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In the ‘We’re All Immigrants’ project, students developed global collaboration skills by partnering with peers in Singapore to analyze immigration data. They constructed knowledge through visual representations, and engaged in iterative design in their surveys. This supports critical thinking, creativity, and a global perspective outlined in the Profile of the SC Graduate while fostering active use of technology to close the Digital Use Divide.

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We connected this to Standard 5 Computational Thinker. Specifically 5.b as students are use technology and collecting data to solve problems and make decisions. Students are learning multiple avenues to solve problems (graphing by hand, graphing using technology) due to the implementation of computational thinking.

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In this project students in a class in America collaborated with students in Singapore to learn more about immigration. This is a good use of technology and group collaboration to expand the students' global perspective, which are key aspects of the profile of the South Carolina graduate.

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This activity met the standard of empowered learning and knowledge constructor as it explores a real world issue. It also folds the standards of innovative design and computational thinker as it has students using technology to build and assess the viability of their prototype tools and solutions. It also meets the standard of global collaborator as it folds the groups into teams.

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In the "Newton's Laws of Motion" scenario, something we noticed was that students were able to have visuals and hands on experience to further their understanding of what is being taught. Students took part in writing a script, creating a detailed storyboard, and working with technology to create a video. This interactive method of teaching allows students to be creative and demonstrate their understanding of the concept in their own ways. Students worked together in groups, which allowed for shared ideas and collaborative thinking.

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In the Biomes & Habitats scenario, students were placed into groups of 3 to conduct online research of 1 of the 7 biomes. They had to collaborate with their team as well as collaborate and teach the rest of the class about their biome. They had to use creativity to design their project. They also furthered their knowledge of technology, building upon the basic skills they already had.

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In the 8-11 age band scenario "We're All Immigrants," students research immigration stories and create digital presentations to share what they learned. This connects to the ISTE standards because they are gathering reliable information and using technology to tell these stories in creative ways. The activity also supports the Profile of SC Graduate by building communication, collaboration, and critical thinking skills, while also helping students develop empathy and cultural understanding

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In the section that discussed Newton's Laws of Motion, it was clear that this scenario exemplified the ISTE Standard of being an Empowered Learner. By actively engaging with the material through creating videos and storyboards online, they demonstrated their scientific understanding of the topic while showing their competency in technological use. Through this activity, students could transfer their discoveries of Newton's theories to a more fun, engaging, and modern medium.

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The “Programming with Robots” scenario is a great activity for young students to engage with technology in a fun way. Play is very important for children to learn about themselves and the world, so involving active technology in their playtime is a beneficial way for the children to interact with technology. They grow their knowledge through programming tasks, doing experiments, building mazes, and using creative thinking to apply their skills. Some of the characteristics in the Profile of the SC Graduate in this scenario are investigated through inquiry, use sources, learn independently, and design solutions.

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This activity was a great way to exercise student personal autonomy with the groups, while also giving back to the community. In regaurds to the ISTE standards, this promotes being a global collaborator, empowered learner, creative communicator, innovative designer, and knowledge constructer. Students were given a talk that asked them to think and create on their own, work with one another, and give back to the community in some way. This also fits the SC Graduate profile because it promotes creativity, innovation, critical thinking, problem solving, collaboration and teamwork, and communication. All of which are skills of the SC Graduate.

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With this project, students would be implementing ISTE Standard 1.3.c., which expects students to work together to research and curate information, as well as create a collection of artifacts that reflect their understanding of the subject. This collaborative work via technology is also reflected in Age Band Articulation section 3.a., which gives students the digital tools necessary to research information on topics of interest. Through this project, I believe students achieve some of the goals outlined in the Profile of The SC Graduate, such as being able to express themselves creatively, as well as develop a better global perspective.

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"Programming with robots" is an activity that helps young students learn through play while still engaging with technology. By programming, experimenting and using creative thinking, they build knowledge and skills that reflect the Scenorio of the South Carolina Graduate, as students practice inquiry, utilize resources, work independently, and design effective solutions.

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"Programming with robots" is crucial and will lay the foundation for children's critical thinking and program solving skills. It is also big on learning through play and having options on what to do. Programming is extremely important to help children have creativity and allow them to grow their minds

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In Scenario 2, the winter storm design challenge for 10–11-year-olds connects strongly to the Innovative Designer and Knowledge Constructor ISTE Standards. Students used a design process to brainstorm, plan, and prototype solutions like modified shovels or rock salt blowers, showing perseverance and creativity while solving real-world problems. They also demonstrated the Knowledge Constructor standard by exploring authentic community issues and using technology tools to communicate their solutions through video presentations. This activity helps students develop critical thinking, collaboration, and problem-solving skills—key characteristics in the Profile of the South Carolina Graduate—while also empowering them as responsible learners who can apply technology in meaningful and purposeful ways.

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For "Programming with robots", I connected this scenario with the "knowledge constructor" section of the age band articulation. The section states, "to find information on topics of interest." If students are granted the opportunity to interact with robots, there is an opportunity for them to discover an interest of coding. While simultaneously learning new technology as a form of "play".

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I connected this scenario to ISTE Standard 1 Empowered Learning. The students are using online graphing calculators to help them achieve their learning goals (1.1a). This tech tool allows students the ability to make predictions about the data and test their predictions. Students are able to receive immediate feedback on the data they are graphing (1.1c). Through this project, students gain critical thinking and problem solving skills, and knowing how to learn skills that are laid out in the Profile of the SC Graduate.

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I choose Newtons was of Motion because this activity lets students learn science by testing motion and forces through experiments and technology. It connects to ISTE standards because students build knowledge, think critically, and solve problems.

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When students participate in the programming with robots activity, they are completing each of the following ISTE standards, starting with innovative designers. The students are using technology to design a route for the robots and are also identifying problems during their run so they can match the directions to the maze they constructed. They are also fulfilling the standards for knowledge constructors and computational thinkers as they are critically thinking and using resources to produce creative outcomes with coding, while also developing strategies that use technology to test the outcome of their solutions. These learning experiences that students acquire through this activity also connect back to the profile of a South Carolina graduate, as students are critically thinking, problem-solving, and using creativity, all while increasing their understanding of technology.

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This activity was a great opportunity for students to express their knowledge with technology in an exciting and novel medium, which is referential to the creative communicator standard. When it comes to the prior research and compilation of materials and necessary steps, the students were empowered to construct that in any way they deemed fit. This allowed an avenue of creativity in this activity and would be under the ISTE standard of knowledge constructor due to their route to find the knowledge and compile it in their own way, as well as sharing it in a new way. The activity also develops students critical thinking skills and creativity. These are all world class skills being further sharpened with this simple assignment due to its open and student-centered nature. It is universally relevant and they know how to communicate that more clearly now, which is also in the profile of a SC graduate.