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Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

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Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

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I found this standard helpful for students. Students are able to become active learners which is a key component to enhance their learning. Instead of just trying to learn, they are more aware of what they are learning by setting goals. Also, students use of technology to answer questions and retry through immediate feedback is effective. When students receive immediate help, it encourages them to keep trying. Through this standard, technology can be brought into the classroom to set goals and help students practice their learning.

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Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

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Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

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This standard is a great way to incorporate different subjects as students develop creative artifacts online. As students learn to find reliable resources, they are better aware of what is credible online. Through this knowledge, they are better equipped to help resolve real-world issues and learn how knowledge can be found and shared in the digital world.

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Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

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Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

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This standard is something I would bring into the classroom before I bring technology in my classroom. Because, students should have the knowledge of how to safely protect themselves and their privacy. Through helping students maintain digital privacy, it encourages them to feel safe to become apart of the digital world and share knowledge with one another.

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1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

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1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

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I find it useful for students to set goals since it offers them a checklist to have during a lesson to make sure they are learning what they should be. Also, its a great tool  for students to go back and reflect on what they have accomplished or what they should focus on moving forward.

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1b: Students build networks and customize their learning environments in ways that support the learning process.

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1b: Students build networks and customize their learning environments in ways that support the learning process.

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The option for students to customize their learning helps them learn how to make a plan and make effective decisions.

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1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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A student in the video said that the feedback after giving a answer reassures her that she can make a mistake and still learn. I think that is very important because students should be given opportunities to try. I like how technology could be used to give immediate and color-coded feedback. Also, collecting data is helpful for teachers to know a student's understanding about a concept which can also be used for effective grouping.

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1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

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1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

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I think prior knowledge should be used to enhance further learning. Prior knowledge is helpful for students to tackle new challenges.

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2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

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2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

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This was something new for me to learn that it is important to teach rules before introducing technology in the classroom. Its a great way to protect their digital footprint. Digital world is important for the future generation and I am glad we are teaching them to be good digital citizens within the classroom setting.

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2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

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2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

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Constructive feedback is important to teach to young learners. I liked how the older students found it important to give positive feedback so the young students would ask for help more. I like the idea of a class or classes to work together to peer edit for example as shown in the video. Students get a opportunity to learn how to work as a team respectfully meanwhile also network.

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2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

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2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

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This helps students learn how to give credit to others work meanwhile also learning how to protect their own work online through copyrights. This is important for all age levels since students have to do research and I believe its important to give credit whether its a photo for an photo collage or a article for an essay.

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2d: Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

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2d: Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

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I think its empowering for students to learn that they have the power to make decisions about their privacy. There's a lot of apps and social media youth uses and teaching them how to better protect themselves is our responsibility as educators and their right as digital citizens.

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3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

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3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

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I like the use of technology to collaborate with each other. The older students helping the younger students to look for the right resources for their persuasive essays was interesting. Students need to learn that yes, information is everywhere on the internet to a question but also to have a checklist or a thesis in order to select effective or "meaningful" resources.

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3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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For students to make a pro and con list for a topic is a great way for them to find accurate data. They can use this knowledge outside the classroom as well. Instead of just googling it and accepting the given answer, they will know how to find a accurate answer through reliable data that is science-based and has facts.

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3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

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3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

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A digital book is a great way for students to story-tell what they learning. Furthermore, the collection of artifacts is a great way to share work with others and be able to reflect on what they learned and made through that knowledge.

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3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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Real-world problems help students to understand how solutions help resolve issues. This is also a great way for students to find what interests them and apply them outside of school to learn more.

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Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

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Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

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I think this standard is helpful for educators to introduce abstract concepts using a design process. I really like the EBP design process since it breaks down the steps to solving a solution for students. The design process is great way for students to work as team and experiment possible outcomes.

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4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

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4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

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I think giving students a chance to test out different theories is a great approach to help them solve authentic problems. The students in the video has experimental and control groups where they are following a scientific process. Students can use the data to look back and see what new theory can be tested using a design process.

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4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

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4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

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The EBP design process is a great way for students to learn how to develop a plan. Students can use the design process to better plan using scientific research which will help them achieve the best possible outcomes.

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4c: Students develop, test and refine prototypes as part of a cyclical design process.

