Computer Science and Digital Fluency Standards

Identify and discuss how tasks are accomplished with and without computing technology.

Common tasks include sending a letter by email vs. post, taking a picture with a smart phone vs. camera, buying something with an app vs. with cash at a store.

Identify and explain classroom and home rules related to computing technologies.

Rules could include when it’s okay to use a device, what programs or apps are okay to use, how to treat the equipment, etc.

Identify and analyze how computing technology has changed the way people live and work.

The focus should be on how advancements in computing technology have changed careers and lives.

Compare and explain rules related to computing technologies and digital information.

The focus is on having students understand why rules around computing technology can change depending upon the setting.

Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

The focus should be on how computing technologies both influence and are influenced by society and culture.

Explain how laws impact the use of computing technologies and digital information.

The focus is on how laws regulate the use of computing technologies and what might happen if those laws did not exist.

Compare and contrast tradeoffs associated with computing technologies that affect individuals and society.

Topics that could be addressed include, but are not limited to, free speech, communication, and automation.

Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information.

The focus is on the potential consequences of laws related to computing technologies.

Evaluate the impact of computing technologies on equity, access, and influence in a global society.

The focus should be on how computing technologies can both perpetuate inequalities and help to bring about equity in society.

Debate laws and regulations that impact the development and use of computing technologies and digital information.

The focus is on developing and defending a claim about how a specific law related to computing technologies impacts different stakeholders.

Identify computing technologies in the classroom, home, and community.

The focus should be on recognizing familiar computing technologies that we use in our lives.

Identify public and private spaces in our daily lives.

The focus is on recognizing the difference between a public shared space versus a private space.

With teacher support, identify different ways people interact with computers and computing devices.

The focus is on the features of computers and other devices, and the things that make them easier to use (i.e. drop-down menus, buttons, areas to type).

Discuss and explain how computing technology can be used in society and the world.

The focus is on examples of computing technology that were invented to solve broader problems in society, or existing technology platforms that can have many purposes.

Identify public and private digital spaces.

The focus is on identifying digital spaces in the context of sharing or accessing information, such as an online platform where students submit work (private) versus public websites that anyone can access.

Identify and discuss how computers are programmed to make decisions without direct human input in daily life.

The focus is on describing computing technology that relies on a program, settings, and data to make decisions without direct human involvement.

Explain current events that involve computing technologies.

Explanations should be grade level appropriate to ensure understanding of current events and the related computing technologies.

Explain who has access to data in different digital spaces.

The focus is on identifying different groups who might have access to data stored or posted in different places, including companies.

Explain how computer systems play a role in human decision-making.

The focus is on explaining a range of ways that humans interact with AI to make decisions.

Identify and discuss issues of ethics surrounding computing technologies and current events.

At this level, students may require teacher support to discuss the possible ethical implications of computing technologies.

Identify and discuss issues related to the collection and use of public and private data.

The focus is on exploring the impacts of data collection, including biases in data collection, and its use by different stakeholders for a range of purposes.

Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals.

The focus is on understanding different factors that introduce bias into an AI system and how those biases affect people.

Debate issues of ethics related to real world computing technologies.

The focus is on developing and defending a claim about a specific ethical dilemma related to computing technologies.

Assess personal and societal trade-offs related to computing technologies and data privacy.

The focus is on discussing the personal and societal benefits and drawbacks of different types of data collection and use, in terms of ethics, policy, and culture.

Describe ways that complex computer systems can be designed for inclusivity and to mitigate unintended consequences.

The focus is on applying an understanding of bias and ethical design in order to make recommendations for designing with inclusivity and social good in mind.

With teacher support, identify different ways people interact with computers and computing devices.

The focus is on the features of computers and other devices, and the things that make them easier to use (i.e. drop-down menus, buttons, areas to type).

Identify and discuss factors that make a computing device or software application easier or more difficult to use.

The focus is on identifying choices developers make when designing computing devices and software and considering the pros and cons when making those choices.

Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.

