| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | |
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1 | Resources | |||||||||||||||||||
2 | I = Introduce/Model, R=Reinforce, M=Mastered, A=Applied | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | Lower Elem | Upper Elem | Middle School | |||||||
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4 | 1 | Creativity and Innovation | - | - | - | - | - | - | - | - | - | |||||||||
5 | Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. | - | - | - | - | - | - | - | - | - | ||||||||||
6 | 1.1 | Students apply existing knowledge to generate new ideas, products, or processes. | - | - | - | - | - | - | - | - | - | |||||||||
7 | 1.1.1 | Identify, research, and collect data about a problem using digital resources and propose a developmentally appropriate solution. | I | R | R | M | M | Google Trends, Wolfram alpha | Internet, Google searches, Science Olympiad "Compute This," Spreadsheets, Databases | |||||||||||
8 | 1.1.2 | Use digital-imaging technology to modify or create works of art for use in a digital presentation | I | I | R | R | R | M | M | A | A | StoryKit, Keynote, | Photo Booth, Google Draw, Comic Life, Paint Brush | Photoshop, iPhoto, Seahorse, Google Drawing, PhotoBooth | ||||||
9 | 1.1.3 | Recognize and use various types of multimedia resources to support curriculum objectives (text, color, design, transitions, images, animation, audio, video, etc. ) | I | I | I | R | R | M | M | A | A | Google sites, Presentations/Keynote, | iWork products, iLife products, Skitch, Scratch, Audacity, Photoshop | |||||||
10 | 1.2 | Students create original works as a means of personal or group expression. | - | - | - | - | - | - | - | - | - | |||||||||
11 | 1.2.1 | Illustrate and communicate original ideas and stories understanding and using appropriate media creation tools and media-rich resources using the grammar of media | I | I | I | R | R | M | M | A | A | Kidspiration web, | Google Sites, Voicethread, Garage Band, Prezi | iMovie, GarageBand (podcasts), Keynote, Google Presentation, Prezi | ||||||
12 | 1.2.2 | In a collaborative work group, use a variety of technologies to produce an engaging digital presentation or product in a curriculum area | I | I | I | R | R | M | A | A | A | Keynote, epub, ipad | Google Presentations, Google Docs | iMovie, GarageBand (podcasts), Keynote, Google Presentation, Prezi | ||||||
13 | 1.2.3 | Create original animations or videos documenting school, community, or local events | I | I | R | R | imovie, schooltube | iMovie, Camtasia, WeVideo, Comic LIfe, Scratch, Skitch | ||||||||||||
14 | 1.2.4 | Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content | I | I | R | R | Scratch, Google Form | Scratch, Google Form | ||||||||||||
15 | 1.2.5 | Create media products understanding and utilizing the most appropriate media creation tools, characteristics, and conventions | I | I | R | R | Student choice in application | Student choice in application | ||||||||||||
16 | 1.3 | Students use models and simulations to explore complex systems and issues. | - | - | - | - | - | - | - | - | - | |||||||||
17 | 1.3.1 | Use simulations and graphical organizers to explore and depict patterns of growth ie. the life cycles of plants and animals | I | I | R | R | M | M | A | A | A | Kidspiration, Inspiration, Google Spreadsheet, Numbers, Google Trends | ||||||||
18 | 1.3.2 | Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software | I | I | R | R | R | M | A | Popplet | Inspiration | Ask Middle School core teachers | ||||||||
19 | 1.3.3 | Use curriculum-specific simulations to practice critical-thinking processes | I | R | R | M | A | National Library of Virtual Manipulatives, Sicence Manipulative @ http://astro.unl.edu/, | Ask Middle School core teachers | |||||||||||
20 | 1.4 | Students identify trends and forecast possibilities. | - | - | - | - | - | |||||||||||||
21 | 1.4.1 | Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals | I | R | R | M | M | Kidspiration, Inspiration, Google Spreadsheet, Numbers, Google Trends | Ask Middle School core teachers | |||||||||||
22 | 1.4.2 | Gather data, examine patterns, and apply information for decision making using digital tools and resources | I | I | R | M | M | Google Forms, Survey Monkey, Market day spreadsheet | Ask Middle School core teachers | |||||||||||
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24 | 2 | Communication and Collaboration | - | - | - | - | - | - | - | - | - | |||||||||
25 | Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | - | - | - | - | - | - | - | - | - | ||||||||||
26 | 2.1 | Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. | - | - | - | - | - | - | - | |||||||||||
27 | 2.1.1 | In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area | I | I | R | M | A | - | - | Google Presentation, Google Docs (with comments), Voice Thread, Blog, Wiki | ||||||||||
