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What it looks like:

Students engage in play-based learning to explore solutions.

They experiment with different ways to solve a challenge and test their ideas.

They reflect on what worked and what didn’t, adjusting their approach.

Ideas:

Activities:

Building structures with different materials to see which holds the most weight

Using a digital drawing tool to create and revise designs

Recording a video reflection about their problem-solving process

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Developing specific questions to gather information on more open-ended problems. example: understanding weather patterns by researching and collecting data.

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What it looks like in:

Students...

State a problem in their own words

Ask questions before jumping to a solution

Understand issues in ways that technology can help

Example: Students notice that there has been a recess argument so they..

Define the issue

Identity when the issue happens

Decide to collect thoughts on a Google Form

What tools can we use?

Google Forms (to define questions)

Padlet (to brainstorm and think)

Class problem organizer (Who, what, when, why, what can cause issue)

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What it looks like in:

Students....

Decide what data they need

Collect info with surveys, watching, or measurements

Use spreadsheets to organize

Create a graph

Understand patterns

Example: Students are studying the weather sooo they...

Collect data on the temperature for a month

Put their data into spreadsheets

Create a line graph

Find the trends

Tools to use:

Google Sheets

Weather.gov student datasets

Canva for visuals

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What it looks like in:

Students...

Break larger tasks into steps

Identify key info vs what is extra

Create flowcarts

Organize parts before solving

Example: Students are writing an essay so they...

Identify claim

Gather evidence

Address counterargument

Draft

Revise

Tools that can be used:

Storyboarding

Google docs

Notetaking

Mindmeister (a mind mapping website)

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What it looks like in:

Students....

Create step by step instructions

Write if/then statements

Understand sequences

Find errors in their work

Example: Students are programming a character in Scratch to move through a maze so they start to understand...

Sequences

Loops

Conditionals (if/then)

Tools that can be used:

Code.org

scratch.mit.edu

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What it looks like in students:

Students are able to break down big problems into more manageable parts.

Students are able to solve problems using an algorithm.

Students are able to identify which information is important and what can be ignored.

Ideas:

Give students long math problems (5+2+1+3+2+4+5+6=) and encourage them to break it up into smaller parts and add their answers together in the end.

Develop steps that students can use when taking a test such as: read the question completely, read the answer choices, rule out any obvious false choices, reread the question, select my answer.

Create word problems that incorporate unneeded information for the question. Have students highlight the information needed to answer the question.

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What it looks like:

Students are able to use digital tools, like spreadsheets or charts, to organize and analyze data.

Students are able to determine if data is accurate before making conclusions.

Students can create graphs and charts out of data.

ideas:

Students can conduct a class interview about a desired topic (ex. favorite ice cream flavor) and are instructed to put their findings in a spreadsheet.

Have students complete an objective measurement (measuring the height or length) of something multiple times before they submit their final answer.

Using the data from the class survey previously mentioned, students complete a bar graph with the data.

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What it would look like:

Students are able to create drawings and diagrams to demonstrate complex systems.

Students are able to solve a big problems by breaking it into smaller components.

Students are able to propose solutions for complex problems.

ideas:

Students can draw the steps of the water cycle.

Have students work in a group and give them a hypothetical task (like plan a class field trip). Have students work together and breakdown tasks for each person to do (find a location, get transportation, provide lunch, etc.)

Have students brainstorm ways the school can improve the attendance levels (or any other problem).

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What it looks like:

Students can understand automated solutions and how it controls the production and delivery of some products.

Students can understand how they would develop an automated solution by using a sequence of steps.

Students understand that computers are automated and use an algorithm.

ideas:

Have students research or show a video of a modern day factory, like an Amazon warehouse, and ask them to reflect on how it would be different if instead of an automated solution there was people doing all these jobs.

Have students build a domino train that results in a ball going in a bucket. Have students describe the steps that need to occur in order for the last domino to push the ball in the bucket.

Have students create an algorithm of their own for a simple task, like brushing your teeth or making a sandwich.

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Computation Thinker:

With guidance from an educator, students will be able to identify a problem and select appropriate tools to explore and find solutions.

With guidance from an educator, students will be able to analyze age-appropriate data and identify patterns and categories by looking for similarities.

With guidance from an educator, students will be able to break a problem into parts and identify ways to solve the problem.

Students understand how technology is used to make a task easier or repeatable and can identify real-world examples.

Example: Students have a class pet they can volunteer to take home and care for on weekends. There is currently a signup sheet for people who express interest in volunteering that is put out at the beginning of each month. However, it is first-come, first-served.

