Computer Literacy Skills: A Companion To The Maryland Technology Literacy Standards For Students
Computer Literacy Skills: A Companion To The Maryland Technology Literacy Standards For Students
Computer Literacy Skills: A Companion To The Maryland Technology Literacy Standards For Students
This document is intended to provide guidance as to what computer skills students should know and be able to do independently at various levels
(basic, intermediate, proficient) with specific types of software applications to enable them to access, manage, integrate, evaluate, create and
communicate information. These skills should not be taught in isolation but should be applied when meeting learning outcomes in the content
areas.
It is not the intent of this document to identify the grade level that the skill should be taught, but rather to define a skill set that a student would
have at the various levels. These levels may change depending on the software application. A student could be intermediate in word processing
but basic in visual organizers. Throughout the standards, reference will be made to the level or skill set a student would need to complete that
standard. The coding can be found at the end of each category or in the Legend document. When reference is made to a level, it means that the
skills the student will need would be found in that level, not that a students will necessarily need every skill in that level. For example, if a task
were identified as SI or Spreadsheet Intermediate, it means that the task will require a skill found in the intermediate skill set. The student
wouldn’t need to know every skill in the intermediate skill set, but at least one of those skills would be necessary to complete the task. It also
means that students wouldn’t need any of the skills listed in a higher level, in this case the Proficient level or SP. The coding always indicates the
highest level a student would need to meet the objective.
Because this document is specific to types of software applications, it does not address some concepts important to educational technology such as
universal design and keyboarding. While not specifically addressing these concepts, they are important enough that some statement should be
made about them. In some cases the concepts are addressed in greater detail in the standards.
The concepts of Universal Design for Learning should be incorporated when planning for the use of technology in instruction. UDL concepts, when
applied to technology, include technology specifically designed to meet a specific learning accommodation (such as text readers and board makers)
as well as common features of technology tools (such as the ability to increase font size) that help all students learn. There is no specific category
for assistive technology tools because the need of an individual student will determine the need for the technology.
Keyboarding is a foundational skill largely related to motor skills. Students should be able to keyboard effectively in order to take full advantage of
computer technology, however, it is up to the individual school systems to determine the appropriate age to begin keyboarding instruction. Issues
around keyboarding, such as proper posture when using a computer, are included in Standards 1 and 2.
Students are expected to use technology in an ethical manner including following their school systems ethical use policies. Ethical use of
technology is further explained in Standard 2.
Design principles need to be taken into consideration when creating products. Design principles are included in Standard 4 and 5.
Computer Literacy Skills
A Companion to the Maryland Technology Literacy Standards for Students
Computer Use
o Escape
o Backspace
o Multi-key functions (CTRL/Alt/Del)
o Caps Lock
• Use/Adjust volume controls
• Insert and eject media input devices
(CD/DVD)
• Troubleshoot common technology
problems
o Printer
o Out of paper or toner
o Computer
o Power cords
o Network connections
o Peripheral connections
CUB = Computer Use Basic, CUI = Computer Use Intermediate, CUP = Computer Use Proficient
Computer Literacy Skills
A Companion to the Maryland Technology Literacy Standards for Students
DIB = Digital Imaging Basic, DII = Digital Imaging Intermediate, DIP = Digital Imaging Proficient
Using Email
VOB = Visual Organizers Basic, VOI = Visual Organizers Intermediate, VOP = Visual Organizers Proficient
Computer Literacy Skills
A Companion to the Maryland Technology Literacy Standards for Students
WBB = Web Browser Basic, WBI = Web Browser Intermediate, WBP = Web Browser Proficient
Computer Literacy Skills
A Companion to the Maryland Technology Literacy Standards for Students
WPB = Word Processing Basic, WPI = Word Processing Intermediate, WPP = Word Processing Proficient
The following is a suggested implementation of computer literacy skills. The chart is meant as a guide and is not intended to define in
which grades skills must be taught.
6–8
3–5
PreK – 2 This section identifies areas where students can extend their usage
Basic Intermediate Proficient