28 | 2.2 | Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. | - | - | - | - | - | - | - | - | - | |||||||||
29 | 2.2.1 | Illustrate and communicate original ideas and stories using digital tools and media-rich resources | I | I | I | R | R | M | M | R | R | Voice Thread, Keynote (With recording), epubs, wordle | Pages, iMovie, GarageBand, Audacity, etc. | |||||||
30 | 2.3 | Students develop cultural understanding and global awareness by engaging with learners of other cultures. | - | - | ||||||||||||||||
31 | 2.3.1 | Engage in learning activities with learners from multiple cultures through electronic means | - | - | Need to gather ideas of how other schools are doing. Needs to tie in with current curriculum | |||||||||||||||
32 | 2.3.2 | Participate in a cooperative learning project in an online learning community | - | - | Middle School | |||||||||||||||
33 | 2.3.3 | Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners | - | - | Middle School | |||||||||||||||
34 | 2.4 | Students contribute to project teams to produce original works or solve problems. | - | - | - | - | ||||||||||||||
35 | 2.4.1 | Create original animations or videos documenting school, community, or local events | I | I | R | R | stykz, voki | Pages, iMovie, GarageBand, Audacity, etc. | xtranormal? | |||||||||||
36 | ||||||||||||||||||||
37 | 3 | Research and Information Fluency | - | - | - | - | - | - | - | - | ||||||||||
38 | Students apply digital tools to gather, evaluate, and use information. | - | - | - | - | - | - | - | - | |||||||||||
39 | 3.1 | Students plan strategies to guide inquiry. | - | - | - | - | - | - | ||||||||||||
40 | 3.1.1 | Identify and investigate a problem and generate possible solutions using digital tools and resources. | I | I | R | M | - | - | Google Trends, Wolfram alpha | |||||||||||
41 | 3.1.2 | Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness | I | I | R | - | - | Modeling, Classroom Discussion, Hypotheticals | ||||||||||||
42 | 3.1.3 | Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions | I | - | - | |||||||||||||||
43 | 3.2 | Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. | - | - | - | - | - | - | - | |||||||||||
44 | 3.2.1 | Identify, research, and collect data on an issue or problem using digital resources and propose a developmentally appropriate solution. | I | - | - | Need resources | ||||||||||||||
45 | 3.2.2 | Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources | I | I | R | R | M | - | - | Knight Site, common craft copyright video | ||||||||||
46 | 3.3 | Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks. | - | - | - | - | - | - | - | |||||||||||
47 | 3.3.1 | Find and evaluate information related to a current or historical person or event using digital resources. | I | I | R | R | M | R | R | Wikipedia (researching their sources), Herrick Databases, Brain Pop, Smithsonian Site | ||||||||||
48 | 3.3.2 | Recognize bias in digital resources while researching a topic (ie. environmental issue) with guidance from the teacher. | I | I | R | R | R | R | http://www.lesley.edu/library/guides/research/evaluating_web.html, https://sites.google.com/site/stedict/for-students/ks3/year8/website-validity-and-bias | |||||||||||
49 | 3.3.3 | Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. | I | I | R | R | ||||||||||||||
50 | 3.3.4 | Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. | I | R | R | R | ||||||||||||||
51 | 3.4 | Students process data and report results. | - | - | - | - | ||||||||||||||
52 | 3.4.1 | Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results | I | I | A | A | Google Forms, Survey Monkey, Google Trends, Google Spreadsheets or numbers, Google squared | |||||||||||||
53 | ||||||||||||||||||||
54 | 4 | Critical Thinking, Problem Solving, and Decision Making | - | - | - | - | - | - | - | - | - | |||||||||
55 | Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | - | - | - | - | - | - | - | - | - | ||||||||||
56 | 4.1 | Students identify and define authentic problems and significant questions for investigation. | - | - | - | |||||||||||||||
57 | 4.1.1 | Produce a media-rich digital story about a significant local event based on first-person interviews. | I | - | - | |||||||||||||||
58 | 4.1.2 | Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. | - | - | ||||||||||||||||
59 | 4.2 | Students plan and manage activities to develop a solution or complete a project. | - | - | - | - | ||||||||||||||
60 | 4.2.1 | Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. | I | - | - | |||||||||||||||
61 | 4.2.2 | Identify and investigate a global issue and generate possible solutions using digital tools and resources. | I | - | - | |||||||||||||||
62 | 4.2.3 | Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. | I | I | - | - | Google Calendar, blog, Google Doc, Emails with Google Cal Invites | |||||||||||||
63 | 4.3 | Students collect and analyze data to identify solutions and/or make informed decisions. | - | - | - | - | ||||||||||||||
