MARYMOUNT SCHOOL
TH
9 . GRADE – HIGH SCHOOL
COMPUTER AND TECHNOLOGY SKILLS
SUBJECT PLAN
Introduction
The Computer and Technology subject plan in 9th grade integrates two application software
programs: Microsoft PowerPoint, and FrontPage Web Design, aiming to provide the knowledge
and skills needed to work in an emerging technological world. It purports to enable students to
establish relationships and interactions with working tools, technological devices, research
methods, and technological media. Web Design program is taught as instructional and
applicable tool to prepare students to face today’s world, as well as to develop in them problem-
solving strategies, the ability to perform independently, to develop the skills to think creatively,
to reason critically, to communicate effectively, and to respond appropriately to human needs.
The Computer and Technology curriculum supports technology-learning objectives, different
learning styles, academic content, and application activities while developing the skills and
competencies needed to face XXI century’s information age. This level’s subject plan
recognizes that God creates each person with unique potential; therefore, respect for the dignity
of the individual is enforced along with the development of the different learning styles and
individual needs.
The Essential Questions of the Subject
1. How can learning to create Web pages and to analyze the advantages and
disadvantages of the Internet be used in daily life and in today’s society to contribute to
the progress of humanity, and to make individuals competent, productive, responsible,
and aware of the ethical and legal issues related to technology?
2. How can the use of electronic presentation software such as FrontPage Web Page
Design be applied in daily life and in the work environment to make individuals
competent, efficient, and productive?
3. How can I integrate knowledge and skills with other subjects in order to improve
performance and communication that will help me to grow spiritually, intellectually, and
morally?
4. How can technology be used ethically as individuals are critical towards innovations and
ensure creative proposals that benefit humanity?
The General Understanding Goals of the Subject
1. The acquisition of appropriate skills for creating Web pages, and the knowledge and
analysis of the legal, social, and ethical practice related to technology can be used to
communicate effectively, to work responsibly and efficiently, and to compete honestly in
a technically evolving society.
2. To use and to apply the Introduction to Web Design software program to be competitive
in today’s society and to develop the skills and competencies needed to work in the
information age.
3. To apply, interpret, and integrate knowledge and skills with other disciplines through
concrete, real-life situations and hands-on activities to improve performance,
communication, critical, innovating and thinking skills to help students grow spiritually,
intellectually, and morally.
4. To analyze and evaluate the ethical and responsible use of computer software, the
proper use of Netiquette on the Internet, the fundamentals of Web design skills and
techniques, and the impact of computers on an emerging technological era to contribute
to the development of technology and to the progress of humanity.
1
The General Structure of the Discipline
Concepts:
Technology Concepts:
Computers are everywhere, in business, schools, and homes. Learning about how computers
work can help make life a little easier. It is basic knowledge to learn how computers have
changed the world, understand the types of computers and use technology systems; recognize
the history of computers; the impact of computers on an emerging technological society; 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, as well as to select and use applications effectively and productively. Students
demonstrate a sound understanding of technology concepts by troubleshooting systems and
applications, by transferring current knowledge to learning of new technologies, an by applying
Netiquette rules in handling information ethically in e-mails, chat rooms, in the Internet, and in
news groups.
Computer Concepts:
To live, learn, and work successfully in an increasingly complex and information-rich society,
students must be able to use computers and technology effectively. Computer concepts at this
level include:
Standards for safe and ethical use of computers, use correct terminology and the procedures
for handling hardware and software appropriately; recognition and use of input and output
devices; recognition of processing components, storage devices, networks, files, folders and
systems; proper handling of equipment; starting up and shutting down computers; open, load,
close and exit programs and files; save, create, and delete files and folders; print and set
printing options, and solve basic technological printing problems; routinely and efficiently use
online information resources to meet needs for collaboration, research, publications,
communications, and productivity; apply computer tools for research, information analysis,
problem-solving, and decision-making in context learning.
Application software:
The Web page design software program FrontPage is taught at this level. The subject plan
purports the identification and interpretation of the basic tools of the program to create new web
pages, as well as to interpret the structure of a Web page to be able to edit data efficiently.
Students integrate PowerPoint skills learned in previous years to generate new ideas, combine
text, graphics, videos, and animations as means to deliver presentations. They format text by
applying special effects to objects and figures, and change and propose new pattern styles for
images. Students formulate, select, employ, and propose different methods to connect
information to create and use Web pages. They incorporate advanced drawing techniques and
tools to produce professional presentations and basic Web page designs. Students acquire the
basic skills needed to plan and create Web pages. They learn the fundamentals of Web design
as they plan, propose, enhance, and create their personal Web page. While working in and
developing Web designs, students are introduced to HTML programming language. They learn
to identify and define authentic real life problems and significant questions for investigation.
