Operasi Dasar Komputer oleh lola'

Nama : Lola Marhamaliah

Tugas : T.I.K

Input: Informasi dan program yang dimasukkan ke dalam komputer melalui Input perangkat seperti keyboard, disk, atau melalui komputer lain melalui jaringan atau koneksi modem yang terhubung ke internet. Perangkat input juga mengambil informasi di disk.

Output: Output Perangkat akan menampilkan informasi pada layar (monitor) atau printer dan mengirimkan informasi ke komputer lain. Mereka juga menampilkan pesan kesalahan tentang apa yang mungkin terjadi dan membawa pesan atau atas kotak dialog untuk meminta informasi lebih lanjut untuk menjadi masukan. Perangkat output juga menyimpan informasi pada disk untuk digunakan di masa depan.

Memproses: The CPU atau pusat pengolahan unit terkadang disebut Control Unit dan mengarahkan pengoperasian perangkat masukan dan keluaran. The Coprocessor atau Arithmetic Logic Unit-tidak aritmatika dan perbandingan. Memori atau RAM sementara menyimpan informasi (file dan program) ketika Anda menggunakan atau bekerja pada mereka. BIOS atau dasar input / output sistem kontrol dialog antara berbagai perangkat.
Layout keyboard dan Data Entry

ENTER atau RETURN - Moves kursor satu baris ke bawah dan ke kiri margin. Masukkan juga proses perintah seperti memilih salah satu pilihan dalam dialog (pesan) kotak dan mengirimkan formulir.

DEL atau DELETE - Menghapus karakter pada kursor dan / atau karakter di sebelah kanan kursor disorot dan semua (atau memilih) teks.

BKSP atau Backspace - Menghapus karakter di kiri kursor dan semua hightlighted teks.

SPACE BAR - Moves kursor satu spasi pada suatu waktu ke kanan

SHIFT KEY - Gunakan tombol shift untuk mengetik huruf kapital dan ketikkan karakter di atas tombol dengan dua huruf pada mereka

CAPS LOCK - Locks keyboard sehingga jenis huruf kapital (cahaya berjalan pada saat caps lock aktif)

TAB - Moves kursor lima spasi ke kanan (jumlah spasi biasanya adjustable). Pindah ke tab berikutnya lapangan dalam bentuk tabel atau (Shift-Tab untuk bidang sebelumnya).

ESC atau ESCAPE - Membatalkan menu atau kotak dialog

Arrow Keys - Moves kursor tanpa mengubah seluruh dokumen teks

FUNGSI Tombol atau M Keys - Akses perintah sendiri atau dikombinasikan dengan tiga perintah kunci; CTRL, SHIFT, dan ALT

Perintah atau Tombol Khusus

Tombol perintah biasanya tidak melakukan apa pun pada mereka sendiri, tetapi bekerja dalam kombinasi dengan tombol lainnya. Setiap bagian dari perangkat lunak menggunakan perintah kunci berbeda meskipun ada beberapa standar untuk memindahkan fungsi tersebut. Control tombol Ctrl atau sering digunakan untuk mengakses perintah. Alternatif yang tombol Alt atau sering digunakan untuk mengakses menu. Tombol Shift yang digunakan untuk mengetik huruf kapital. Juga perintah tombol yang digunakan untuk memindahkan semua melalui dokumen dan mengedit teks yang lebih mudah dan lebih cepat. Komputer juga banyak memiliki tombol khusus desain khusus untuk komputer tertentu. Apple memiliki komputer Apple dan Mac memiliki tombol Command kunci. Banyak keyboard kini memiliki tombol khusus untuk Windows Windows 9x dan sistem baru. Banyak komputer tua juga memiliki tombol khusus yang digunakan untuk berbagai fungsi yang berbeda.

Notebook Laptop atau beberapa tombol tidak tersentuh karena keterbatasan ruang dan biasanya mereka memiliki fungsi tombol khusus lainnya yang memungkinkan untuk kunci ganda untuk orang hilang.
Aturan dasar Mengetik

Ruang tempat satu di antara setiap kata, setelah tanda baca dan di akhir kalimat. Selalu memulai kalimat dengan huruf besar. Gunakan huruf besar untuk nama, alamat, propinsi dan negara, tempat, organisasi, perusahaan, asosiasi, sekolah, akademi, perguruan tinggi, hari dalam seminggu, bulan, hari libur, kebangsaan, kelompok etnik dan bahasa.

Belajar keyboard adalah langkah pertama untuk belajar komputer. Belajar melibatkan praktek. Itu benar-benar adalah yang sederhana seperti itu. Ada dua jenis mengetik.