The focus is on identifying the needs and wants of diverse end users and purposefully considering potential perspectives of users with different backgrounds, ability levels, points of view, and abilities.

Assess the accessibility of a computing device or software application in terms of user needs.

The focus is on testing and discussing the usability and accessibility of various technology tools (e.g., apps, games, and devices) with teacher guidance.

Create accessible computational artifacts that meet standard compliance requirements or otherwise meet the needs of users with disabilities.

At this level, considering accessibility becomes part of the design process and awareness of professionally accepted accessibility standards.

Identify multiple jobs that use computing technologies.

The focus is on identifying jobs that utilize computing technology and how technology impacts a range of industries. Doctors, business owners, police officers, auto repair technicians, farmers, architects, and pilots use computing technology in their jobs.

Identify a diverse range of roles and skills in computer science.

The focus is not just on jobs in computer science, but also the skills and practices that are important for careers in the field of computer science.

Identify a diverse range of role models in computer science.

The emphasis of this standard is the opportunity to personally identify with a range of diverse people in the field of computer science.

Explore a range of computer science-related career paths.

At this level, the focus is on building awareness of the many different computer science-related careers.

Investigate the use of computer science in multiple fields.

At this level, the focus is on making connections between computer science and the fields of interest of individual students.

Identify and describe one or more patterns (found in nature or designed), and examine the patterns to find similarities and make predictions.

The emphasis is on identifying patterns and then making predictions based on the pattern.

Create a model of an object or computational process in order to identify patterns and essential elements of the object or process.

The emphasis is on essential components represented in the model to achieve desired results and assist in identifying patterns in the world around us, such as cycles in nature or tessellations.

Develop a computational model of a system that shows changes in output when there are changes in inputs.

The emphasis is on understanding, at a conceptual level, that models or simulations can be created to respond to deliberate changes in inputs.

Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results.

The focus is on understanding that models or simulations are limited by the data that they use, rather than understanding specifically how they use that data.

Create a simple digital model that makes predictions of outcomes.

The focus is on using data to build alternative numerical models that can best represent a data set.

Identify different kinds of data that can be collected from everyday life.

The emphasis is on understanding what is data and identifying different types of data, while exploring how data can be collected and sorted.

Identify ways to visualize data, and collaboratively create a visualization of data.

Ways to visualize data include tables, graphs, and charts.

Identify and describe data collection tools from everyday life.

The emphasis is on identifying various tools in everyday life that collect, sort and store data, such as surveys, spreadsheets and charts.

Present the same data in multiple visual formats in order to tell a story about the data.

The emphasis is on using the visual representation to make the data meaningful. Options for presenting data visually include tables, graphs, and charts.

Collect digital data related to a real-life question or need.

The emphasis is on using digital tools to collect and organize multiple data points.

Visualize a simple data set in order to highlight relationships and persuade an audience.

The emphasis is on identifying and organizing relevant data to emphasize particular parts of the data in support of a claim.

Collect and use digital data in a computational artifact.

The emphasis is on designing and following collection protocols. Data sources include, but are not limited to sensors, surveys, and polls.

Refine and visualize a data set in order to persuade an audience.

Refining includes, but is not limited to, identifying relevant subsets of a data set, deleting unneeded data, and sorting and organizing data to highlight trends.

Collect and evaluate data from multiple sources for use in a computational artifact.

The emphasis is on designing and following collection protocols. Data sources include, but are not limited to sensors, web or database scrapers, and human input.

Refine and visualize complex data sets to tell different stories with the same data set.

The emphasis is on refining large data sets to create multiple narratives depending upon the audience. Large data sets require use of a software tool or app to cross-reference, analyze, refine, and visualize subsets of the data.

Identify a problem or task and discuss ways to break it into multiple smaller steps.

The focus is on identifying a complex (for the age group) task or problem to break apart into smaller steps. The focus should be on understanding why this process is helpful.

Recognize that the same task can be described at different levels of detail.

Instructions to perform a task can be given with more or less detail but still achieve the same result.

Identify multiple ways that the same problem could be decomposed into smaller steps.

