell check;
(D) select and use the categories of type, font,
size, style, and alignment appropriate for the
task;
(E) apply the basic elements of page design
including text, graphics, headlines, and white
space;
(F) distinguish design requirements as they relate
to purposes and audiences including one-
surface objects, multiple or bound pages,
stationery, book jackets/magazine covers,
pamphlets, magazines, brochures, and labels;
and
(G) read and use technical documentation.
(8) Solving problems. The student uses research skills
and electronic communication, with appropriate
supervision, to create new knowledge. The student
is expected to:
(A) develop technical documentation related to
desktop publishing;
(B) demonstrate the use of technology to
participate in self-directed and practical
activities;
(C) extend the learning environment beyond the
classroom through the creation and sharing of
electronically formatted and published
documents via electronic networks;
(D) synthesize new information from data gathered
from interviews, print, and electronic
resources; and
(E) demonstrate that tasks can be accomplished
through technological collaboration and
participate with electronic communities as a
learner, initiator, contributor, and
teacher/mentor.
(9) Solving problems. The student uses technology
applications to facilitate evaluation of work, both
process and product. The student is expected to:
(A) create technology specifications for tasks and
evaluation rubrics to evaluate process and
product against established criteria;
(B) design and implement procedures to track
trends, set timelines, and review/evaluate
progress for continual improvement in process
and product;
(C) resolve information conflicts and validate
information through accessing, researching,
and comparing data; and
(D) seek and respond to advice from peers in
delineating technological tasks.
(10)Communication. The student formats digital
information for appropriate and effective
communication. The student is expected to:
(A) define the purpose of the product and identify
the specified audience;
(B) use terms related to typography appropriately
including categories of type and type
contrasts;
(C) use the principles of page design to create a
product including, but not limited to,
leading/kerning, automatic text flow into
linked columns, widows/orphans, and text wrap;
(D) create a master template to include page
specifications and other repetitive tasks;
(E) apply the basics of type measurement for
inches and picas;
(F) use type techniques as graphic elements such
as drop cap, decorative letters, or embedded-
text frames;
(G) apply color principles to communicate the mood
of the product for the specific audience;
(H) incorporate the principles of basic design
including, but not limited to, balance,
contrast, dominant element, use of white
space, consistency, repetition, alignment, and
proximity;
(I) identify the parts and kinds of pages
including inside margin, outside margin,
gutter, title, and inside pages; and
(J) use a variety of strategies to create
effective designs, such as varying line widths
and patterns, and use manipulation tools to
stretch, bend, screen, rotate, follow a path,
or mirror type.
(11)Communication. The student delivers the product
electronically in a variety of media, with
appropriate supervision. The student is expected
to:
(A) use appropriate media for creating a knowledge
base with a broad perspective and
communicating to the worldwide community;
(B) use printing options such as tiling, color
separations, collation, and previewing;
(C) distinguish design and printing requirements
as they relate to purposes, audiences, and
final output; and
(D) use styles (style sheets) including a variety
of type specifications such as typeface,
style, size, alignment, indents, and tabs.
(12)Communication. The student uses technology
applications to facilitate evaluation of
communication, both process and product. The
student is expected to:
(A) identify and employ a method to evaluate the
project for design, content delivery, purpose,
and audience;
(B) use electronic project management tools to set
milestones for completing projects and
reviewing progress;
(C) seek and respond to advice from peers in
evaluating the product;
(D) create technology specifications for tasks and
evaluation rubrics; and
(E) demonstrate that products and product quality
can be evaluated against established criteria.
§126.25. Digital
Graphics/Animation (One Credit).
(a) General requirements. The prerequisite is proficiency
in Computer Literacy, Grades 6-8. This course is
recommended for students in Grades 9-12.
(b) Introduction.
(1) The technology applications curriculum has four
strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of technology applications
foundations, including technology-related terms,
concepts, and data input strategies, students
learn to make informed decisions about
technologies and their applications. The efficient
acquisition of information includes the
identification of task requirements; the plan for
using search strategies; and the use of technology
to access, analyze, and evaluate the acquired
information. By using technology as a tool that
supports the work of individuals and groups in
solving problems, students will select the
technology appropriate for the task, synthesize
knowledge, create a solution, and evaluate the
results. Students communicate information in
different formats and to diverse audiences. A
variety of technologies will be used. Students
will analyze and evaluate the results.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and
appropriate use of hardware components, software
programs, and their connections. The student is
expected to:
(A) demonstrate knowledge and appropriate use of
operating systems, software applications, and
communication and networking components;
(B) compare, contrast, and appropriately use the
various input, processing, output, and
primary/secondary storage devices;
(C) make decisions regarding the selection,
acquisition, and use of software taking under
consideration its quality, appropriateness,
effectiveness, and efficiency;
(D) delineate and make necessary adjustments
regarding compatibility issues including, but
not limited to, digital file formats and cross
platform connectivity;
(E) use the vocabulary as it relates to digital
graphics and animation software;
(F) distinguish between and correctly use process
color (RGB and CYMK), spot color, and
black/white;
(G) identify color mixing theories and apply these
theories to the creation of new colors in the
digital format;
(H) compare, contrast, and integrate the basic
sound editing principles including the
addition of effects and manipulation of wave
forms;
(I) distinguish between and use the components of
animation software programs including cast,
score, stage, and the animation control panel;
(J) select and connect task-appropriate
peripherals such as a printer, CD-ROM, digital
camera, scanner, or graphics tablet; and
(K) distinguish and use the different animation
techniques of path and cell animation.