Yang pertama disebut Touch Mengetik. Touch yang menggunakan pengetik Home Tombol (asdf untuk tangan kiri dan jkl; untuk kanan) dan semua jari pada kedua tangan serta jempol untuk Space Bar sambil mengetik. Ada banyak domain publik komersial dan program-program yang dirancang untuk mengajarkan metode ini.

Metode lainnya adalah beberapa kali dipanggil 'Hunt dan Peck' atau tergantung kekuatan jari 'Cari dan Hancurkan'. Ini termasuk menggunakan satu atau lebih jari pada satu atau dua tangan untuk mengetik. Ini adalah cara yang dapat diterima dengan baik menggunakan komputer dan banyak orang yang hidup dengan baik dengan teknik ini.

......English.......

Input: Information and programs are entered into the computer through Input devices such as the keyboard, disks, or through other computers via network connections or modems connected to the Internet. The input device also retrieves information off disks.

Output: Output Devices displays information on the screen (monitor) or the printer and sends information to other computers. They also display messages about what errors may have occurred and brings up message or dialog box asking for more information to be input. The output device also saves information on the disk for future use.

Processing: The CPU or central processing unit is sometimes called the Control Unit and directs the operation of the input and output devices. The Coprocessor or the Arithmetic-Logic Unit does arithmetic and comparisons. The memory or RAM temporarily stores information (files and programs) while you are using or working on them. The BIOS or basic input/output system controls the dialogue between the various devices.

Keyboard Layout and Data Entry

ENTER or RETURN - Moves the cursor down one line and to the left margin. Enter also process commands such as choosing an option in a dialog (message) boxes and submitting a form.

DEL or DELETE - Deletes the character at cursor and/or characters to the right of the cursor and all highlighted (or selected) text.

BKSP or BACKSPACE - Deletes the character to the left of cursor and all hightlighted text.

SPACE BAR - Moves the cursor one space at a time to the right

SHIFT KEY - Use the shift keys to type capital letters and to type the upper character on keys with two characters on them

CAPS LOCK - Locks the keyboard so it types capital letters (a light goes on when caps lock is on)

TAB - Moves the cursor five spaces to the right (number of spaces are usually adjustable). Tab moves to the next field in a form or table (Shift-Tab for previous field).

ESC or ESCAPE - Cancels a menu or dialog box

ARROW KEYS - Moves the cursor around document without changing text

FUNCTION KEYS or F KEYS - Access commands by themselves or in combination with the three command keys; CTRL, SHIFT, and ALT

Command or Special Keys

Command keys normally do nothing on their own but work in combination with other keys. Each piece of software uses the command keys differently though there is a move to standardize some functions. The Control key or Ctrl is often used to access commands. The Alternative key or Alt is often used to access menus. The Shift key is used to type CAPITAL LETTERS. As well the command keys are all used to move through documents and edit text faster and easier. As well many computers have Special keys design specifically for the particular computer. Apple computers have the Apple keys and Macs have Command keys. Many keyboards now have a Windows key specifically for Windows 9x and newer systems. Many older computers also have special keys used for a variety of different functions.

Some Notebook or Laptop keys are left out because of space limitations and they usually have a Special function key which allows other keys to double for the missing ones.

Basic Typing Rules

Place one space between each word, after a punctuation mark and at the end of a sentence. Always start a sentence with a capital letter. Use capitals for names, addresses, provinces and countries, places, organizations, businesses, associations, schools, colleges, universities, days of the week, months, holidays, nationalities, ethnic groups and languages.

Learning the keyboard is the first step to learning computers. Learning involves practice. It really is as simple as that. There are two kinds of typing.

The first is called Touch Typing. The Touch Typist uses the Home Keys (asdf for the left hand and jkl; for the right) and all the fingers on both hands as well as the thumbs for the Space Bar while typing. There are many commercial and public domain programs that are designed to teach this method.

The other method is some times called 'Hunt and Peck' or depending on finger strength 'Search and Destroy'. This involves using one or more fingers on one or two hands to type. It is a perfectly acceptable way of using a computer and many people get along fine with this technique.

operasi dasar komputer

Diposting oleh Ahmad Maulana

Integrasi

Technology Improvement Plan Performance Indicators Rencana teknologi Peningkatan Kinerja Indikator