Students identify the problem: the first-come, first-served sign-up sheet is unfair. Students who cannot participate feel left out.

Students make observations and collect data on the current system. They conclude that it is unfair because some people arrive earlier to class and can fill out the sign-up roster first. The data they collect reflects that a couple of students get to take home the class pet more than anyone else.

They propose a new system with a master roster of volunteers to take the class pet home, and a fair, alternating system that goes down the list, randomized at the beginning. To help others feel more included, students can share and comment on a classroom Padlet created for memories of the classroom pet.

What tools can we use?

Google randomizer

Google sheets

Google calendar

Padlet

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In grades 3–5 (ages 8-11), this would look like students clearly describing a problem before jumping into solving it. They would identify what the problem is, what information they need, and what constraints they have (time, materials, etc.) with teacher guidance. Instead of just saying “We need to fix this,” they would be able to explain what specifically needs to be solved and how technology could help.

Examples:

Defining the problem: “Our class wastes too much paper during art projects.”

Identifying constraints: “We only have recycled materials and 30 minutes.”

Deciding how tech can help: “We can use a Google Form to collect data about how much paper we use each week.”

The students are not coding advanced programs yet, but they are learning to think clearly and strategically about problems before solving them.

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What it looks like:

With guidance from an educator, students will determine what data they need to collect to solve a specific problem.

With guidance from a teacher, students will determine age-appropriate places to search for and gather data

With guidance from a teacher, students will use digital tools to collect and analyze data

Example:

Students are learning about migration patterns in science class. They relate what they are learning in class to what they have observed outside and notice that the number of geese in the area has declined.

In the classroom, with their teacher's help, they want to learn why and when geese started their migration.

They record their observations and use the teacher-provided websites to conduct research. They also research specific animal sightings in the area.

Students use graphs to track the number of sightings over time and by season.

Students conclude that geese have migrated and can explain why to their teacher and peers.

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For students ages 8–11, this would look like students collecting or identifying relevant data and using digital tools to organize, analyze, and represent it in meaningful ways. Instead of the students simply gathering numbers they would think about what data they actually need, how it helps answer a specific question, and which type of graph or chart best represents their findings. They start to recognize patterns and trends in the data and then use those patterns to draw conclusions or make decisions. With guidance of teachers the students will also start explaining what their data shows and why it matters.

Examples:

Surveying classmates and creating a bar graph in Google Sheets

Tracking daily temperatures and making a line graph

Collecting reading data and comparing class trends

Analyzing cafeteria waste and discussing solutions

Tools:

Google Forms (collect survey data)

Google Sheets or Excel (create charts and graphs)

Canva (visual charts/infographics)

Padlet (explain and share findings)

This builds students’ ability to interpret data, recognize trends, and use evidence to support decisions and not just record numbers.

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This would look like students (ages 8-11) breaking a larger problem into smaller, manageable parts before trying to solve it. Instead of feeling overwhelmed they would just need to identify the key pieces of the problem and focus on solving one step at a time. With help from the teacher they will learn to separate important information from unnecessary details and organize their thinking.

What this looks like:

Breaking down a multi-step math word problem

Separating parts of a science experiment (question, procedure, data)

Dividing a writing task into brainstorming, drafting, and revising

Breaking a community issue into causes and possible solutions

Tools That Could Support This:

Canva

Mind-mapping tools

Scratch or Code.org

Google Docs outlines

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For students 8-11, this would look like students creating clear and step-by-step instructions to solve a problem or complete a task. They would understand that directions must be specific and in the correct order especially when they are using technology. With guidance, students would test their steps and revise them if something does not work.

What this looks like:

Writing steps to solve a math problem

Creating simple coding sequences

Designing directions for a science experiment

Explaining a process so someone else can follow it

Tools:

Code.org

Minecraft Education

Google Drawings

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What it looks like:

Providing students with a problem.

Identifying key relationships between parts of the problem.

Students will show their thought process in a clear and organized manner.

Example:

The educator will demonstrate examples of how to solve equations using graphics, drawings, blocks, words, etc.

(5+5, 10-5, 6x5, 30/6)

Students will identify the parts of the equation and the relationship between addition and subtraction, and multiplication and division

After working on equations, we will move to word problems, where students will decompose the problem by identifying key terms and values, and demonstrate the steps they must take to solve it.

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What it looks like:

Students participate in problem-solving games.

Students answer scientific questions by using the scientific method.

Students are able to solve problems step-by-step.

