indiana bit ms curriculum

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indiana bit ms curriculum

Indiana Middle School Business-Info Tech Curriculum

Indiana BIT MS Curriculum ~~ Technology~~ Career Exploration~~ Financial Literacy / Economics~~ Entrepreneurship / Business Foundations~~~~~~~~~~~~~~~~~~~~~~~The entire Middle School Business, Marketing, and Information Technology curriculum (Technology, Career Exploration, Financial Literacy, and Entrepreneurship/Business Foundations) cannot be attained in just one overview class session or in one rotation class in a semester, trimester, or block program. It is a sequential and developmental program of study. Because Career Exploration, Financial Literacy, and Entrepreneurship/Business Foundations proficiencies draw heavily on technology competencies, the Technology component should be the first curriculum area taught. However, many of the Technology standards for software applications can be taught through “just-in-time” instruction as the need for these specific applications occurs in the other three curriculum components. Obviously, touch keyboarding competency is a prerequisite for efficient, effective use of the computer keyboard; development of this competency should precede instruction in all other areas involving a computer keyboard. Technology concepts and operations are other areas for which instruction should be given prior to teaching content in the other components of the business middle school curriculum. The number of weeks and amount of instructional time available for business content instruction at each grade level in the middle school will determine the extent to which the entire curriculum can be implemented. Schools/teachers need to select content for their curriculum that will best serve their students’ needs and interests.Important points pertinent to achieving the content standards and performanceproficiencies for the Middle School Business, Marketing, and Information Technology curriculum include: •Capitalizing on the flexibility for teaching content in the program components. Most performance proficiencies do not have to be taught in the order listed; however, in a few instances, prerequisite material will need to be taught.•Providing continuous monitoring of good input techniques (especially keyboarding) in the use of application software. Students will not develop habits that lead to personal (and workplace) productivity unless they practice them all the time.•Using a project-based method for teaching. A project-based activity can use authentic experiences and may encompass a variety of proficiencies across several curricular areas.•Recognizing “teachable moments” that result from middle school students’ inquisitive and questioning nature. These moments can be used to teach relevant concepts, etc.•Assisting students with the development of social skills, personal values, and self-esteem. Opportunities to reinforce student development in these areas is dependent on both how we teach and what we teach; good role modeling is one of the keys to teacher effectiveness in this area.The Middle School Business, Marketing, and Information Technology curriculum contributes to student success in a variety of contexts, including the attainment of the: •Indiana mandate for financial literacy at the middle school level•NCLB technological proficiencies.•Competencies needed for academic core and other courses.•Knowledge and skills needed for personal and business roles.•Business and information technology foundation for high school courses and post secondary interests.•An awareness of the use of technology in careers.•Development of problem-solving and decision-making skills through the use of technology tools.•Reinforcement of content in many of the Indiana Academic Standards.

