Digital Literacy Matrix - Standards by grade level
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ItemNETS Standards/ConceptNETS Standard(s)Kindergarten1-2 - Elementary Lower Grade3-4 - Elementary Higher Grade5-6 Dana Middle7-8 - Correia Middle9-12 Point Loma High
1Students create a graphic representation of a concept and/or process1Students create an image using a drawing program or any online drawing program and dictate a story to go along with it.Students create a multi-picture story using a digital drawing program with a caption for each image, ideally including a beginning, middle and end.Students produce a digital story with slides /pages that include text, pictures and could include audio or special effects.Students create and publish to a larger audience using tools that use multimedia to demonstrate a concept or process. Student concepts can be linear or not and can include animations.Students create a moving diagram and/or an animated illlustration of a process.
2Students work together to collect, analyze, explain, and graphically represent data, make predictions based on research, siumulations, charts/graphs and other accumulated information/data1Students use "in class responders" to collect data and view results as a group on a chart or graph.Students begin to collect basic data that can be found in the classroom. Students use basic charts/graphs to organize and display results.Students continue to use charts/graphs to organize data. Students present results to the class. Students collect and present data as part of a standards-based project. Presentations could be group or independent.Students collect data sets expand in size and include multiple variables. Students create models representing collected data.Students use social media resources to gather data from a large number of contributors/peers and display collected data through several graphical representations and accompanying explanatory text.
3Students work online in collaborative teams within their school and/or the outside world to create a product. They communicate online and use digital tools to publish their thinking to a larger audience.2Students work as a class to create a classroom project using technology tools. This activity is guided.Students work in smaller groups to create a classroom project using technology tools. These activities offer more independence from the teacher.Students work in small groups to produce a digital presentation or product. Students are exposed to the appropriate use of online communication tools such as blogs and forums. Peer collaboration is limited to face to face interactions.Students continue to learn how to use forums and blogs to post content online. Students are introducted to digital tools such as wikis which allow online collaboration on a common product. Students collaborate online with their group members to create a product. Products are published to the school and community through wikis, blogs, and websites.Students connect with subject matter experts using digital tools such as video conferencing.
4Students create a concept map to brainstorm, organize ideas, plan, and/or evaluate information.3Students create a visual student centered map with graphics and basic words (kidspiration). Students create a brainstorm map of main ideas for a concept.Students continue to use brainstorming applications for organizing main ideas,creating flow charts showing cause and effect and compare/contrast relationships.Students create concept maps to organize their thinking about content area material and brainstorm ideas for writing, project planning, and other tasks.Students continue to use concept maps to organize and plan tasks and projects.Mastered by 8th grade.
5Students conduct advanced information searches from a variety of sources such as an Internet search engine or other database3Students observe teachers researching information from variety of sources with student input.Students find and evaluate information with guided support.Students find and evaluate information independently using online tools designed for students.Students evaluate digital resources to determine the credibility of the author.Students determine, value,and rate the timeliness and accuracy of the content. Students triangulate information found on-line through several sources using a variety of tools and methods.
6Students apply their knowledge of cyber safety in their interactions online (protecting private information, not participating in bullying behavior, navigating to appropriate web sites)5N/AStudents learn not to share personal information on-line and tell an adult when they think something may be wrong.Students learn to communicate with adults about their on-line activities and tell someone when they think something may be wrong with a site or if they meet a stranger on line.Students learn to manage and protect passwords and identify/avoid malware sites. Students learn how to identify and respond to cyberbullying from a variety of mediums including social networking tools.Students learn to use secure passwords and practices needed to spot and avoid online predators in a variety of mediums including social network tools.Students learn about safe practices for online shopping and handling of monetary matters.
7Students use appropriate academic language in online environments5N/AN/AStudents learn the difference between educational and non-educational vocabulary used with digital tools.Students put into practice the appropriate use of academic language by participating in the use of a variety of digital tools.Students create media-rich presentations for younger students on the appropriate and ethical use of digital tools and resources.Mastered by 8th grade.
8Students identify a problem, brainstorm individually and collectively, collect information, develop a solution and present it to others. Students show they can collect information from a variety of sources and evaluate the validity of the data.1,4Students can observe a problem in their school or community and draw a picture of a solution using a media device. Students build a media presentation at a guided level to communicate problems within the school or community. Students build a media presentation at an independent level to communicate problems within the school or community and share with the class. Students build a multimedia presentation to communicate problems within the school or community and share with the entire school. This could include animations or videos.Students continue to build multimedia presentations for distribution to entire school.Students develop a solution and present it to others. Students show they can collect information from a variety of sources and evaluate the validity of the data.
9Students practice ethical use of information found on the Internet. 3,5N/AN/AStudents understand that authors own the rights to their work and begin to use quotation marks to include parts of other original works in their own writing.Students produce work without plagiarizing by citing resources properly to give credit to the author. Students create bibliographies to include print and online sources.Students are exposed to online source management systems. Students use the MLA format and include a bibliography. Learn about using Creative Commons to copyright your own work.Students write papersusing information synthesized from multiple sources with correct citations for each source. Students create online content in direct response to other on-line content and correctly reference the stimulus content.