Technology Indicator Indikator teknologi	Performance Levels Tingkat kinerja
For Each Teacher: Untuk Setiap Guru:	Level 1 Tingkat 1 Basic Use Penggunaan dasar	Level 2 Tingkat 2 Introductory Pengantar	Level 3 Tingkat 3 Intermediate Intermediate	Level 4 Tingkat 4 Proficient Cakap
Instructional Use Software Instruksional Gunakan Software	Can identify sources, titles, and types of instructional software that can help meet student's needs through catalog searches, Internet sites, professional magazines etc. Dapat mengidentifikasi sumber, judul, dan instruksional jenis perangkat lunak yang dapat membantu memenuhi kebutuhan mahasiswa melalui katalog pencarian, situs-situs Internet, majalah dll profesional	Is able to choose software for its relevance, effectiveness, alignment with content standards and value added to student learning with specific needs. Dapat memilih perangkat lunak untuk relevansi, efektivitas, alignment dengan standar konten dan nilai tambah kepada siswa belajar dengan kebutuhan. Can distinguish between stand alone and networkable software, costs, and advantages/disadvantages. Dapat membedakan antara networkable berdiri sendiri dan perangkat lunak, biaya, dan keuntungan / kelemahan.	Uses program/file resources available to teach and/or reinforce concepts more effectively than traditional methods. Menggunakan program / file yang tersedia untuk mengajar dan / atau memperkuat konsep lebih efektif daripada metode tradisional. Is able to utilize school system networkable programs/files to maximize student learning both individually and for department or grade level. Mampu memanfaatkan sistem sekolah networkable program / file untuk memaksimalkan belajar siswa baik perorangan maupun untuk departemen atau tingkat kelas.	Makes a conscious effort to seek out new programs for evaluation and adoption. Membuat sadar upaya untuk mencari program-program baru untuk evaluasi dan adopsi. Keeps current on development of technology through professional reading and conference materials. Tetap pada saat ini perkembangan teknologi melalui konferensi profesional dan bahan-bahan bacaan. Shares findings with other professionals. Saham temuan dengan profesional lainnya.
Using Technology To Improve Student Writing Menggunakan Teknologi Untuk Meningkatkan Siswa Menulis	Can explain the importance of using word processing and e-mail to improve student writing skills. Dapat menjelaskan pentingnya menggunakan pengolah kata dan e-mail untuk meningkatkan kemampuan menulis siswa. Can identify advantages of using technology for student writing assignments associated with curriculum standards. Dapat mengidentifikasi keuntungan dari penggunaan teknologi untuk siswa menulis tugas yang terkait dengan kurikulum standar.	Establishes guidelines for some writing assignments to be word-processed. Menetapkan beberapa pedoman untuk menulis tugas-kata yang akan diproses. Encourages students to compose or edit using the computer. Mendorong siswa untuk menenangkan atau diedit menggunakan komputer. Corresponds with students by e-mail regarding assignments. Terkait dengan siswa melalui e-mail tentang tugas.	Helps students use the computer in all phases of the writing process from rough draft to final copy, spelling/grammar checks, outlining, and/or desktop publishing. Membantu siswa menggunakan komputer di semua tahapan proses penulisan rancangan kasar dari final menyalin, spelling / grammar check, outlining, dan / atau desktop publishing.	Stores student's work electronically and shares exemplary writing projects with students and teachers through print and electronic publishing. Toko siswa bekerja secara elektronik dan saham bagus menulis proyek dengan siswa dan guru melalui penerbitan cetak dan elektronik. Seeks out technology tools to improve student writing. Mencari alat teknologi untuk meningkatkan siswa menulis.
Information Literacy Resources: Informasi Literacy Resources: Secondary Sekunder	Can explain what the term “information literacy” means and describe its impact on student learning. Bisa menjelaskan istilah "informasi keaksaraan" berarti menjelaskan dan dampaknya pada siswa belajar.	Introduces library research projects which utilize the media specialists, the on-line card catalog, Tennessee Electronic Library, CD-Rom research tools, SIRS, etc.. Memperkenalkan perpustakaan riset proyek yang memanfaatkan media spesialis, yang on-line katalog kartu, Tennessee Elektronik Perpustakaan, CD-Rom penelitian alat-alat, SIRS, dll.	Designs and implements student library projects that require higher-level information gathering skills using electronic resources and computer productivity software. Desain dan melaksanakan proyek perpustakaan siswa yang membutuhkan lebih tinggi tingkat kemampuan mengumpulkan informasi elektronik menggunakan komputer dan produktivitas sumber daya perangkat lunak.	Participates in and contributes to departmental curriculum planning which maximizes use of activities demonstrating information literacy skills. Berpartisipasi dalam dan kontribusinya ke departemen perencanaan kurikulum yang akan memaksimalkan penggunaan informasi kegiatan mendemonstrasikan kemampuan keaksaraan. Shares projects with others through print, electronic publishing and workshops. Saham proyek-proyek dengan orang lain melalui media cetak dan elektronik penerbitan dan lokakarya.