Activities:

Testing their hypothesis using the scientific method

Learning about and practicing basic coding skills

playing digital games that are timed and involve problem-solving

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With teacher guidance, students identify a simple classroom problem such as, “Which center do students like most?” or “How can we show how our plant is growing?” The teacher helps students choose an appropriate tool such as a graphing app, or drawing app to explore solutions. Students begin understanding that different tools serve different purposes.

Tools

-Google Forms (teacher-created surveys)

-Seesaw for recording thinking

-Digital drawing apps

-Interactive whiteboard brainstorming

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Students collect simple data such as favorite snacks, weather or pets. With guidance, they look at a digital graph or picture chart and identify patterns such as “Most students chose apples” or “It rained more this week.” They sort items into categories and explain similarities and differences.

Tools

-Google Sheets auto-generated graphs (teacher-led)

-ABCya graphing games

-Digital tally charts

-Class weather tracking charts

-Padlet for sorting pictures into categories

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Students break larger tasks into smaller steps using sequencing language (first, next, then, last). For example, when designing a habitat, they identify shelter, food, and water as parts of the problem. In math, they identify steps to solve a word problem.

Tools

-Flowchart templates in Google Slides

-Bee-Bots (planning movement step-by-step)

-LEGO building challenges with planning sheets

-Visual step anchor charts

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Students recognize that technology can follow instructions repeatedly and make tasks easier. For example, they see how a robot follows commands exactly, or how a graph automatically organizes data. They can identify real-world examples such as traffic lights, timers, or washing machines.

Tools

-Bee-Bots

-ScratchJr

-Classroom timers

-Comparing hand-counting vs. digital graphing

-Simple coding games with repetition

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In preschool-2nd Grade (ages 4-7), problem definitions look like students noticing small, real problems in their classroom or daily routine. With teacher guidance, they clearly state what the problem is instead of only reacting to it, then think of possible way to solve it and decide which tool would help them the best. At this level the focus is not independence but learning that problems can be named, thought through, and fixed or helped with the correct tool/s.

Some tools we can use are voting app/websites, timers, digital drawing tools, graphing tools, general internet for investigation. After using these tools, we can ask "Did this tool help solve our problem? Why or why not?" Another idea to promote computational thinking is by keeping a running class chart that shows the problem, the tools used, and whether it worked, visually reinforcing that tools must be chosen with purpose.

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What it looks like in students:

In a first-grade classroom, students gather simple information and use digital tools to organize it in a way they can see and understand. They look for patterns and start to see that data helps answer questions and support ideas. Not just "counting" or "voting" but using data to notice something about the class or outside circumstances. Some ideas I had to implement to cultivate this substandard are digital class polls(using Seasaw or similar software) to collect answers to a question and projecting the results to guide the students to notice the trends, teacher-guided digital bar graphing using google sheets, Have students take photos of objects around the classroom and sort them into categories or albums. My last idea is to implement a weekly data routine, tracking something consistent over time can help them think more deeply about analysis, at the end of the week ask the students what they notice has changed or stayed the same.

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What it looks like in students:

In a first-grade classroom decomposing problems looks like students being encouraged to slow down and break a task into manageable parts, instead of jumping straight into solving. They can plan the steps first, building early problem-solving habits and helping them approach challenges more thoughtfully. Some ideas I had to help cultivate this substandard are digital story planning using Book Creator, where they can plan beginning, middle, and end. Using Popplet to break topic into parts(plant-> roots, stem, leaves, water, sunlight) so students can see how one big ideas is made of smaller pieces that all work together; also using drag-and-drop sequencing tools where students put steps in order and then discussing why this order makes sense, help reinforce structured thinking.

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What it looks like:

With guidance from an educator, students analyze age-appropriate data and look for similarities in order to identify patterns and categories.

Example:

Activity: The Button Sort

Each student is given a bowl with different buttons (different colors, sizes, number of holes, and shapes)

Ask students to sort the buttons into two cups without specific directions.

Once sorted, ask students: "How did they sort their buttons" (color, shape, size, or number of holes).

Tools:

Use Google Forms to collect data from each student including their choice of sort.

Digital graphing tools to show how each student initially sorted their buttons such as ABCya Graphing.

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What it looks like in students:

In a first-grade classroom, Algorithmic thinking looks like students learning that technology follows exact step and does not guess. It looks like practicing creating clear, ordered direction and seeing what happens when a step is missing or out of order, this can help them understand how algorithms work in a simple, hands-on way. Some ideas I had to implement this substandard into the classroom are using a "bee-bot", students can input simple directions and immediately see if the robot goes the wrong way and fix if needing to. One student giving step-by-step directions like "take 3 steps forward. Turn right," and other students following these directions, this can be a fun interactive way for students to understand order of operations and algorithmic thinking.

