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1          

Basic computer operation  

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2

File management

Îļþ¹ÜÀí

3

Word processing

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4

Spreadsheet use

µç×Ó±í¸ñµÄʹÓÃ

5

Database use

Êý¾Ý¿âµÄʹÓà  

6

Graphics use

ͼÐεÄʹÓÃ

7

Hypermedia use

³¬Ã½ÌåµÄʹÓÃ

8          

Network use

ÍøÂçµÄʹÓÃ

9          

Student Assessment

ʹÓüÆËã»ú¶ÔѧÉú

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10       

Ethical use understanding

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£¨Ò»£©Basic computer operation ¼ÆËã»úµÄ»ù±¾²Ù×÷

Level 1Ò»¼¶

I do not use a computer. ÎÒ²»»áʹÓüÆËã»ú

Level 2¶þ¼¶

I can use the computer to run a few specific, preloaded programs. It has little effect on either my work or home life. I am somewhat anxious I might damage the machine or its programs.

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Level 3Èý¼¶

I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the scrapbook, clock, note pad, find command, and trash can (recycling bin). I can format a data disk.

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Level 4Ëļ¶

I can run two programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I use techniques like shift-clicking to work with multiple files. I look for programs and techniques to maximize my operating system. I feel confident enough to teach others some basic operations.

ÎÒÄÜͬʱµØÔËÐÐÁ½¸ö³ÌÐò£¬´ò¿ªÊý¸ö´°¿Ú¡£ÎÒ»áÉ趨×Ô¼º¼ÆËã»úµÄÍâ¹ÛÏÔʾºÍÉùÒô¡£ÎÒ»áÀûÓÃÏó¡°µã»÷Çл»¡±µÄ·½·¨¶ÔÈô¸É¸öÎļþ½øÐÐÔÄÀÀ»ò±à¼­¡£Í¨¹ý²éÕÒ³ÌÐòºÍ·½·¨ÎÒÄܳä·Ö·¢»Ó¼ÆËã»ú²Ù×÷ϵͳµÄ¹¦ÄÜ¡£ÎÒ¾õµÃ×Ô¼ºÓÐ×ã¹»µÄÐÅÐĽ̻á±ðÈËһЩÓйؼÆËã»úµÄ»ù±¾²Ù×÷¡£

£¨¶þ£© File management Îļþ¹ÜÀí

Level 1Ò»¼¶

I do not save any documents I create using the computer.

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Level 2¶þ¼¶

I save documents I've created but I cannot chose where they are saved. I do not back-up my files

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Level 3Èý¼¶

I have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files to floppy disk or other storage device on a regular basis.

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Level 4Ëļ¶

I regularly run a disk-optimizer on my hard drive, and use a back-up program to make copies of my files on a weekly basis. I have a system for archiving files which I do not need on a regular basis to conserve my computer's hard drive space.

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£¨Èý£© Word processing ÎÄ×Ö´¦Àí

Level 1Ò»¼¶

I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work.

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Level 2¶þ¼¶

I occasionally use the word processor for simple documents which I know I will modify and use again. I generally find it easier to hand write or type most written work I do.

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Level 3Èý¼¶

I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit, spell check, and change the format of a document. I can paginate, preview and print my work. I feel my work looks professional.

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Level 4Ëļ¶

I use the word processor not only for my work, but have used it with students to help them improve their own communication skills.

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£¨ËÄ£©Spreadsheet use µç×Ó±í¸ñµÄʹÓÃ

Level 1Ò»¼¶

I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.

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Level 2¶þ¼¶

I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet which adds a column of numbers.

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Level 3Èý¼¶

I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart.

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Level 4Ëļ¶

I use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills.

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£¨Î壩 Database use Êý¾Ý¿âµÄʹÓÃ

Level 1Ò»¼¶

I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.

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Level 2¶þ¼¶

I understand the use of a database and can locate information within one which has been pre-made. I can add or delete data in a database.

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Level 3Èý¼¶

I use databases for a personal applications. I can create an original database - defining fields and creating layouts. I can find, sort and print information in layouts which are clear and useful to me.

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Level 4Ëļ¶

I can use formulas with my database to create summaries of numerical data. I can use database information to mail merge in a word processing document. I use the database not only for my work, but have used it with students to help them improve their own data keeping and analysis skills.