Information Literacy Resources: Primary Informasi Literacy Resources: Primer	Designs and implements student activities which uses only books, magazines, and other print reference materials. Desain dan melaksanakan kegiatan siswa yang hanya menggunakan buku-buku, majalah, dan mencetak materi referensi.	Designs and implements student projects which require collecting and organizing original data from various sources such as interviews and printed surveys. Desain dan melaksanakan proyek yang mewajibkan siswa mengumpulkan dan mengatur asli dari berbagai sumber data seperti wawancara dan survei dicetak.	Requires students to use electronic resources such as on-line surveys and mentor e-mail partners for data collection. Mewajibkan siswa untuk menggunakan sumber daya elektronik seperti on-line survey dan mentor mitra e-mail untuk data. Organizes the findings in databases and/or spreadsheets and determines the outcome of data collection using charts, percentages, etc. Mengatur temuan dalam database dan / atau spreadsheet dan menentukan hasil pengumpulan data menggunakan grafik, persentase, dll	Lesson plans are designed collaboratively to seek and use listservs, shared network folders, on-line staff development postings, e-mail, web pages, etc. as evidence of using technology to increase communication for the purpose of student projects. Rencana pelajaran yang dirancang untuk mencari dan kolaborasi menggunakan listservs, shared network folder, on-line posting staf pengembangan, e-mail, halaman web, dan lain-lain sebagai bukti untuk menggunakan teknologi untuk meningkatkan komunikasi untuk tujuan proyek siswa.
Modification of Instructional Delivery Modifikasi dari instruksional Batas	Delivers content to students through methods other than the use of technology, ie lecture, speakers, peer tutoring, etc. Memberikan konten untuk siswa melalui metode selain menggunakan teknologi, yaitu kuliah, speaker, peer tutoring, dll	Uses technology to deliver content to students as the technology is available but relies mostly on group discussion of how technology is used in my subject matter. Menggunakan teknologi untuk menyampaikan kepada siswa konten sebagai teknologi yang tersedia, tetapi sebagian besar bergantung pada grup diskusi tentang bagaimana teknologi digunakan dalam subjek.	Utilizes student grouping strategies to involve technology learning in teams as it is available to me. Memanfaatkan strategi pengelompokan siswa untuk melibatkan tim dalam teknologi pembelajaran seperti yang tersedia bagi saya. Takes advantage of utilizing the computer lab for project work. Mengambil keuntungan dari pemanfaatan laboratorium komputer untuk pekerjaan proyek.	Seeks new approaches to utilizing technology to engage students as subject matter content is delivered to meet curriculum standards. Mencari pendekatan baru untuk memanfaatkan teknologi untuk melibatkan siswa sebagai subyek konten adalah hal yang diberikan untuk memenuhi standar kurikulum. Works with fellow teachers both on-line and face-to-face to maximize practices of instructional delivery that include technology resources. Bekerja dengan sesama guru, baik on-line dan tatap muka untuk memaksimalkan praktik pengiriman instruksional yang mencakup sumber daya teknologi.
Assessment of Student Performance Penilaian Kinerja Siswa	Uses objective tests to evaluate student learning. Menggunakan tes obyektif untuk mengevaluasi belajar siswa.	Utilizes some subjective criteria for evaluating students. Subyektif memanfaatkan beberapa kriteria untuk mengevaluasi siswa. Maintains some evidence of electronic work such as word processed documents, graphs, presentations, etc. for documentation of student ability. Memelihara beberapa bukti elektronik bekerja seperti kata diproses dokumen, grafik, presentasi, dll untuk dokumentasi kemampuan siswa.	Utilizes individualized learning reports of student's progress in various formats. Pembelajaran individual memanfaatkan laporan kemajuan siswa dalam berbagai format. Collects, interprets, and reports student performance by means of assessment software or a gradebook program. Mengumpulkan, menafsirkan, dan laporan kinerja siswa dengan penilaian perangkat lunak atau program gradebook.	Seeks and uses new technological approaches to improving student assessment. Mencari dan menggunakan pendekatan teknologi baru untuk meningkatkan penilaian siswa. Analyzes on-line resources for testing and collaborates with fellow educators on successful methods of interpreting student performance data. Menganalisa on-line sumber daya untuk menguji dan bekerjasama dengan sesama pendidik di berhasil metode interpreting data kinerja murid.
Individualization of Instruction and Educational Program Individualisasi dari Program Pendidikan dan Pelatihan	Modifies instructional program to include technology skills or concepts at their level only for students with special needs. Memodifikasi instruksional program keterampilan termasuk teknologi atau konsep di tingkat mereka hanya bagi siswa dengan kebutuhan khusus.	Learning objectives for all students are concrete but adaptation in assignments is made to accommodate the learner's special education and/or advanced learning needs regarding technology skills and concepts. Tujuan belajar bagi semua siswa yang nyata, tetapi adaptasi dalam tugas ini dibuat untuk mengakomodasi peserta didik dari pendidikan khusus dan / atau lanjutan perlu belajar tentang konsep teknologi dan keterampilan.	Learning plans are created for students with the assistance of technology tools. Dibuat rencana pembelajaran bagi siswa dengan bantuan alat-alat teknologi. Learning goals are tracked using a computerized tool and reporting is done to students, parents, and administration using that tool. Tujuan pembelajaran yang dilacak menggunakan alat komputer dan pelaporan dilakukan kepada siswa, orang tua, dan administrasi yang menggunakan perangkat.	Provides suggestions regarding the content and design of technology tools to improve individualization of instruction. Memberikan saran tentang isi dan desain alat-alat teknologi untuk meningkatkan individualisasi instruksi. Assists other faculty members in finding and using technology tools for educational programs. Membantu anggota fakultas lainnya dalam mencari dan menggunakan alat-alat teknologi untuk program-program pendidikan.