(2) Foundations. The student uses data input skills
appropriate to the task. The student is expected
to:
(A) demonstrate proficiency in the use and
graphical integration of a variety of input
devices such as keyboard, scanner, mouse,
graphic tablet with pen, or digital camera;
and
(B) compare and contrast digital input devices.
(3) Foundations. The student complies with the laws and
examines the issues regarding the use of technology
in society. The student is expected to:
(A) discuss copyright laws/issues and model
ethical acquisition and use of digital
information, citing sources using established
methods;
(B) model respect of intellectual property when
manipulating, morphing, and editing graphics,
video, text, and sound;
(C) demonstrate proper etiquette and knowledge of
acceptable use policies when using networks,
especially resources on the Internet and
intranet; and
(D) research the impact of digital graphics in
society and as an art form.
(4) Information acquisition. The student uses a variety
of strategies to acquire information from
electronic resources, with appropriate supervision.
The student is expected to:
(A) use strategies to access research information
from different resources, including local area
networks (LANs), wide area networks (WANs),
the Internet, and intranet; and
(B) obtain print and digital information from a
variety of resources including, but not
limited to, encyclopedias, databases, and
libraries of images.
(5) Information acquisition. The student acquires
electronic information in a variety of formats,
with appropriate supervision. The student is
expected to:
(A) use the Internet and retrieve information in
electronic formats including text, audio,
video, and graphics, citing the source;
(B) demonstrate the appropriate use of digital
imaging, video integration, and sound in
documents; and
(C) import sounds from a variety of sources
including, but not limited to, audio CD, tape,
and microphone.
(6) Information acquisition. The student evaluates the
acquired electronic information. The student is
expected to:
(A) compare and contrast the rules of composition
such as rule of thirds or the golden
section/rectangle with respect to harmony and
balance as well as discord and drama;
(B) evaluate the fundamental concepts of a graphic
design including composition and lighting;
(C) analyze the designs to decide the point of
interest and the attributes that determine
prominence and support of the subject; and
(D) distinguish among the categories of typefaces
while recognizing and resolving conflicts that
occur through combined usage.
(7) Solving problems. The student uses appropriate
computer-based productivity tools to create and
modify solutions to problems. The student is
expected to:
(A) combine graphics, images, and sound for
foundation or enrichment curricular projects;
(B) integrate the productivity tools including,
but not limited to, word processor, database,
spreadsheet, telecommunications, draw, paint,
and utility programs into the digital
graphics;
(C) use perspective including backgrounds, light,
shades/shadows, and scale to capture a focal
point and create depth;
(D) use the basic principles of proportion,
balance, variety, emphasis, harmony, symmetry,
and unity in type, color, size, line
thickness, shape, and space;
(E) use repetition of color, shape, texture,
spatial relationships, line thickness, and
size to develop organization and strengthen
the unity of a product;
(F) create three-dimensional effects using
foreground, middle distance, and background
images;
(G) apply a variety of color schemes to digital
designs including monochromatic, analogous,
complementary, primary/secondary triads,
cool/warm colors, and split complements;
(H) use the basic concepts of color and design
theory to work in a bitmapped mode, creating
backgrounds, characters, and other case
members as needed for the animation;
(I) use the appropriate scripting language to
create an animation or movie;
(J) read, use, and develop technical
documentation;
(K) edit files using appropriate digital editing
tools and established design principles
including consistency, repetition, alignment,
proximity, ratio of text to white space, image
file size, color use, font size, type, and
style; and
(L) use a variety of techniques to edit,
manipulate, and change sound.
(8) Solving problems. The student uses research skills
and electronic communication, with appropriate
supervision, to create new knowledge. The student
is expected to:
(A) demonstrate the use of technology to
participate in self-directed, meaningful
activities in the larger community and
society;
(B) demonstrate proficiency in, appropriate use
of, and navigation of LANs, WANs, the
Internet, and intranet for research and for
sharing of resources; and
(C) participate with electronic communities as a
learner, initiator, contributor, and
teacher/mentor.