ÎÒ»áÔÚÊý¾Ý¿âÖÐʹÓù«Ê½¶ÔÊý×Ö×ÊÁϽøÐйéÄÉÖÆ×÷±¨±í¡£ÎÒ»áʹÓÃÊý¾Ý¿âµÄÐÅÏ¢ÈÚÈëÎÄ×Ö´¦ÀíÎĵµºó½øÐÐÓʼķ¢ËÍ¡£ÎÒ²»µ«ÔÚ¹¤×÷ÖÐʹÓÃÊý¾Ý¿â£¬¶øÇÒ»¹Ê¹ÓÃËüÀ´°ïÖúÎÒµÄѧÉúÌá¸ßËûÃǵÄÊý¾Ý¹ÜÀíºÍ·ÖÎöµÄÄÜÁ¦¡£

£¨Áù£© Graphics use ͼÐεÄʹÓÃ

Level 1Ò»¼¶

I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.

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Level 2¶þ¼¶

I can open and create simple pictures with the painting and drawing programs. I can use programs like PrintShop or SuperPrint.

ÎÒ»áʹÓûæͼ³ÌÐò´ò¿ªÍ¼Æ¬»ò»æÖƼòµ¥µÄͼ»­¡£ÎÒ»áʹÓÃPrintShop »ò SuperPrint³ÌÐòÈí¼þ¡£

Level 3Èý¼¶

I use both pre-made clip art and simple original graphics in my word processed documents and presentation. I can edit clip art, change its size, and place it on a page. I can purposefully use most of the drawing tools, and can group and un-group objects. I can use the clipboard to take graphics from one application for use in another. The use of graphics in my work helps clarify or amplify my message.

ÔÚÎÄ×Ö´¦ÀíµÄÎĵµÀï»òÎĵµµÄ³ÊÏÖÖУ¬ÎҼȻáʹÓÃÔ¤ÏÈ»æÖƵÄͼ»­Ò²»áʹÓýϼòµ¥µÄԭʼͼÐΡ£ÎÒ»á¶Ô»æÖƵÄͼÐνøÐб༭¡¢¸Ä±äËüµÄ´óС¡¢°ÑËüÉèÖòåÈëµ½Ò³ÃæÉÏ¡£ÎÒ»áÓÐÄ¿µÄµØʹÓô󲿷ֵĻæͼ¹¤¾ß£¬Ò²»á°Ñ²»Í¬Í¼ÐÎÖеÄÎïÌå½øÐзָî»ò»¥ÏàÖØ×é¡£ÎÒ»áͨ¹ýʹÓüôÌù°æ°ÑÒ»¸öÓ¦ÓÃÈí¼þÖеÄͼÐνØÈ¡µ½ÁíÒ»¸öÓ¦ÓÃÈí¼þÖС£ÔÚÎҵŤ×÷ÖУ¬Í¼ÐεÄʹÓðÑÎÒµÄÐÅÏ¢±í´ïµÃ¸üÇå³þ¡£

Level 4Ëļ¶

I use graphics not only for my work, but have used it with students to help them improve their own communications. I can use graphics and the word processor to create a professional looking newsletter.

ÎÒ²»½öÔÚ¹¤×÷ÉÏÄÜʹÓüÆËã»úµÄͼÐΣ¬¶øÇÒ»¹»áÀûÓÃËü°ïÖúÎÒµÄѧÉúÌá¸ßËûÃǵÄ×Ô¼ºµÄ½»Á÷ÄÜÁ¦¡£ÎÒÒ²»áʹÓÃͼÐκÍÎÄ×Ö´¦ÀíÉè¼Æ³öÀàËÆרҵµÄʱÊÂͨѶÐÅÏ¢¡£

£¨Æߣ© Hypermedia use ³¬Ã½ÌåµÄʹÓÃ

Level 1Ò»¼¶

I do not use hypermedia (HyperStudio), nor can I identify any uses or features it might have which would benefit the way I work.

ÎҼȲ»»áʹÓó¬Ã½Ì壨HyperStudio£©£¬Ò²È·Èϲ»³öËü½«¶ÔÎҵŤ×÷·½Ê½ÓкΰïÖú¡£

Level 2¶þ¼¶

I can navigate through a pre-made hypermedia program.