The focus is on identifying how to break apart a problem into smaller steps, while understanding that there can be multiple valid sequences of steps that solve the same problem.

Identify the essential details needed to perform a general task in different settings or situations.

Some details are essential to performing a task, while others are not (E.g., some may be so common that they don’t need to be stated).

Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps.

The focus is on identifying smaller steps that solve a larger problem, recognizing that some of those steps must be broken down further until each step is manageable.

Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time.

The focus is on recognizing that the same general steps are often repeated while solving a problem, even though some of the details may differ.

Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task.

The focus is on identifying where there is potential to use a function or procedure to create a reusable computation.

Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences

The focus is on identifying similar expressions or sequences in code and abstracting them into functions that generalize over the similarities.

Implement a program using a combination of student-defined and third-party functions to organize the computation.

The focus is on having students think about how to decompose a programming problem into functions and procedures, including working around the constraints imposed by specific functions or features provided in a library.

Modify a function or procedure in a program to perform its computation in a different way over the same inputs, while preserving the result of the overall program.

The focus is on understanding that the same abstract concept can be performed in different ways in a program, as long as the same inputs yield the same results

Follow an algorithm to complete a task.

The task can be a familiar, daily activity or can be designed by the teacher. Algorithms at this stage may be short, though must contain at least three steps, and should focus on sequencing.

Identify terms that refer to different concrete values over time.

The focus is on observing that people use certain terms/labels to refer to a concept (E.g., Today’s Date, Today’s Weather, Word of the Week, Today’s Line Leader) whose specific value can change depending on the day or time.

Identify a task consisting of steps that are repeated, and recognize which steps are repeated.

The focus should be on short tasks where there is repetition and having students identify and describe the repetition.

Identify and fix (debug) errors within a simple algorithm.

The focus should be on identifying small errors within a simple algorithm and fixing the errors collaboratively.

Collaboratively create a plan that outlines the steps needed to complete a task.

The focus should be on collaboratively identifying a planning process which can be written, drawn, or spoken.

Create two or more algorithms for the same task.

The task can be a familiar activity or more abstract. The focus is on finding more than one way to reach the same goal.

Name/label key pieces of information in a set of instructions, noting whether each name/label refers to a fixed or changing value.

The focus is on identifying key pieces of information, labelling them with a descriptive name, and observing which labels refer to different values each time the instructions are given, and which values stay the same.

Identify steps within a task that should only be carried out under certain precise conditions.

The focus should be on recognizing that some steps in a task only get carried out some of the time, and that the conditions can be precisely described.

Identify and debug errors within an algorithm or program that includes sequencing or repetition.

The focus should be on having students identify error(s) in an algorithm and suggest changes to fix the algorithm.

Develop and document a plan that outlines specific steps taken to complete a project.

The focus should be on developing and documenting a plan in writing, using appropriate tools (such as a storyboard or story map).

Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task.

Tasks can be unplugged or related to a computer program and reflect a task with a specific result that can be checked.

Identify pieces of information that might change as a program or process runs.

The focus is on identifying information that needs to be updated as a computation progresses.

Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem.

The focus is on having students work with each of conditionals and repetition (loops or iteration), but without having to use them in conjunction with one another.

Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging.

Debugging frequently involves stepping or tracing through a program as if you were the computer to reveal errors.

Describe the steps taken and choices made to design and develop a solution using an iterative design process.

An iterative design process involves defining the problem or goal, developing a solution or prototype, testing the solution or prototype, and repeating the process until the problem is solved or desired result is achieved. Describing can include speaking or writing.

Design, compare and refine algorithms for a specific task or within a program.

Algorithms can be represented in a range of formats, including flowcharts, pseudocode, or written steps. Planning the output of a program, such as with a storyboard or wireframe, is not sufficient on its own.

Design or remix a program that uses a variable to maintain the current value of a key piece of information.

The focus is on understanding that variables can be used to track the value of a concept in a program as it changes over time.

Develop or remix a program that effectively combines one or more control structures for creative expression or to solve a problem.