(9) Solving problems. The student uses technology
applications to facilitate evaluation of work, both
process and product. The student is expected to:
(A) create technology specifications for tasks and
rubrics for the evaluation of products and
product quality against established criteria;
(B) design and implement procedures to track
trends, set timelines, and review/evaluate
progress for continual improvement in process
and product;
(C) evaluate data by using criteria appropriate
for the purpose;
(D) resolve information conflicts and validate
information through accessing, researching,
and comparing data; and
(E) seek and respond to advice from peers in
delineating technological tasks.
(10)Communication. The student formats digital
information for appropriate and effective
communication. The student is expected to:
(A) identify pictorial qualities in a design such
as shape and form, space and depth, or pattern
and texture to create visual unity and desired
effects in designs;
(B) use a variety of lighting techniques including
shadows and shading to create an effect;
(C) define the design attributes and requirements
of products created for a variety of purposes
including posters, billboards, business cards,
stationery, book jackets, folders, booklets,
pamphlets, brochures, and magazines; and
(D) use proximity and alignment to create a visual
connection with other elements.
(11)Communication. The student delivers the product
electronically in a variety of media, with
appropriate supervision. The student is expected
to:
(A) publish information in a variety of ways
including, but not limited to, printed copy or
monitor display; and
(B) publish information in saved files, Internet
documents, CD-ROM discs, or video.
(12)Communication. The student uses technology
applications to facilitate evaluation of
communication, both process and product. The
student is expected to:
(A) determine and employ technology specifications
to evaluate projects for design, content
delivery, purpose, and audience; and
(B) seek and respond to advice from peers in
evaluating the product.
§126.26. Multimedia
(One Credit).
(a) General requirements. The prerequisite for this course
is proficiency in Computer Literacy, Grades 6-8. This
course is recommended for students in Grades 9-12.
(b) Introduction.
(1) The technology applications curriculum has four
strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of technology applications
foundations, including technology-related terms,
concepts, and data input strategies, students
learn to make informed decisions about
technologies and their applications. The efficient
acquisition of information includes the
identification of task requirements; the plan for
using search strategies; and the use of technology
to access, analyze, and evaluate the acquired
information. By using technology as a tool that
supports the work of individuals and groups in
solving problems, students will select the
technology appropriate for the task, synthesize
knowledge, create a solution, and evaluate the
results. Students communicate information in
different formats and to diverse audiences. A
variety of technologies will be used. Students
will analyze and evaluate the results.
(c) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and
appropriate use of hardware components, software
programs, and their connections. The student is
expected to:
(A) demonstrate knowledge and appropriate use of
operating systems, software applications, and
communication and networking components;
(B) analyze demands for accomplishing multimedia
tasks to appropriately use input, processing,
output, and primary/secondary storage devices;
(C) make decisions regarding the selection,
acquisition, and use of software in a
multimedia classroom/lab taking under
consideration its quality, appropriateness,
effectiveness, and efficiency;
(D) delineate and make necessary adjustments
regarding compatibility issues including, but
not limited to, digital file formats and cross
platform connectivity;
(E) use necessary vocabulary related to
multimedia;
(F) install and configure appropriate software;
(G) distinguish between and correctly use process
color (RGB and CYMK), spot color, and
black/white;
(H) identify color mixing theories and apply these
theories to the creation of new colors in the
digital format;
(I) identify and distinguish among the basic sound
editing principles including the addition of
effects and manipulation of the wave form;
(J) identify and use compression schemes for
photo, animation, video, and graphics; and
(K) distinguish between and determine the
appropriate application of bitmapped and
vector graphics into a multimedia project.
(2) Foundations. The student uses data input skills
appropriate to the task. The student is expected
to:
(A) demonstrate proficiency in the use of a
variety of electronic input devices including
the mouse, keyboard, scanner, voice/sound
recorder, disk/disc, video, and digital camera
by creating files to be used in multimedia
products;
(B) use digital keyboarding standards for data
input such as one space after punctuation, the
use of em/en dashes, and smart quotation
marks;
(C) use strategies when digitally capturing files
that conserve memory and retain the image
integrity; and
(D) differentiate among audio input.
(3) Foundations. The student complies with the laws and
examines the issues regarding the use of technology
in society. The student is expected to:
(A) discuss copyright laws/issues and model
ethical acquisition and use of digital
information, citing sources using established
methods;
(B) demonstrate proper etiquette and knowledge of
acceptable use policies when using networks,
especially resources on the Internet and
intranet;
(C) model respect of intellectual property when
manipulating, morphing, or editing graphics,
video, text, and sound; and
(D) provide examples of the role of multimedia in
society.
(4) Information acquisition. The student uses a variety
of strategies to acquire information from
electronic resources, with appropriate supervision.