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Level 3Èý¼¶

I can create my own hypermedia stacks for information presentation. These stacks use navigation buttons, sounds, dissolves, graphics, and text fields. I can use an LCD projection device to display the presentation to a class.

Îһᴴ½¨×Ô¼ºµÄ³¬Ã½ÌåDos¶ÑÕ»ÊýչʾÐÅÏ¢¡£ÕâЩDos¶ÑÕ»ÊýʹÓõ½µ¼º½°´Å¥¡¢ÉùÒô¡¢½¥Òþ¡¢Í¼ÐκÍÎı¾ÇøÓò¡£ÎÒ»áʹÓÃÒº¾§ÏÔʾµÄ·¢Éä×°ÖÃÔÚ°àÉϳÊÏÖÐÅÏ¢¡£

Level 4Ëļ¶

I use hypermedia with students who are making their own stacks for information keeping and presentation.

ÎÒ»áʹÓó¬Ã½Ìå°ïÖúÄÇЩҪÖÆ×÷Dos¶ÑÕ»Êý½øÐйÜÀíÐÅÏ¢ºÍ³ÊÏÖÐÅÏ¢µÄѧÉú¡£

£¨°Ë£© Network use ÍøÂçµÄʹÓÃ

Level 1Ò»¼¶

I do not use the on-line resources available in my building, nor can I identify any uses or features they might have which would benefit the way I work.

ÔÚÎÒ¹¤×÷»òÉú»îµÄµØ·½Ê¹Óò»µ½¿ÉÀûÓõÄÔÚÏßÍøÂç×ÊÔ´£¬ÎÒҲȷÈϲ»³öËü½«¶ÔÎҵŤ×÷·½Ê½ÓкΰïÖú¡£

Level 2¶þ¼¶

I understand that there is a large amount of information available to me as a teacher which can be accessed through networks, including the Internet. With the help of the media specialist, I can use the resources on the network in our building.

×÷ΪһÃû½ÌʦÎÒ¶®µÃ½ÓÈëÍøÂç°üÀ¨ÒòÌØÍøÎÒ½«ÓдóÁ¿¿ÉÀûÓõÄÐÅÏ¢¡£ÔÚ¶àýÌåµÄר¼Ò°ïÖúÏ£¬ÎÒ»áÔÚ×Ô¼ºÉú»î»ò¹¤×÷³¡ËùʹÓõ½ÍøÂçÉϵÄ×ÊÔ´¡£

Level 3Èý¼¶

I use the networks to access professional and personal information from a variety of sources including networked CD-ROM reference materials, on-line library catalogs, the ERIC database, and the World Wide Web. I have an e-mail account that I use on a regular basis.

ÎÒ»áʹÓÃÍøÂç´ÓÒÔÏ´óÁ¿µÄÐÅÏ¢À´Ô´ÖдæÈ¡×Ô¼º×¨ÒµºÍ¸öÈ˵ÄÐÅÏ¢£¬°üÀ¨ÁªÍøµÄCD-ROM²Î¿¼×ÊÁÏ¡¢ÔÚÏßµÄͼÊé¹ÝĿ¼¡¢¿Æ½Ì×ÊÁÏÐÅÏ¢ÖÐÐĵÄÊý¾Ý¿âºÍ»·ÇòÍø¡£ÎÒÓµÓÐÒ»¸ö³£Óõĵç×ÓÓʼþÕ˺š£

Level 4Ëļ¶

Using telecommunications, I am an active participant in on-line discussions, can download files and programs from remote computers. I use telecommunications with my students.

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£¨¾Å£© Student Assessment ʹÓüÆËã»ú¶ÔѧÉú½øÐÐÆÀ¹À

Level 1Ò»¼¶

I do not use the computer for student assessment.

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Level 2¶þ¼¶

I understand that there are ways I can keep track of student progress using the computer. I keep some student produced materials on the computer, and write evaluations of student work and notes to parents with the word processor.

