Student Case Study

Student Case Study - 3rd Grade

Technology TEKS	Yes	No
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) use technology terminology appropriate to the task	x
(B) save and delete files, uses menu options and commands, and work with more than one software application	x
(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen	x
(D) produce documents at the keyboard, proofread, and correct errors	x
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate	x
(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) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies		x
(B) select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.	x
(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
(A) acquire information including text, audio, video, and graphics;	x
(B) use on-line help and documentation		x
(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 software programs with audio, video, and graphics to enhance learning experiences	x
(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia	x
(C) use a variety of data types including text, graphics, digital audio, and video.	x
(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects	x
(B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information		x
(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience	x
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials		x
(C) use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.	x
(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 media including, but not limited to, printed copy, monitor display, Internet documents, and video	x

Student Case Study – Third Grade

Synopsis

I was very pleased in my evaluation of this student’s technology skills for her grade level. She has been in school ten weeks now and has created four different technology products utilizing Microsoft Word, Kidspiration 2, and Microsoft Excel. She has also been utilizing Internet games to practice math skills as well as working with a teacher-created PowerPoint program in order to learn the United States’ names and shapes. She was also very capable in identifying different parts of the computer and using the technology vocabulary she has learned to date.

She began our evaluation session by quickly going to the appropriate network site at Outley in order to reach the “Student” files. She went from there to the appropriate grade and correct teacher folders in order to find the information I requested in order to show me her skills relating to various folder and file search questions. She was also able to create a Microsoft Excel graph in this same evaluation session from memory. She chose her graph type and colors and was able to save her completed product appropriately. The students had started graphing five weeks ago, but have not created and saved one in the last two weeks.

The filters in place at Outley Elementary are excellent and therefore the students are well monitored as to what they can research on the Internet. Many of the teachers use “shortcuts” to their onsite folders with specific Internet sites placed within a MS Word document and the students do their research through these teacher-approved sites. It is due to this child-safe environment that the student did not have the opportunity to do “keyword searches” or use Boolean search engines. She also shared with me information about the parental supervision and specified sites her mother has established when she is on the computer at her home. I feel she has not had the opportunity to use these technology skills there either.

Student Graph