They create original work as means of personal or group expression, as in LOPS, where they
plan and manage activities to develop a solution or complete a project. Students apply skills to
use models or simulations to explore complex issues, and identify trends and forecast
possibilities.
2
Thinking Skills/Competencies:
-Creativity and Innovation-
Using technology, students apply the Microsoft FrontPage program to generate
new ideas, products, or processes; create original works as a means of personal or group
expression; use models and simulations to explore complex systems and issues; identify trends
and forecast possibilities.
- Communication and Collaboration-
Using a Web design application software, students interact, collaborate, and publish with peers,
experts, or others employing a variety of digital environments and media; communicate
information and ideas effectively to multiple audiences using a variety of media and formats;
develop cultural understanding and global awareness by engaging with learners of other
cultures; contribute to project teams to produce original works or solve problems.
- Research and Information Fluency-
Using Microsoft FrontPage software, students plan strategies to guide inquiry; locate, organize,
analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media; evaluate and select information sources and digital tools based on the appropriateness
to specific tasks; process data and report results.
- Critical Thinking, Problem Solving, and Decision Making-
Using a Web design program like FrontPage, students identify and define authentic problems
and significant questions for investigation; plan and manage activities to develop a solution or
complete a project; collect and analyze data to identify solutions and/ or make informed
decisions; use multiple processes and diverse perspectives to explore alternative solutions.
- Digital Citizenship-
Students advocate and practice safe, legal, and responsible use of information and technology;
exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity; demonstrate personal responsibility for lifelong learning; exhibit leadership for
digital citizenship.
-Technology Operations and Concepts-
Using computers, students understand and use technology systems; select and use
applications effectively and productively; troubleshoot systems and applications; transfer current
knowledge to learning of new technologies.
The Classroom Methodology
At the 9th grade level, teaching focuses on the Teaching for Understanding framework,
highlighting the use of challenging “Higher-order questions” in the context of content instruction,
and the implementation of “LEARNING TO LEARN” skills. These include the use of visual,
auditory, and hands-on learning strategies. Every student learns differently. Each student has
strengths and weaknesses. When a student has a special need, 9 th grade Computer
Technology teacher will provide what is necessary to assist that student in becoming a
successful learner as these
3
are directly addressed. The methodology focuses on a hands-on approach that balances
theory and practice. The motivational Unit Plan considers a variety of teaching strategies to
ensure that classroom environments lead to success. Within a student-centered classroom,
teachers facilitate learning as students work on projects and actively solve problems
independently, following defined rules, assignments, and duties. Creativity is fostered as
students propose new ways of doing things, learn according to their potential, and have fun
while they learn. Performances of understanding are planned in meaningful ways through LOP’s
that give opportunities for class work application activities, through real life study cases.
Research plays an important role in instruction. Students use the Internet to investigate and to
integrate academic subjects to media.
System of Evaluation for the Discipline
Assessment is an integral part of teaching and learning. Knowing how a particular student
learns can be the key to academic success. It is important to assess more than students’ rote
learning skills. The assessment process for the subject at this level is designed to be
multidimensional and provides students with many hands-on activities, application projects, and
applied exercises where we can evaluate students’ understanding by assessing the transfer of
knowledge to new situations. Ongoing informal assessments include class work exercises and
printouts, presentations, challenging projects, application exercises, portfolios, and chapter and
unit review tests.
Performance assessments are evaluated via LOP´s, where students apply skills while
integrating and relating content to real life situations. Consistent, reliable formative and
summative curriculum-based evaluations with a common, clear rubric allow for objective results.
Bibliography:
Schultz, C. Jacqueline, Ph.D. Career and Business Education Instructor, Warrensville Heights
High School, Warrensville Heights, Ohio. (2006)
Renner, James. Mariemont City School District, Cincinnati, Ohio. Glencoe Introduction to Web
Design Using Microsoft FrontPage. Glencoe, McGraw Hill, 2005
Web Resources
www.icheck.glencoe.com
www.glencoe.com
www.webdesign.glencoe.com
www.stratechknowledge.com
www.jburgd12.k12.il.us./jcb/thesis%20for%20conference.pdf
www.ndsion.edu/academics.asp?pgID=689
www.bedford.k12.va.us/pos/elementary.htm#COMPUTER%20TECHNOLOGY
4