ÎÒ¶®µÃͨ¹ýʹÓüÆËã»úÄÜ×·×Ùµ½Ñ§ÉúµÄ½ø²½Çé¿ö¡£ÎÒ»á¶ÔѧÉúͨ¹ý¼ÆËã»úÖÆ×÷µÄһЩËزĽøÐйÜÀí£¬²¢»áͨ¹ý¼ÆËã»úµÄÎÄ×Ö´¦Àí¹¦ÄܸøѧÉúµÄ¹¦¿ÎºÍ±Ê¼ÇдÉÏÆÀÓï²¢ÏòѧÉúµÄ¼Ò³¤»ã±¨¡£

Level 3Èý¼¶

I effectively use an electronic grade book to keep track of student data and/or I keep portfolios of student produced materials on the computer. I use the electronic data during parent/teacher conferences.

ÎÒ»áÓÐЧµØʹÓõç×ÓÆÀ·Ö²¾×·×Ù¹ÜÀíѧÉúµÄѧ¼®×ÊÁÏ£¬»ò¶ÔѧÉúͨ¹ý¼ÆËã»úÖÆ×÷µÄһЩ¸öÈËѧϰµµ°¸½øÐйÜÀí¡£ÎÒÄÜÔÚ¼Ò³¤ºÍ½Ìʦ»áÒéÉÏʹÓÃÕâЩµç×ÓÐÅÏ¢½øÐз¢ÑÔ¡£

Level 4Ëļ¶

I rely on the computer to keep track of outcomes and objectives individual students have mastered. I use that information in determining assignments, teaching strategies, and groupings.

ÎÒÄÜÒÀ¿¿¼ÆËã»ú×·×Ù¸öÌåѧÉú¶Ô½ÌѧÄÚÈݺͽÌѧĿµÄÒÑÕÆÎÕµÄÇé¿ö¡£ÎÒ¸ù¾ÝÄÇ·½ÃæµÄÐÅÏ¢¾ö¶¨ÎÒËùÒª²¼ÖõÄ×÷Òµ¡¢½«Òª²ÉÓõĽÌѧ²ßÂÔºÍѧÉúÔÚѧϰÖеķÖ×éÇé¿ö¡£

£¨Ê®£© Ethical use understanding¶Ô¼ÆËã»úµÀµÂ×¼ÔòµÄÀí½â

Level 1Ò»¼¶

I am not aware of any ethical issues surrounding computer use.

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Level 2¶þ¼¶

I know that some copyright restrictions apply to computer software.

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Level 3Èý¼¶

I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my students know my personal stand on legal and moral issues involving technology. I know and enforce the school's technology policies and guidelines, including its Internet Acceptable Use Policy. I have a personal philosophy I can articulate regarding the use of technology in education.

ÎÒÇå³þµØÁ˽âÃâ·ÑÈí¼þ¡¢¹²ÏíÈí¼þºÍÉÌÒµÈí¼þÖ®¼äµÄÇø±ð¼°Æä¸÷×ԵķÑÓÃÇé¿ö¡£ÎÒÖªµÀ×Ô¼º¹¤×÷¡¢Éú»îµÄÇøÓò»òסËùµÄ¼ÆËã»ú³ÌÐò½ÓÈëÍøÕ¾ÐèÒª³ÖÓÐÐí¿ÉÖ¤¡£ÎÒÃ÷°×ѧУʹÓÃÓйأ¨×¢ÓУ©°æȨ²ÄÁϵÄÕþ²ß¡£ÎÒ×ñÑ­ËùÓÐÈí¼þʹÓ÷½ÃæµÄÓйصÀµÂ×¼Ôò£¬ÒÔÉí×÷ÔòÈÃÎÒµÄѧÉúÖªµÀÔÚÉ漰ʹÓÃÐÅÏ¢¼¼Êõ·½Ã棬ÎÒµÄÐÐΪÊǺϷ¨ºÍ·ûºÏÓйصÀµÂ×¼ÔòµÄ¡£ÎÒ¶®µÃÒªÑϸñ×ñѭѧУÐÅÏ¢¼¼Êõ·½ÃæµÄ¹æ¶¨ºÍÖ¸Òý°üÀ¨½ÓÈëºÍʹÓû¥ÁªÍøµÄÕþ²ß¡£ÎÒÄÜÇå³þµØ½²ÊöÓйؽÌÓý¼¼ÊõʹÓ÷½ÃæµÄ¸öÈ˼û½â¡£

Level 4Ëļ¶

I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.

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