64 | 4.3.1 | Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. | I | I | - | - | ||||||||||||||
65 | 4.3.2 | Conduct science experiments using digital instruments and measurement devices. | I | - | - | |||||||||||||||
66 | 4.3.3 | Gather data, examine patterns, and apply information for decision making using digital tools and resources. | I | R | - | - | ||||||||||||||
67 | 4.3.4 | Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. | I | I | - | - | Google Forms, Survey Monkey, Google Trends, Google Spreadsheets or numbers, Google squared | |||||||||||||
68 | 4.3.5 | Analyze media - understand both how and why media messages are constructed and for what purposes. | - | - | ||||||||||||||||
69 | 4.4 | Students use multiple processes and diverse perspectives to explore alternative solutions. | - | - | - | - | - | - | - | - | - | |||||||||
70 | 4.4.1 | Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. | I | I | R | R | M | M | A | - | - | Need resources | Kidspiration, Inspiration, Google Spreadsheet, Numbers, Google Trends | |||||||
71 | 4.4.2 | Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. | I | I | R | R | R | - | - | Simple troubleshooting steps modeled. | ||||||||||
72 | 4.4.3 | Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. | I | I | - | - | ||||||||||||||
73 | 4.4.4 | Employ curriculum-specific simulations to practice critical-thinking processes. | ? | ? | ? | ? | ? | R | R | - | - | |||||||||
74 | ||||||||||||||||||||
75 | 5 | Digital Citizenship | - | - | - | - | - | - | - | - | - | Common Craft? | ||||||||
76 | Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | - | - | - | - | - | - | - | - | - | http://www.commonsensemedia.org/educators/curriculum/k-5 | |||||||||
77 | 5.1 | Students advocate and practice safe, legal, and responsible use of information and technology. | - | - | - | - | - | - | - | - | - | |||||||||
78 | 5.1.1 | Recognizing boundaries and balance in the time and use of technology. | I | I | I | R | R | R | M | M | M | CommonSenseMedia.org - Digital Passport unit | ||||||||
79 | 5.1.2 | Debate the effect of existing and emerging technologies on individuals, society, and the global community. | - | - | ||||||||||||||||
80 | 5.1.3 | Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. | I | I | I | R | R | R | M | M | M | Knight Site, common craft copyright video | CommonSenseMedia.org - Digital Passport unit | |||||||
81 | 5.1.4 | Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. | I | I | R | R | imovie, voicethread, prezi, keynote, schooltube | |||||||||||||
82 | 5.2 | Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. | - | - | - | - | - | - | - | - | - | |||||||||
83 | 5.2.1 | Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. | - | - | Should work towards | Should work towards | Should work towards | |||||||||||||
84 | 5.3 | Students demonstrate personal responsibility for lifelong learning. | - | - | - | - | - | - | - | - | - | |||||||||
85 | 5.3.1 | Demonstrate the safe and cooperative use of technology | I | I | R | R | R | M | M | A | A | CommonSenseMedia.org - Digital Passport unit | CommonSenseMedia.org - Digital Passport unit | CommonSenseMedia.org - Digital Passport unit | ||||||
86 | 5.4 | Students exhibit leadership for digital citizenship. | - | - | - | - | - | - | - | - | - | |||||||||
87 | 5.4.1 | Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. | I | R | R | Web 2.0 sites | Web 2.0 sites | |||||||||||||
88 | 5.5 | Discernment | - | - | - | - | - | - | - | - | - | |||||||||
89 | 5.5.1 | Use technology in a God-honoring manner, demonstrating worldview and stewardship | I | I | I | R | R | M | M | A | A | Faith & Technology unit; PluggedIn.org (Focus on the Family) | ||||||||
90 | 5.5.2 | Share the mission of Holland Christian or Biblical stories/truth through the use of technology | I | I | I | R | R | M | M | A | A | |||||||||
91 | 5.5.3 | Create a positive digital footprint. | I | I | I | R | R | M | M | A | A | CommonSenseMedia.org - Digital Passport unit | ||||||||
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95 | 6 | Technology Operations and Concepts | - | - | - | - | - | - | - | - | - | |||||||||
96 | Students demonstrate a sound understanding of technology concepts, systems, and operations. | - | - | - | - | - | - | - | - | - | ||||||||||
97 | 6.1 | Students understand and use technology systems. | - | - | - | - | - | - | - | - | - | |||||||||
98 | 6.1.1 | Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. | I | I | - | - | ||||||||||||||
99 | 6.1.2 | Integrate a variety of file types to create and illustrate a document or presentation. | I | I | R | R | R | R | Keynote, Google Sites/Docs/Presentations, Prezi | PDFs, images, audio, video | ||||||||||
100 | 6.1.3 | Independently develop and apply strategies for identifying and solving routine hardware and software problems. | I | I | I | R | R | R | R | R | R | Kids do this often with their own computers | ||||||||