Adaptive Technologies Adaptive Technologies	Is aware technology can help students with physical and/or mental limitations but not for the specific subjects taught. Menyadari teknologi dapat membantu siswa dengan fisik dan / atau mental keterbatasan tetapi tidak spesifik untuk mata pelajaran yang diajarkan.	Is open to working with students who wish to bring their own technology tools to work and communicate in the classroom. Terbuka untuk bekerja dengan siswa yang ingin membawa sendiri alat-alat teknologi untuk bekerja dan berkomunikasi di dalam kelas.	Seeks to find technology tools appropriate to help students with special learning needs including specialized communications devices. Berusaha untuk menemukan alat-alat teknologi tepat untuk membantu siswa belajar khusus dengan kebutuhan khusus termasuk perangkat komunikasi.	Helps other faculty members utilize and find resources to provide adaptive technology tools in their programs. Membantu anggota fakultas lainnya memanfaatkan dan mencari sumber daya untuk menyediakan peralatan teknologi adaptif dalam program mereka.
Personal Growth and Communication Pertumbuhan pribadi dan Komunikasi	Is aware technology resources can be used to communicate and grow professionally but has not reached a level of comfort to use them regularly. Menyadari sumberdaya teknologi dapat digunakan untuk berkomunikasi dan berkembang secara profesional, tetapi belum mencapai tingkat kenyamanan untuk menggunakannya secara teratur.	Finds lesson plans and research data on-line and uses technology such as e-mail to correspond with students, parents, and teachers to enhance communication. Menemukan pelajaran rencana penelitian dan data on-line dan menggunakan teknologi seperti e-mail ke sesuai dengan siswa, orang tua, dan guru untuk meningkatkan komunikasi.	Seeks to obtain research and teaching materials through educational electronic newsletters and discussion groups related to area of specialization. Berusaha untuk mendapatkan materi penelitian dan pendidikan melalui buletin elektronik dan grup diskusi yang berhubungan dengan bidang spesialisasi. Participates in professional growth opportunities using computerized presentation tools. Berpartisipasi dalam pertumbuhan profesional kesempatan menggunakan alat-alat presentasi komputer.	Organizes professional growth opportunities for other teachers utilizing technology tools. Mengatur pertumbuhan profesional guru lainnya kesempatan untuk memanfaatkan teknologi peralatan. Feels comfortable teaching other staff members how to use technology. Merasa nyaman mengajar anggota staf lainnya bagaimana menggunakan teknologi.
Research and Evaluation of Technology Use Penelitian dan Evaluasi Gunakan Teknologi	Is aware technology can improve student learning but has not used technology tools to change the learning climate. Menyadari teknologi dapat meningkatkan pembelajaran siswa, tetapi tidak memiliki alat-alat teknologi yang digunakan untuk mengubah iklim belajar.	Gathers and uses information and observations of how student learning is positively and negatively impacted using technology. Mengumpulkan dan menggunakan informasi dan observasi tentang cara belajar siswa yang berdampak positif dan negatif menggunakan teknologi. Shares these findings with other teachers. Saham temuan-temuan dengan guru lainnya.	Actively seeks to improve the methods currently used to impact student learning through technology by analyzing data gathered. Aktif berusaha untuk meningkatkan metode yang digunakan untuk saat ini dampak belajar siswa melalui teknologi melalui analisis data yang dikumpulkan.	Participates in research and evaluation projects designed to strengthen academics through the use of technology. Berpartisipasi dalam penelitian dan evaluasi proyek-proyek yang dirancang untuk memperkuat akademisi melalui penggunaan teknologi.
Video Technologies Video Technologies	Understands video technologies are available for educational purposes but is not aware of how they can be used to impact learning. Mengerti teknologi video yang tersedia untuk tujuan pendidikan, namun tidak mengetahui bagaimana mereka dapat digunakan untuk mempelajari dampak.	Is aware of the local and district video resources available for classroom use. Menyadari dari kecamatan setempat dan video yang tersedia untuk kelas digunakan.	Has obtained video support materials that help improve the educational program. Telah mendapat dukungan materi video yang dapat membantu meningkatkan program pendidikan. Uses VHS and/or DVD when appropriate. VHS menggunakan dan / atau DVD bila sesuai. Utilizes computer-on-wheels for teaching. Memanfaatkan komputer-on-roda untuk mengajar.	Actively finds, collects, and uses video technology support materials with students to improve their communication skills. Aktif mencari, mengumpulkan, dan menggunakan teknologi video dengan dukungan materi siswa untuk meningkatkan kemampuan komunikasi. Assists other faculty members in using video technology. Membantu anggota fakultas lainnya dalam menggunakan teknologi video.