The focus is on having students combine control structures, such as conditionals and loops, in such a way that they work together to achieve an outcome that could not be achieved using only one of them.

Read and interpret code to predict the outcome of various programs that involve conditionals and repetition for the purposes of debugging.

Programs can be debugged in numerous ways, including tracing and trying varying inputs. Perseverance is important in finding errors.

Document the iterative design process of developing a computational artifact that incorporates user feedback and preferences.

At this level, the emphasis is on using the iterative design process to create a solution or prototype with the end user in mind and to document the steps taken by the student to gather and incorporate information about the user into the computational artifact.

Demonstrate how at least two classic algorithms work, and analyze the trade-offs related to two or more algorithms for completing the same task.

The focus of this standard is a high-level understanding that algorithms involve trade-offs, especially related to memory use and speed. Students should understand that classic algorithms are solved problems that can be reused.

Design or remix a program that utilizes a data structure to maintain changes to related pieces of data.

The focus is on updating the elements or components within a named instance of a data structure, without changing the value associated with the name itself.

Develop a program that effectively uses control structures in order to create a computer program for practical intent, personal expression, or to address a societal issue.

The focus is on combining different forms of repetition and conditionals, including conditionals with complex Boolean expressions.

Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior.

The emphasis is on perseverance and the ability to use different test cases on their programs and identify what issues are being tested in each case.

Collaboratively design and develop a program or computational artifact for a specific audience and create documentation outlining implementation features to inform collaborators and users.

The focus is on the collaborative aspect of software development, as well as the importance of documenting the development process such that the reasons behind various development decisions can be understood by other software developers.

Identify ways people provide input and get output from computing devices.

The emphasis is on understanding that humans and computers interact through inputs and outputs and identifying examples in their daily lives.

Identify basic hardware components that are found in computing devices.

Basic hardware components are the parts that students can see, such as monitor/screen, keyboard, mouse, etc.

Identify basic hardware and/or software problems.

The focus is on identifying the source of a common hardware/software problem (such as low battery, speakers not connected) with teacher guidance.

Describe and demonstrate several ways a computer program can receive data and instructions (input) and can present results (output).

The focus is on choosing and demonstrating different computing technologies to receive and present results depending on the task.

Explain the function of software in computing systems, using descriptive/precise language.

The focus is on understanding how software helps to complete computing tasks.

Describe and attempt troubleshooting steps to solve a simple technology problem.

The focus is on building problem solving techniques for self-help, such as making sure speakers are turned on or headphones are plugged in or making sure that the caps lock key is not on, to narrow down a problem.

Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology.

The emphasis is on thinking about how the user interface could be optimized for the purpose of the computing technology and user interactions.

Model how computer hardware and software work together as a system to accomplish tasks.

A model should only include the basic elements of a computer system, including input, output, processor, and storage.

Determine potential solutions to solve hardware and software problems using common troubleshooting strategies.

The focus is on trying multiple strategies to troubleshoot problems, including rebooting the device, checking for power, checking network availability, closing and reopening an application, try using a different browser, and checking settings within an application.

Design a user interface for a computing technology that considers usability, accessibility, and desirability.

The emphasis is on designing (but not necessarily creating) a user interface. Designs could include things like written descriptions, drawings, and/or 3D prototypes.

Design a project that combines hardware and software components.

The focus is on designing (but not necessarily creating) a system that involves collecting and exchanging data including input, output, storage, and processing.

Identify and fix problems with computing devices and their components using a systematic troubleshooting method or guide.

The focus is on identifying the source of a problem by using a structured process such as a checklist or flowchart to systematically try solutions that may fix the problem.

Design a solution to a problem that utilizes embedded systems to automatically gather input from the environment.'

The emphasis is on designing (but not necessarily creating) solutions with embedded systems. Systems can be biological, mechanical, social, or some other type of system. Designs could include written descriptions, drawings, and/or 3D prototypes.

Explain the levels of interaction existing between the application software, system software, and hardware of a computing system.'

