| Grades PK–2 (Ages 4–8) |
|
The following experiences with technology and digital resources are
examples of learning activities in which students might engage during
PK-Grade 2 (Ages 4-8):
|
| 1. |
Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2) |
| 2. |
Identify, research, and collect data on an
environmental issue using digital resources and propose a
developmentally appropriate solution. (1,3,4) |
| 3. |
Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2,6) |
| 4. |
In a collaborative work group, use a variety of
technologies to produce a digital presentation or product in a
curriculum area. (1,2,6) |
| 5. |
Find and evaluate information related to a current or historical person or event using digital resources. (3) |
| 6. |
Use simulations and graphical organizers to
explore and depict patterns of growth such as the life cycles of plants
and animals. (1,3,4) |
| 7. |
Demonstrate safe and cooperative use of technology. (5) |
| 8. |
Independently apply digital tools and resources to address a variety of tasks and problems. (4,6) |
| 9. |
Communicate about technology using developmentally appropriate and accurate terminology. (6) |
| 10. |
Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)
|
| Grades 3–5 (Ages 8–11) |
|
The following experiences with technology and digital resources are
examples of learning activities in which students might engage
during Grades 3-5 (Ages 8-11):
|
| 1. |
Produce a media-rich digital story about a significant local event based on first-person interviews. (1,2,3,4)
|
| 2. |
Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1,2,6) |
| 3. |
Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3,4) |
| 4. |
Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3,4,6) |
| 5. |
Identify and investigate a global issue and generate possible solutions using digital tools and resources (3,4) |
| 6. |
Conduct science experiments using digital instruments and measurement devices. (4,6) |
| 7. |
Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4,6) |
| 8. |
Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) |
| 9. |
Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5,6) |
| 10. |
Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4,6)
|
| Grades 6–8 (Ages 11–14) |
|
The following experiences with technology and digital resources are
examples of learning activities in which students might engage during
Grades 6-8 (Ages 11-14):
|
| 1. |
Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1,2) |
| 2. |
Create original animations or videos documenting school, community, or local events. (1,2,6)
|
| 3. |
Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1,4) |
| 4. |
Participate in a cooperative learning project in an online learning community. (2) |
| 5. |
Evaluate digital resources to determine the
credibility of the author and publisher and the timeliness and accuracy
of the content. (3) |
| 6. |
Employ data-collection technology such as probes,
handheld devices, and geographic mapping systems to gather, view,
analyze, and report results for content-related problems. (3,4,6) |
| 7. |
Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3,4,6) |
| 8. |
Use collaborative electronic authoring tools to
explore common curriculum content from multicultural perspectives with
other learners. (2,3,4,5) |
| 9. |
Integrate a variety of file types to create and illustrate a document or presentation. (1,6) |
| 10. |
Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4,6) |