File Management: Obtaining, Decompressing, and Using Files Manajemen file: Mendapatkan, Decompressing, dan Menggunakan File	Understands files, which can improve the educational program, are available from remote computers but is not aware of how they can be obtained. Memahami file, yang dapat meningkatkan program pendidikan, yang tersedia jauh dari komputer namun tidak mengetahui bagaimana mereka dapat diperoleh.	Seeks to find files and programs from educational institution web sites or companies that can help improve teaching and learning. Berusaha untuk mencari file dan program dari situs web institusi pendidikan atau perusahaan yang dapat membantu meningkatkan pengajaran dan pembelajaran. Utilizes on-line educational resources to add to resources available for classroom use. Memanfaatkan on-line pendidikan ke ruang kelas yang tersedia untuk digunakan.	Can transfer files and programs from remote locations to my computer by downloading and extracting files. Dapat mentransfer file dan program yang jauh dari lokasi saya ke komputer oleh penggalian dan men-download file. Can utilize some utilities to help view graphics, sounds, and movies to use in classroom learning. Dapat menggunakan beberapa utilitas untuk membantu melihat gambar, suara, dan film menggunakan pembelajaran di kelas. Understands and minimizes the risk of computer viruses. Mengerti dan minimizes risiko virus komputer.	Utilizes information retrieved from web site resources with students to improve or enhance learning. Memanfaatkan informasi yang diambil dari situs web tersebut dengan siswa untuk memperbaiki atau meningkatkan pembelajaran. Utilizes a network server and FTP client software to upload files which can be used by other educators. Memanfaatkan jaringan server dan perangkat lunak klien FTP untuk mengupload file yang dapat digunakan oleh pendidik lainnya.
Multimedia: Multimedia: Real Time and Push Technologies Real Time dan Teknologi Push	Utilizes static documents retrieved from Internet Web sites to improve learning. Statis memanfaatkan dokumen-dokumen diambil dari situs-situs Internet untuk meningkatkan pembelajaran.	Utilizes e-mail distribution lists to receive information related to my teaching assignments. Memanfaatkan e-mail daftar distribusi untuk menerima informasi yang berkaitan dengan tugas mengajar saya. Regularly checks certain Web sites for new and relevant information for my educational program. Tertentu secara berkala memeriksa situs Web baru yang relevan dan informasi untuk program pendidikan.	Utilizes educational chat rooms and customized news or information feeds to enhance the educational program. Memanfaatkan pendidikan obrolan kamar dan disesuaikan feed berita dan informasi untuk meningkatkan program pendidikan. Knows the hardware and software requirements for Web-based videoconferencing. Mengetahui persyaratan hardware dan software untuk Web-based videoconferencing.	Utilizes real-time applications for “virtual” classroom Memanfaatkan aplikasi real-time for "virtual" kelas and interactive learning experiences. pengalaman dan pembelajaran interaktif. Is involved in project collaboration with other educational programs to improve Web-based learning. Terlibat dalam proyek kolaborasi dengan program-program pendidikan untuk meningkatkan pembelajaran berbasis web.
Web Page and Web Site Construction Halaman Web dan Web Site Konstruksi	Understands the importance of Internet Web sites for educational use but cannot create a Web page which can be viewed by a browser. Memahami pentingnya Internet Web situs pendidikan untuk menggunakan tetapi tidak dapat menciptakan sebuah halaman web yang dapat dilihat oleh browser.	Can create a word processed document which can be saved as a Web page. Dapat membuat kata diproses dokumen yang dapat disimpan sebagai halaman web. Understands basic HTML commands and how a browser views a Web page. Mengerti perintah dasar HTML browser dan bagaimana dilihat halaman Web.	Can use software to create formatted Web pages using backgrounds, font styles, alignment, graphics, and tables. Dapat menggunakan perangkat lunak untuk membuat halaman Web menggunakan format latar belakang, gaya font, alignment, gambar, dan meja. Knows basic guidelines for good Web page construction related to educational needs. Pedoman untuk mengetahui dasar baik konstruksi halaman web yang berhubungan dengan kebutuhan pendidikan.	Can create Web pages and sites and register them with search engines to maximize results of placing them on the Web. Dapat membuat halaman Web dan situs dan mendaftarkan mereka dengan mesin pencari untuk memaksimalkan hasil menempatkan mereka di Web.
Learning Opportunities Using the Internet Kesempatan Belajar Menggunakan Internet	Is aware of how the Internet can be used in the classroom but cannot maximize use of its resources for teaching and learning. Menyadari bagaimana internet dapat digunakan di dalam kelas, tetapi tidak dapat memaksimalkan penggunaan sumber daya-nya untuk mengajar dan belajar.	Actively encourages students to research the Internet to enhance class discussions and find useful information for projects and activities. Aktif mendorong siswa untuk penelitian Internet untuk meningkatkan kelas diskusi dan mencari informasi yang berguna untuk proyek-proyek dan kegiatan.