Knowledge of specific advanced terms of computer architecture and how specific levels work is not required. Rather the progression, in general terms, from voltage to binary signal to logic gates and so on to the level of human interaction, should be explored.

Develop and communicate multi-step troubleshooting strategies others can use to identify and fix problems with computing devices and their components.

Some examples of multi-step troubleshooting problems include resolving connectivity problems, adjusting system configurations and settings, ensuring hardware and software compatibility, and transferring data from one device to another.

Identify how protocols/rules help people share information over long distances.'

The focus is on how information is conveyed from one individual to another and the rules that allow for communication and data sharing, such as envelopes need addresses/emails need email addresses to reach the right person.

Identify physical devices that can store information.

The focus is on recognizing that common computing devices can store information, including computers, tablets, phones, and calculators.

Recognize that information can be communicated using different representations that satisfy different rules.'

The focus is on understanding that information is converted in a special way so it can be sent through wires or waves through the air.

Describe and navigate to various locations where digital information can be stored.

The focus is being able to navigate and save a file to a specific location.

Model how data is structured to transmit through a network.

The focus is on understanding that data is broken down into smaller pieces and labeled to travel through a network and reassembled.

Describe that data can be stored locally or remotely in a network.

The focus is on describing that data must be stored on a physical device. Access to remotely stored data is restricted by the networks, and to access non-local data a connection to the network is required.

Design a protocol for transmitting data through a multi-point network.

The focus is on understanding how protocols enable communication and what additional data is necessary for transmission. Knowledge of the details of how specific protocols work is not expected.

Summarize how remote data is stored and accessed in a network.

The focus is on explaining where the data associated with different apps, devices, and embedded systems is stored, how the data is synchronized, and how to connect to it.

Describe the components and design characteristics that allow data and information to be moved, stored and referenced over the Internet.

The focus is on understanding the design decisions that direct the coordination among systems composing the Internet that allow for scalability and reliability. Discussions should consider historical, cultural, and economic decisions related to the development of the Internet, as well as the core components of servers and routers.

Describe how emerging technologies are impacting networks and how they are used.

The focus is on discussing how specific emerging technologies impact networks in terms of scale, access, reliability, and security, and user behavior.

Identify reasons for keeping information private.

The focus should be on discussing the reasons to keep certain information public (information you share with others) or private (information you keep to yourself or only share with your family).

Compare reasons why an individual should keep information private or make information public.

The focus should be on potential effects, both positive and negative, for making information public.

Explain why different types of information might need to be protected.

The emphasis is on discussing different reasons that adversaries may want to obtain, compromise, or leverage different types of information. At this stage, students should be focused on general concepts.

Determine the types of personal information and digital resources that an individual may have access to that needs to be protected

The emphasis is on identifying personal information and devices that an individual may have access to and that adversaries may want to obtain or compromise. At this stage, students should focus on specific data and devices that they have access to.

Determine the types of personal and organizational information and digital resources that an individual may have access to that needs to be protected.

The emphasis is on identifying both personal information and organizational information, and devices and embedded systems, that an individual may have access to and that adversaries may want to compromise, obtain, or leverage.

Identify simple ways to help keep accounts secure.

The emphasis is on having a basic understanding of ways keep accounts secure, such as having a passwords/pass codes.

Decode a word or short message using a simple code.

The focus is on having students look at a string of symbols and giving them a key to substitute letters for the symbols to spell a word.

Compare and contrast behaviors that do and do not keep information secure.

The emphasis is on recognizing and avoiding potentially harmful behaviors, such as sharing private information online or not logging off a public computer.

Identify why someone might choose to share an account, app access, or devices.

The focus is on explaining how user habits and behaviors should be adjusted based on who shares a device and/or application.

Encode and decode a short message or phrase.

The focus is on having one student encode a word or message, and a different student, using the same key, decode it. You might encourage students to develop their own coding scheme.

Describe common safeguards for protecting personal information.

The emphasis is on describing common safeguards such as protecting devices and accounts with strong passwords, keeping software updated, and not sending sensitive information over SMS.