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4c: Students develop, test and refine prototypes as part of a cyclical design process.

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It was interesting to see students use instruments with a digital interface. Arts and technology is such a fun idea to have students experience the creative and the technical side. As students test and experiment, they are learning how and what causes the different outcomes.

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4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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A concept could be abstract for students however using information and displays can help them understand the overall idea. Technology can be used to help with problems and I think that is a great tool to offer students in order to help them make decisions to the presented problem.

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Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

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Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

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This standard is helpful for students to develop a plan to test using digital tools available to them. As they are testing their problem, it is also important for students to know how to collect data. Data collection is important to help them go back to their findings and I find it a great way to have students present and build meaningful discussions with each other.

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5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

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5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

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I think its a great idea to explain algorithm through technology. Students can make technology mimic themselves such as making a robot follow their choreography. This offers them a tool to build models and explore different solutions to a problem.

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5b: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

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5b: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

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Collecting data is an important part of research. Students are able to explain and collect their data through graphs which further helps them see how the different variables play a role in the outcomes. The data collection is also helpful for students to present and build meaningful conversations with their peers.

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5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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For all age groups, breaking down components of a topic is helpful. The topic could be abstract so having students break the idea down will help them better understand and connect to real-life problems. This is also a great way to see how students learn individually and as they share, other students can see how the same idea could be broken down in different ways.

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5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

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5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

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Algorithm thinking could be a abstract topic for young learners and allowing them to use technology is a great tool. As students follow guidelines and rules, they are aware of the consequences while helps them test automated solutions and be aware of the outcomes as they know one thing led to another.

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Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

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Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

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I like how students are encouraged to make original digital work that represents themselves. Students work can be different based on what topic they want to focus on, concept they want to work on, audience they want to create their work for, or what type of platform they use to create. This is a great way to have students create work that they are proud of and excited to share with others.

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6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

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6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

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I like seeing how technology could be used in literature. Students made a digital book using the literary element they choose. Students deserve to have opportunities to choose since it allows them to practice decision making and make a project that is special and meaningful to themselves.

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6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

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6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

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Inspiration is important for creators. Students creating something that represents themselves and is original encourages building onto ideas as students share and learn about using copyright free resources.

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6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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Visuals are important in a elementary classroom. I think as students build and use digital objects, they are finding ways to use technology to define themselves and their ideas. I definitely would like to include a project in which my students would create a structure and seeing students use minecraft was so fascinating. I think its one thing to have a student draw a structure on paper and actually use simulations to make it because they are finding more ways to explain the complex ideas using a variety of digital support. Students building a structure of a historical place is so interesting and it gives them a appreciation to history and the world around them.

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6d: Students publish or present content that customizes the message and medium for their intended audiences.

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6d: Students publish or present content that customizes the message and medium for their intended audiences.

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Audience is important for all forms of work. Students having a clear audience to focus on before making their content helps them understand how their individual work will be impacted and is unique in comparison to others. A same topic can be told differently depending on who is our audience and what message we are trying to convey.

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Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

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Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

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Technology is a great way to stay in touch with others and bringing that into the classroom is useful. I like having students ask experts for answers since it shows that there are different ways information can be learned digitally. Technology is another great tool for collaborative  students can use to help each other with their work or do a project together with a common goal.

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7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

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7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

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Children are fascinated by the world around them and I love how we can use real-world issues to have them brainstorm and help others. This also builds a classroom that supports diversity and challenges them to try or learn something new from others.

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7b: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

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7b: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

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I think collaboration is so unique for elementary students because I have seen many elementary teachers turn their classroom into a community that learns from one another. Young learners like learning as a big group. Technology is another way for them to meet experts who can answer their questions in real-time. This makes them be apart of a team of explorers who are excited to learn and not afraid to ask questions.

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7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

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7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

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A team that has goals for each member is organized because they know what needs to be done to achieve the end result. I liked how in the video everyone worked together and was able to see how the different roles and responsibilities helped them reach the common goal.

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7d: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

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7d: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

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I think its amazing how we can encourage a student on their interests through research. Students can find different ways to help solve real-world issues and collaborate with others to achieve a common goal. By sharing and learning through the use of technology encourages students to work as a team.