# data[].attributes.body
Students work independently with technology tools in conventional ways. Students are developing a conceptual understanding of technology tools and begin to engage with these tools.

The teacher allows for some student choice and exploration of technology tools. Because the students are developing a conceptual and procedural knowledge of the technology tools, the teacher does not need to guide students step-by-step through activities. Instead, the teacher acts as a facilitator toward learning, allowing for greater student engagement with technology tools.

# data[].attributes.body
Choice of tools and regular use for collaboration

Technology use for collaboration by students is regular and normal in this setting. Students choose the best tools to use to accomplish their work.

The teacher fosters a collaborative learning environment and supports students meaningful choices in their selection of technology tools for collaboration.

Technology tools that allow for collaboration are always available to meet the needs of all students.

# data[].attributes.body
Students. Students begin to use technology tools independently to facilitate construction of meaning. With their growing conceptual understanding of the technology tools, students can explore the use of these tools as they are building knowledge.

Teacher. The teacher creates instruction in which students use of technology tools is integral to building an understanding of a concept. The teacher gives the students access to technology tools and guides them in exploring and choosing appropriate resources.

Setting. Technology tools that facilitate the construction of meaning are available to students for conventional uses.

# data[].attributes.body
Students. Students begin to use technology tools on their own in activities that have meaning beyond the instructional setting.

Teacher. The teacher creates instruction that purposefully integrates technology tools and provides access to information on community and world issues. The teacher directs the choice of technology tools but students use the tools on their own, and may begin to explore other capabilities of the tools.

Setting. The setting allows for guided student access to a limited range of information, data, and source materials beyond the instructional setting.

# data[].attributes.body
Students. Students regularly use technology independently to set goals, plan activities, monitor progress, evaluate results, and reflect upon learning activities. The students may choose from a variety of technologies when working on self-directed goals.

Teacher. The teacher creates a learning context in which students regularly use technology tools to set goals, plan, monitor, evaluate outcomes, and reflect upon learning activities. The teacher facilitates students’ choice and independent use of technology tools to accomplish these tasks.

Setting. The setting includes a rich variety of technology tools to allow students many choices in how they set goals, plan, monitor, evaluate, and reflect upon their work.