English

Integration

Technology Improvement Plan Performance Indicators

Technology Indicator	Performance Levels
For Each Teacher:	Level 1 Basic Use	Level 2 Introductory	Level 3 Intermediate	Level 4 Proficient
Instructional Use Software	Can identify sources, titles, and types of instructional software that can help meet student’s needs through catalog searches, Internet sites, professional magazines etc.	Is able to choose software for its relevance, effectiveness, alignment with content standards and value added to student learning with specific needs. Can distinguish between stand alone and networkable software, costs, and advantages/disadvantages.	Uses program/file resources available to teach and/or reinforce concepts more effectively than traditional methods. Is able to utilize school system networkable programs/files to maximize student learning both individually and for department or grade level.	Makes a conscious effort to seek out new programs for evaluation and adoption. Keeps current on development of technology through professional reading and conference materials. Shares findings with other professionals.
Using Technology To Improve Student Writing	Can explain the importance of using word processing and e-mail to improve student writing skills. Can identify advantages of using technology for student writing assignments associated with curriculum standards.	Establishes guidelines for some writing assignments to be word-processed. Encourages students to compose or edit using the computer. Corresponds with students by e-mail regarding assignments.	Helps students use the computer in all phases of the writing process from rough draft to final copy, spelling/grammar checks, outlining, and/or desktop publishing.	Stores student’s work electronically and shares exemplary writing projects with students and teachers through print and electronic publishing. Seeks out technology tools to improve student writing.
Information Literacy Resources: Secondary	Can explain what the term “information literacy” means and describe its impact on student learning.	Introduces library research projects which utilize the media specialists, the on-line card catalog, Tennessee Electronic Library, CD-Rom research tools, SIRS, etc..	Designs and implements student library projects that require higher-level information gathering skills using electronic resources and computer productivity software.	Participates in and contributes to departmental curriculum planning which maximizes use of activities demonstrating information literacy skills. Shares projects with others through print, electronic publishing and workshops.

Information Literacy Resources: Primary	Designs and implements student activities which uses only books, magazines, and other print reference materials.	Designs and implements student projects which require collecting and organizing original data from various sources such as interviews and printed surveys.	Requires students to use electronic resources such as on-line surveys and mentor e-mail partners for data collection. Organizes the findings in databases and/or spreadsheets and determines the outcome of data collection using charts, percentages, etc.	Lesson plans are designed collaboratively to seek and use listservs, shared network folders, on-line staff development postings, e-mail, web pages, etc. as evidence of using technology to increase communication for the purpose of student projects.
Modification of Instructional Delivery	Delivers content to students through methods other than the use of technology, i.e. lecture, speakers, peer tutoring, etc.	Uses technology to deliver content to students as the technology is available but relies mostly on group discussion of how technology is used in my subject matter.	Utilizes student grouping strategies to involve technology learning in teams as it is available to me. Takes advantage of utilizing the computer lab for project work.	Seeks new approaches to utilizing technology to engage students as subject matter content is delivered to meet curriculum standards. Works with fellow teachers both on-line and face-to-face to maximize practices of instructional delivery that include technology resources.
Assessment of Student Performance	Uses objective tests to evaluate student learning.	Utilizes some subjective criteria for evaluating students. Maintains some evidence of electronic work such as word processed documents, graphs, presentations, etc. for documentation of student ability.	Utilizes individualized learning reports of student’s progress in various formats. Collects, interprets, and reports student performance by means of assessment software or a gradebook program.	Seeks and uses new technological approaches to improving student assessment. Analyzes on-line resources for testing and collaborates with fellow educators on successful methods of interpreting student performance data.
Individualization of Instruction and Educational Program	Modifies instructional program to include technology skills or concepts at their level only for students with special needs.	Learning objectives for all students are concrete but adaptation in assignments is made to accommodate the learner’s special education and/or advanced learning needs regarding technology skills and concepts.	Learning plans are created for students with the assistance of technology tools. Learning goals are tracked using a computerized tool and reporting is done to students, parents, and administration using that tool.	Provides suggestions regarding the content and design of technology tools to improve individualization of instruction. Assists other faculty members in finding and using technology tools for educational programs.

