| Grades PK–2 (Ages 4–8) |
| The following experiences with technology and digital resources are examples of learning activities students might engage in during PK–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 email 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 websites. (6) |
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| Grades 3–5 (Ages 8–11) |
| The following experiences with technology and digital resources are examples of learning activities students might engage in 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) |
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| Grades 6–8 (Ages 11–14) |
| The following experiences with technology and digital resources are examples of learning activities students might engage in 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) |
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| Grades 9–12 (Ages 14–18) |
| The following experiences with technology and digital resources are examples of learning activities students might engage in during grades 9–12 (ages 14–18): |
| 1. | Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1,4) |
| 2. | Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1,2) |
| 3. | Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3,6) |
| 4. | Employ curriculum-specific simulations to practice critical-thinking processes. (1,4) |
| 5. | Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4) |
| 6. | Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4,5,6) |
| 7. | Design a website that meets accessibility requirements. (1,5) |
| 8. | Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3,5) |
| 9. | Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5) |
| 10. | Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4,6) |