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

Task idea: Make a simple flyer in MS Word after MS Word class. Add a photo to the flyer after Internet Basics.
6. Creative Communicator: 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.

Students will be asked to write a short story (less than one page) in Microsoft Word during the Word class. They will save it on a thumb drive. During Email Basics, they will be asked to attach it as an email attachment, and send it to the instructor.

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3. Knowledge Constructor: 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.

After the Intermediate Internet lesson, they will be quizzed during one-on-one sessions in recognizing ads and scams in real time during computer skill demonstration. And they will be asked to evaluate the credibility of different sites encountered.

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

Students will demonstrate their initiative in learning the technological skills offered in class through one-on-one sessions with staff members where they will perform tasks practiced in class and alone. These sessions will take place between lessons for a total of 6 one-on-one sessions.

5. Computational Thinker
During evaluation, students will be asked to evaluate their screens, the icons, the options available, and make educated guesses as to which button may accomplish the next task.

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·      Holding a mouse

·      Left, right, and double-clicking

·      Scrolling with the on-screen scroll-bar

·      Using scroll wheel

·      Keyboard introduction

·      The Desktop

·      The Start Menu

·      Shutdown/Restart/Power on

·      The File Explorer

·      Opening and Closing programs

·      The Task Bar
·      Computer Symbols Handout and introduction (based on operating System)

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·      Computer Symbols (Based on operating system)
·      Resizing Windows

·      Opening Microsoft Word

·      Typing sentences

·      Saving documents

·      Creating folders

·      Moving files and folders

·      Renaming files and folders

·      Pinning items to taskbar or using Program Shortcuts

·      Computer/display settings (background, text size, password)

·      Finding files and programs (distinguishing documents, desktop, programs, pictures, and other locations)

·      Finding items on your computer with the search feature

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·      Create a document

·      View and Zoom

·      What is the Ribbon?

·      Changing font types (size, color, font, bold, italic, underline)

·      Changing paragraph styles (bullets, numbering, line spacing, alignment, and indentation)

·      Selecting text

·      Spell Check

·      Undo and Redo

·      Cut, Copy, and Paste

·      Saving files (Save vs. Save As)

·      Re-finding files

·      Saving documents

·      Printing documents

·      Finding templates

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·      Multiple browsers, one Internet (Chrome, Firefox, IE=bad)

·      URL/Address bar vs. Search bar

·      Back, forward, home, and refresh buttons

·      Tabs and Windows

·      Search engines (Google, Bing, Yahoo!, etc)

·      Recognizing Advertisements

·      Finding images and news articles

·      Saving and inserting photos in to Word

·      Passwords and Privacy

·      Menu and Settings icons

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·      Filtering search results by media type and time

·      Bookmarks and Favorites

·      Private/incognito browsing

·      Viewing and clearing history and cache

·      What are cookies?

·      Blogging and discussion boards

·      Accounts - logging in and logging out

·      Changing account settings

·      Password managers

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·      Email addresses and what they mean

·      Creating a strong password

·      Finding your domain/email provider online

·      Logging in and out

·      Navigating and understanding your folders (Inbox, Sent, Drafts, Trash, etc.)

·      Sending an email

·      Sending an email to multiple recipients

·      Opening and reading an email

·      Replying to emails (Reply vs. Reply All)

·      Forwarding an email

·      Deleting messages (individually or in bulk)

·      Saving drafts

·      Printing an email

·      Adding an attachment to an email

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2. Digital Citizen: 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.

Students will learn and demonstrate careful creation of passwords and personal information by using password generators and password managers. They will be asked a series of questions concerning safe and unsafe, ethical and unethical behaviors.

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

Task idea: Make a simple flyer in MS Word after MS Word class. Add a photo to the flyer after Internet Basics.

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

Particular emphasis will be payed to teaching the symbols that make up the language of computers--symbols like the gear icon for settings or the "hamburger" icon for menus. During evaluation, students will be asked to evaluate their screens, the icons, the options available, and make educated guesses as to which button may accomplish the next task.

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6. Creative Communicator: 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.

Students will be asked to write a short story (less than one page) in Microsoft Word during the Word class. They will save it on a thumb drive. During Email Basics, they will be asked to attach it as an email attachment, and send it to the instructor.
7. Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

After Email basics, during the one-on-one evaluation, students will be asked to log into their Gmail account, find a video on YouTube about a holiday in another country, and comment on the video. If they are uncomfortable using their own account to do this, they will be allowed to use a dummy account instead.

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In order to engage intrapersonal intelligence, students will be asked to rate themselves and their comfortability with each task as they are covered, explaining why they feel confident and/or what would make them feel more confident.

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In order to engage intrapersonal intelligence, students will be asked to rate themselves and their comfortability with each task as they are covered, explaining why they feel confident and/or what would make them feel more confident.

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In order to engage body-kinesthetic intelligence, students will be asked to set up and take down laptops themselves.

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In order to engage linguistic intelligence, students will be given story-telling tasks as a part of Microsoft Word lessons. They will be asked to type a one-page story.

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In order to engage logical-mathematical and naturalist intelligences, students will be taught basic computer symbols during the Basic Computer component and subsequently asked to deduct logical steps of action themselves. For instance, instead of being told where to find menus during Internet basics, they will be asked to locate the "hamburger" icon or the vertical ellipses.

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In order to engage spatial intelligence, students will be taught computer parts in terms of desk parts. A desk demonstration will be used during the first lesson to compare the desktop to an actual desktop, folders and documents to actual folders and documents. Locations in terms of drawers, etc.

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In order to engage intrapersonal intelligence, students will be asked to rate themselves and their comfortability with each task as they are covered, explaining why they feel confident and/or what would make them feel more confident.

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In order to engage body-kinesthetic intelligence, students will be asked to set up and take down laptops themselves.  The Desktop analogy will also be engaged heavily in this lesson, and a physical desk may be present.

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In order to engage body-kinesthetic intelligence, students will be asked to set up and take down laptops themselves. The desk analogy will be continued less heavily in this lesson.

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In order to engage body-kinesthetic intelligence, students will be asked to set up and take down laptops themselves.

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In order to engage body-kinesthetic intelligence, students will be asked to set up and take down laptops themselves.

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In order to engage intrapersonal intelligence, students will be asked to rate themselves and their comfortability with each task as they are covered, explaining why they feel confident and/or what would make them feel more confident.

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In order to engage intrapersonal intelligence, students will be asked to rate themselves and their comfortability with each task as they are covered, explaining why they feel confident and/or what would make them feel more confident.

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In order to engage musical intelligence, during the Intermediate Internet course, students will be asked to find songs on YouTube that will make background music to their previously-written story.

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In order to engage interpersonal intelligence, students will be asked to send emails to one another during Email basics. (If necessary, dummy accounts can be created to avoid privacy violations).

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In order to engage intrapersonal intelligence, students will be asked to rate themselves and their comfortability with each task as they are covered, explaining why they feel confident and/or what would make them feel more confident.