Adaptive Technologies	Is aware technology can help students with physical and/or mental limitations but not for the specific subjects taught.	Is open to working with students who wish to bring their own technology tools to work and communicate in the classroom.	Seeks to find technology tools appropriate to help students with special learning needs including specialized communications devices.	Helps other faculty members utilize and find resources to provide adaptive technology tools in their programs.
Personal Growth and Communication	Is aware technology resources can be used to communicate and grow professionally but has not reached a level of comfort to use them regularly.	Finds lesson plans and research data on-line and uses technology such as e-mail to correspond with students, parents, and teachers to enhance communication.	Seeks to obtain research and teaching materials through educational electronic newsletters and discussion groups related to area of specialization. Participates in professional growth opportunities using computerized presentation tools.	Organizes professional growth opportunities for other teachers utilizing technology tools. Feels comfortable teaching other staff members how to use technology.
Research and Evaluation of Technology Use	Is aware technology can improve student learning but has not used technology tools to change the learning climate.	Gathers and uses information and observations of how student learning is positively and negatively impacted using technology. Shares these findings with other teachers.	Actively seeks to improve the methods currently used to impact student learning through technology by analyzing data gathered.	Participates in research and evaluation projects designed to strengthen academics through the use of technology.
Video Technologies	Understands video technologies are available for educational purposes but is not aware of how they can be used to impact learning.	Is aware of the local and district video resources available for classroom use.	Has obtained video support materials that help improve the educational program. Uses VHS and/or DVD when appropriate. Utilizes computer-on-wheels for teaching.	Actively finds, collects, and uses video technology support materials with students to improve their communication skills. Assists other faculty members in using video technology.
File Management: Obtaining, Decompressing, and Using Files	Understands files, which can improve the educational program, are available from remote computers but is not aware of how they can be obtained.	Seeks to find files and programs from educational institution web sites or companies that can help improve teaching and learning. Utilizes on-line educational resources to add to resources available for classroom use.	Can transfer files and programs from remote locations to my computer by downloading and extracting files. Can utilize some utilities to help view graphics, sounds, and movies to use in classroom learning. Understands and minimizes the risk of computer viruses.	Utilizes information retrieved from web site resources with students to improve or enhance learning. Utilizes a network server and FTP client software to upload files which can be used by other educators.
Multimedia: Real Time and Push Technologies	Utilizes static documents retrieved from Internet Web sites to improve learning.	Utilizes e-mail distribution lists to receive information related to my teaching assignments. Regularly checks certain Web sites for new and relevant information for my educational program.	Utilizes educational chat rooms and customized news or information feeds to enhance the educational program. Knows the hardware and software requirements for Web-based videoconferencing.	Utilizes real-time applications for “virtual” classroom and interactive learning experiences. Is involved in project collaboration with other educational programs to improve Web-based learning.
Web Page and Web Site Construction	Understands the importance of Internet Web sites for educational use but cannot create a Web page which can be viewed by a browser.	Can create a word processed document which can be saved as a Web page. Understands basic HTML commands and how a browser views a Web page.	Can use software to create formatted Web pages using backgrounds, font styles, alignment, graphics, and tables. Knows basic guidelines for good Web page construction related to educational needs.	Can create Web pages and sites and register them with search engines to maximize results of placing them on the Web.
Learning Opportunities Using the Internet	Is aware of how the Internet can be used in the classroom but cannot maximize use of its resources for teaching and learning.	Actively encourages students to research the Internet to enhance class discussions and find useful information for projects and activities.	Can direct students to use on-line tutorials, web quest activities, key-pal opportunities and other projects which effectively use the Internet to instruct and involve students.	Can design and implement an Internet project or maintain and educational Internet site for use with my students or collaborative programs.