The student is expected to:
(A) use strategies to access research information
from different resources, including local area
networks (LANs), wide area networks (WANs),
the Internet, and intranet; and
(B) apply appropriate electronic search strategies
in the acquisition of information including
keyword and Boolean search strategies.
(5) Information acquisition. The student acquires
electronic information in a variety of formats,
with appropriate supervision. The student is
expected to:
(A) acquire information in electronic formats
including text, audio, video, and graphics,
citing the source; and
(B) identify, create, and use available file
formats including text, image, video (analog
and digital), and audio files.
(6) Information acquisition. The student evaluates the
acquired electronic information. The student is
expected to:
(A) identify and employ a method to evaluate the
design, functionality, and accuracy of the
accessed information; and
(B) use fundamental concepts of graphic design
including visual composition and lighting when
analyzing multimedia.
(7) Solving problems. The student uses appropriate
computer-based productivity tools to create and
modify solutions to problems. The student is
expected to:
(A) use foundation and enrichment curricula in the
creation of multimedia products;
(B) select and integrate computer-based
productivity tools, including, but not limited
to, word processor, database, spreadsheet,
telecommunications, draw, paint, and utility
programs to develop and modify solutions to
problems and to create new knowledge for
multimedia products;
(C) use technology tools to create a knowledge
base with a broad perspective;
(D) apply color principles to communicate the mood
of the product for the specific audience;
(E) integrate path and cell animation modules
appropriately into multimedia products;
(F) use the appropriate scripting language to
create a multimedia sequence;
(G) edit files using established design principles
including consistency, repetition, alignment,
proximity, ratio of text to white space, image
file size, color use, font size, type, and
style; and
(H) read and use technical documentation.
(8) Solving problems. The student uses research skills
and electronic communication, with appropriate
supervision, to create new knowledge. The student
is expected to:
(A) participate with electronic communities as a
learner, initiator, contributor, and
teacher/mentor and use technology to
participate in self-directed and practical
activities in the larger community and
society;
(B) demonstrate proficiency in, appropriate use
of, and navigation of LANs, WANs, the
Internet, and intranet for research and for
sharing of resources;
(C) integrate and use efficiently and effectively
a variety of multimedia programs and tools
including linear/non-linear authoring tools,
image/video editing tools, compression
programs, draw/paint/text creation tools;
(D) extend the learning environment beyond the
school walls through the creation and linking
of multimedia products via electronic
networks;
(E) develop technical documentation related to
multimedia;
(F) participate in different roles and jobs of a
multimedia production crew including project
manager, lead programmer, writer, art
director, sound engineer, researcher,
animator, and presenter;
(G) distinguish among and appropriately integrate
3-D modeling, animation, and rendering
software into multimedia products;
(H) import video into the digital format for
integration into multimedia products; and
(I) capture, record, and integrate sampled and
Musical Instrument Digital Interface (MIDI)
sound in different sound rates, resolutions,
and channels.
(9) Solving problems. The student uses technology
applications to facilitate evaluation of work, both
process and product. The student is expected to:
(A) design and implement procedures to track
trends, set timelines, and review/evaluate
progress for continual improvement in process
and product;
(B) seek and respond to advice from peers and
professionals in delineating technological
tasks;
(C) create technology specifications for tasks and
rubrics to evaluate products and product
quality against established criteria; and
(D) resolve information conflicts and validate
information by accessing, researching, and
comparing data and demonstrate that products
and product quality can be evaluated against
established criteria.
(10)Communication. The student formats digital
information for appropriate and effective
communication. The student is expected to:
(A) identify quality in multimedia design such as
consistency, alignment, repetition, and
proximity;
(B) use content selection and presentation for the
defined audience and communication purpose;
and
(C) format the multimedia project according to
defined output specifications including target
audience and viewing environment.
(11)Communication. The student delivers the product
electronically in a variety of media, with
appropriate supervision. The student is expected
to:
(A) publish information in a variety of ways
including, but not limited to, printed copy or
monitor display; and
(B) publish information in saved files, Internet
documents, CD-ROM discs, or video.
(12)Communication. The student uses technology
applications to facilitate evaluation of
communication, both process and product. The
student is expected to:
(A) determine and employ technology specifications
to evaluate projects for design, content
delivery, purpose, and audience; and
(B) seek and respond to input from peers and
professionals in evaluating the product.
§126.27. Video
Technology (One Credit).
(a) General requirements. The prerequisite for this course
is proficiency in Computer Literacy, Grades 6-8. This
course is recommended for students in Grades 9-12.
(b) Introduction.
(1) The technology applications curriculum has four
strands: foundations, information acquisition,
work in solving problems, and communication.
(2) Through the study of technology applications
foundations, including technology-related terms,
concepts, and data input strategies, students
learn to make informed decisions about
technologies and their applications. The efficient
acquisition of information includes the
identification of task requirements; the plan for
using search strategies; and the use of