Describe trade-offs between allowing information to be public and keeping information private and secure.'=

The focus is on considering the trade-offs of data sharing in different contexts.

Model and explain the purpose of simple cryptographic methods.

The focus is on using ciphers to encrypt and decrypt messages as a means of safeguarding data.

Describe physical, digital, and behavioral safeguards that can be employed in different situations.

The emphasis is on recommending different types of security measures including physical, digital, and behavioral, for a given situation.

Describe trade-offs of implementing specific security safeguards.

The focus is on thinking about how a specific safeguard impacts the confidentiality, integrity, and access of information. Additionally, there should be a focus on discussing whether strengthening one specific safeguard adversely affects another.

Describe the limitations of cryptographic methods.

The focus is on recognizing that cryptography provides a level of security for data, and some types of encryption are weaker than others.

Describe physical, digital, and behavioral safeguards that can be employed to protect the confidentiality, integrity, and accessibility of information.

The emphasis is on considering the CIA Triad when recommending safeguards for a specific application or device.

Explain specific trade-offs when selecting and implementing security recommendations.

The focus is on making security recommendations and discussing trade-offs between the degree of confidentiality, the need for data integrity, the availability of information for legitimate use, and assurance that the information provided is genuine.

Evaluate applications of cryptographic methods.

The focus is on analyzing the role that cryptography and data security play in events that have shaped history and impact the future.

Identify when it is appropriate to open and/or click on links or files.

The emphasis is on recognizing when it is safe and appropriate for students to open links, with teacher guidance.

Identify unusual activity of applications and devices that should be reported to a responsible adult.

The emphasis is on recognizing situations in which students should notify a trusted adult when a device or application does not perform as expected (pop-ups, authentication and/or loading issues).

Explain suspicious activity of applications and devices.

The emphasis is on describing simple forms of suspicious behavior in common applications and devices, including suspicious data/links, viruses and malware.

Describe actions to be taken before and after an application or device reports a security problem or performs unexpectedly.

The emphasis is on explaining appropriate actions to prevent and address common security issues for common situations.

Recommend multiple actions to take prior and in response to various types of digital security breaches.

The emphasis is on analyzing different types of breaches and planning appropriate actions that might be taken to prevent and respond to a security breach.

Identify and explore the keys on a keyboard.

The focus is on exploring physical and/or touchscreen keyboards, and for students to be able to identify specific keys such as arrow keys, enter, space bar, backspace.

Communicate and work with others using digital tools.

The focus should be on teaching students that people use digital tools to share ideas and work together. Communication and collaboration should be with teacher guidance.

Conduct a basic search based on a provided keyword.

The teacher will provide the keyword to help students conduct basic searches using appropriate tools.

Use a least one digital tool to create a digital artifact.

The focus is on students using at least one digital tool to create a digital artifact, with teacher guidance.

Locate and use the main keys on a keyboard to enter text independently.

Students should be introduced to keyboarding and identify in second grade and begin to receive direct instruction in keyboarding in third grade, with a focus on form over speed and accuracy.

Communicate and work with others using digital tools to share knowledge and convey ideas.

The focus is on using digital tools to communicate and collaborate in order to expand knowledge and effectively convey ideas.

Conduct basic searches based on student-identified keywords.

Students will identify key words with which to perform an internet search using teacher-approved tool(s), to obtain information.

Use a variety of digital tools and resources to create digital artifacts.

Different digital tools are used for different purposes, such as communicating, collaborating, researching, and creating original content.

Type on a keyboard while demonstrating proper keyboarding technique.

The focus is on direct instruction in keyboarding. Instruction should focus on form over speed and accuracy.

Select appropriate digital tools to communicate and collaborate while learning with others.

Students progress from understanding that people use digital tools to communicate and collaborate to how they use the tools. Communication and collaboration should be purposeful and, when possible and appropriate, with an authentic audience.

Conduct and refine advanced multi-criteria digital searches to locate content relevant to varied learning goals.

Focus should be on the quality of results a search generates, and how to improve search results based on the task or purpose by defining multiple search criteria and using filters.