Mission Middle school provides students with the stability they need while they are preparing for transition into high school and beyond. Specifically, middle school provides students with classes and other learning experiences that help them determine their own unique identity; explore a variety of interests; deepen their knowledge in the core areas of English, math, science, and social studies; develop skills for working in peer groups and with adults; understand and deal with the world they are experiencing; connect classroom learning with practical applications; and form expectations for the future. Many business understandings and competencies are needed to deal with the world that students are experiencing and to prepare them for the world that they will experience.The mission of the Indiana Middle School Business, Marketing, and Information Technology curriculum is aligned closely with the mission of the middle school. Each of the content areas in the Business curriculum—Technology, Career Exploration, Financial Literacy, and Entrepreneurship—provides a context in which students can learn more about themselves and how they relate to others and to their future in a world that is driven by business activity. The learning activities and pedagogical strategies used in this curriculum require students to make practical applications of their learning in a variety of classroom and societal settings as they work individually and in peer groups. The content of this curriculum incorporates the International Society for Technology in Education’s (ISTE) Educational Technology Standards for Students (NETS). These standards emphasize the acquisition and application of technology skills and knowledge in: creative thinking; communication of ideas using a variety of media; research to gather and ethically use appropriate information; critical thinking, problem solving, and decision making; and responsible digital citizenship within and beyond the school environment.The proficiencies achieved in the Middle School Business, Marketing, and Information Technology curriculum can be used advantageously throughout a student's middle school, secondary school, and higher education curricula as well as in the workplace. This curriculum directly facilitates achieving the No Child Left Behind mandate that students reach technological proficiency by the completion of the eighth grade. In addition the Indiana Academic Standards are supported through the knowledge and skills attained in each of the four content areas in the Middle School Business, Marketing, and Information Technology curriculum, which are summarized in the following sections.Technology The technology performance proficiencies students achieve in middle school prepare them to use the computer keyboard efficiently (by touch) and software applications as tools to access, organize, analyze, synthesize, and interpret data and to communicate information in a variety of contexts. Success in academic, business, workplace, and societal environments is greatly enhanced by the ethical, responsible, effective, and efficient use of technology. Technology proficiencies center on (1) technology concepts, (2) technology operations, (3) social, ethical, and human issues of technology, (4) technology as a productivity tool, (5) technology as a communication and collaboration tool, and (6) technology as an information research tool. Instructional strategies employed in technology instruction connect students with practical business and personal applications in problem-solving contexts. Performance expectations are based on the 2007 National Educational Technology Standards (NETS) and the 2007 National Standards for Business Education—What America’s Students Should Know and Be Able To Do In Business, as well as on information obtained from textbooks, periodicals, and earlier versions of technology standards from Indiana and technology standards from other states. Career ExplorationAs students enter middle school, they are ready to extend their understanding of their own interests, skills, and attitudes; career alternatives, the ever-evolving requirements of the workplace; and the relationship between school and lifelong learning as it relates to their future. Middle school is the time to make students aware of the 21st Century Scholar Program, which may enable them to start now to earn college scholarships. The Career Exploration performance proficiencies center on (1) student self-awareness, (2) workplace expectations, and (3) career strategies and actions. As students pursue the career exploration proficiencies, they attain competencies, knowledge, and skills needed in the academic core and other courses. In addition, they develop a foundation on which to plan a secondary school program and consider postsecondary options. Performance expectations are based on the National Standards for Business—What America’s Students Should Know and Be Able To Do In Business, textbooks, periodical articles, and earlier versions of career exploration standards from Indiana and career exploration standards from other states. Financial Literacy/EconomicsAt the middle school level, financial literacy refers to the knowledge and expertise needed to successfully manage personal finances. Financial literacy is a fundamental survival requirement for all persons. The well-being of both the individual and the economy are dependent on individuals who can make knowledgeable, effective decisions on personal financial matters. Newspaper reports, magazine articles, and research studies indicate that excessive credit card debt, inadequate savings, mortgage foreclosures, living beyond one’s income, etc., are causing major personal and economic problems today. The process of preparing financially literate adults must begin early and continue through secondary school into lifelong learning. The curiosity, interests, and academic skills of middle school students provide them with the readiness to learn important financial principles and practices foundational to becoming savvy personal finance managers. The Financial Literacy performance proficiencies center on (1) Financial Responsibility and Decision Making; (2) Education, Income, Careers, and Life Choices; (3) Money Management; (4) Credit and Debt Management; (5) Saving and Investing; and (6) Risk Management and Insurance. Performance expectations are based on the National Standards in K-12 Personal Finance Education, created and maintained by the Jump$tart Coalition for Personal Financial Literacy; The National Business Education’s National Standards for Business Education; the Indiana Financial Literacy Education Middle School Academic Standards; textbooks; and earlier versions of financial literacy standards from Indiana and financial literacy standards from other states. The proficiencies students develop in meeting the financial literacy standards will enable them to achieve the Financial Literacy Education mandated for Indiana middle schools by State law. Entrepreneurship/Business FoundationsEntrepreneurship/Business Foundations appeals to the inherent characteristics of many middle school students. For example, middle school students enjoy opportunities to be creative, to express themselves, and to explore ideas. Their curiosity and enthusiasm are assets as they learn how businesses operate, design a new product/service, find new ways to market existing products, develop peer relationships, and connect with the business world in entrepreneurship and other business activities. Middle school students like to feel they are in control. In the Entrepreneurship/Business Foundations area, students set goals, experience success, and learn from mistakes. These experiences teach important life skills. Entrepreneurship/Business Foundations education is a lifelong learning process. The Entrepreneurship/Business Foundations proficiencies center on (1) learning fundamental business concepts; (2) determining whether one has entrepreneurial personal traits and interests; (3) determining how customer needs/wants are satisfied; (4) meeting business goals and objectives; (5) identifying and reaching the market; (6) using financial concepts and tools and establishing, maintaining, and analyzing appropriate records for making business decisions; (7) learning the purpose of business plans and creating a plan for an entrepreneurial undertaking; (8) becoming aware of the nature of global markets; and (9) learning how forms of business ownership, government, and ethics affect business operations. Through attainment of the proficiencies in Entrepreneurship/Business Foundations, students acquire foundational knowledge in business management and related economic concepts, which are important for personal and workplace success. Performance expectations are based on the National Content Standards for Entrepreneurship Education (developed by the Consortium for Entrepreneurship Education), The National Business Education's National Standards for Business Education, textbooks, and earlier versions of entrepreneurship and business foundations standards from Indiana and other states.

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