Use a variety of digital tools and resources to create and revise digital artifacts.

The focus is on understanding the editing process when creating digital artifacts on multiple platforms.

Identify common features of digital technologies.

Many digital technologies have similar features and functionalities. The focus is on identifying the similarities between different programs or applications, such as word processing tools on different platforms.

Type on a keyboard while demonstrating proper keyboarding technique, with increased speed and accuracy.

The emphasis is on continuing to improve keyboarding skills, with a focus on increasing speed as well as accuracy.

Communicate and collaborate with others using a variety of digital tools to create and revise a collaborative product.

Students connect with others (students, teachers, families, the community, and/or experts) to further their learning for a specific purpose, give and receive feedback, and created a shared product.

Compare types of search tools, choose a search tool for effectiveness and efficiency, and evaluate the quality of search tools based on returned results.

Mastery of this standard implies an understanding of how different search tools work, why different search tools provide different results, and how and why some websites rise to the top of a search.

Select and use digital tools to create, revise, and publish digital artifacts.

Teachers should designate a school-approved location for students to publish artifacts for an audience to view. Advanced digital tools may refer to the tool itself (i.e. the tool is more advanced) or to utilization of more advanced features on a tool.

Transfer knowledge of technology in order to explore new technologies.

New technologies could include different tools for collaboration, creation, etc. that the student has not used before.

Type proficiently on a keyboard.

The focus is to demonstrate proficient keyboarding skills by the end of 12th grade.

Communicate and work collaboratively with others using digital tools to support individual learning and contribute to the learning of others.

Digital tools and methods should include both social and professional (those predominantly used in college and careers). Collaboration should occur in real time and asynchronously, and there should be opportunities for students to both seek and provide feedback on their thoughts and products.

Independently select advanced digital tools and resources to create, revise, and publish complex digital artifacts or collection of artifacts.

Mastery of this standard implies an ability to choose and use the technology tool or resource best suited for a task or purpose.

Transfer knowledge of technology in order to use new and emerging technologies on multiple platforms.

New technologies could include different tools for collaboration, creation, etc. that the student has not used before. Platforms could include devices running different operating systems or could be emerging STEAM technologies. Digitally fluent individuals can move between platforms and can use that knowledge when encountering new technology.

Identify actions that promote good digital citizenship, and those that do not.

Students are able to identify the basic concept of being a “good digital citizen”, and know what actions are and are not safe, responsible and ethical when using technologies.

Describe ways that information may be shared online.

The focus is on how personal information, both public and private, becomes available online and understand ways their information can be shared.

Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.

The focus is on describing actions with students and having them discuss whether those actions would be safe, responsible, respectful, and/or ethical using technology and/or online spaces.

Describe persistence of digital information and explain how actions in online spaces can have consequences.

In order for students to be able to effectively manage their digital identities, it should be understood that online information doesn’t “go away,” and that information posted online can affect their real lives, even years in the future.

Identify and describe actions in online spaces that could potentially be unsafe or harmful.

The focus is on identifying and describing potentially unsafe behaviors, and actions to take if they are witnessed or experienced, including cyberbullying.

Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy.

A focus should be on learning about privacy settings on social media accounts, exploring the concept of a positive online presence/identity, and identifying behaviors and information that could potentially affect them now and in the future.

Describe safe, appropriate, positive, and responsible online behavior and identify strategies to combat negative online behavior.

Students are able to strategize ways to keep online spaces safe. Identify types of negative online behaviors including cyberbullying, harassment, trolling/flaming, excluding, outing, dissing, masquerading, and impersonation.

Actively manage digital presence and footprint to reflect an understanding of the permanence and potential consequences of actions in online spaces.

Active management implies an understanding of how intentional and unintentional actions can affect a digital presence.

Design and implement strategies that support safety and security of digital information, personal identity, property, and physical and mental health when operating in the digital world.

Strategies that support positive mental health in the digital world include both ways to avoid or handle cyberbullying and ways to interact positively and constructively with others in connected spaces.