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With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions.

What it looks like:

The teacher sits the students in a circle and shows the students a plant whose leaves are turning brown and wilting. The teacher asks:

What do you notice?

What looks different?

What might be wrong?

With teacher support, the class defines the problem and figures out what it needs (more water, more sunlight).

Students use:

A tablet to look up how often plants need water.

A classroom weather app to check sunlight patterns.

A digital timer to remind them to water it.

Students learn:

To clearly name the issue.

That different tools serve different purposes.

That they explore, find solutions, and test ideas.

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What this looks like in K–2 classrooms:

In early elementary classrooms, students learn to notice problems in their everyday environment and talk about how they might solve them with guidance from the teacher. The teacher models how to turn observations into a clear problem by asking questions and helping students explain why the issue matters. Students discuss possible solutions and consider how simple technology tools can help them gather information, organize ideas, or test their thinking. Over time, students begin to understand that technology can support learning and problem solving, and that solving a problem involves observing, asking questions, exploring ideas, and trying solutions.

Example classroom scenario:

The teacher gathers students during morning meeting and brings attention to the classroom library, where books are often misplaced or difficult to find. Students share observations about the problem and why it makes reading time harder. With guidance, the class works together to clearly define the issue and think about how technology could help them learn more and organize their ideas before choosing a solution to try.

Tools / Activities to support this:

- Using a tablet or iPad to take photos and document the problem so students can revisit and discuss it.
- Using a simple classroom poll or brainstorming tool (such as Seesaw or an interactive whiteboard) to collect student ideas and possible solutions.

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What this looks like in K–2 classrooms:

In early elementary classrooms, students begin learning that information can be collected and used to answer questions and make decisions. With teacher guidance, students gather simple classroom data, talk about what it means, and use basic digital tools to organize and display it in a visual way. The teacher models how to ask a clear question, collect responses, and look for patterns together. Students practice comparing results, noticing which choices are most common, and discussing how the data helps the class make a decision. Over time, students begin to understand that data is useful for explaining ideas and solving everyday problems.

Example classroom scenario:

The teacher asks the class to help decide which center activity should be added next week. Students vote for their preferred activity, and the teacher guides the class in recording the responses and creating a simple digital graph. Together, students look at the graph, discuss what they notice, and use the results to make a class decision.

Tools / Activities to support this:

- Using a simple digital graphing tool or smartboard chart to display class results.
- Using a classroom poll tool (such as Seesaw or Google Forms) to collect student responses.

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What this looks like in K–2 classrooms:

In early elementary classrooms, students learn that big problems can feel easier when they are broken into smaller steps. With teacher support, students practice identifying the important parts of a task and deciding what needs to happen first, next, and last. The teacher models how to slow down thinking, focus on key information, and create simple plans before starting work. Students begin to understand that planning helps them stay organized and complete tasks successfully, and that many classroom routines and projects follow a step-by-step process.

Example classroom scenario:

The class is preparing to create a digital class book. Students initially feel unsure about where to begin, so the teacher guides them in breaking the project into smaller steps such as choosing a topic, drawing pictures, writing sentences, and putting pages together. The class discusses the order of the steps and refers back to the plan as they work.

Tools / Activities to support this:

- Using a digital checklist or visual schedule to track each step of a project.
- Using a simple sequencing or planning app to organize steps in order.

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What this looks like in K–2 classrooms:

Students begin to notice how technology helps make classroom routines faster and easier. With teacher guidance, they discuss tools that repeat tasks, give reminders, or support learning. Through conversations and observation, students connect classroom technology to real-world examples and understand that technology helps people stay organized and work more efficiently.

Example classroom scenario:

The teacher points out the classroom timer used for center rotations and asks students how it helps the class. Students explain how the timer signals when to switch activities and helps everyone stay on schedule without constant reminders.

Tools / Activities to support this:

- Using a classroom timer or reminder app to automate transitions and routines.
- Using a read-aloud or practice app that provides repeated learning support.

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What it looks like in students (with guidance from a teacher):

gather real-world data (experiments, sensors, etc)

Which data is relevant for a given question or problem

The use of digital tools to analyze patterns or trends

present findings with visualizations or drawings, and not just numbers

Tools (with guidance from a teacher):

google sheets

desmos

infographic tools (Canva, Google Drawing)

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What it looks like in students (with guidance from a teacher):

breaking down larger tasks into smaller tasks

Identify or understand the difference between essential and irrelevant information

Having the ability to create models

Tools (with guidance from a teacher):

checklists and task breakdowns (multi-step project planning)

scenerios

flowcharts

graphic organizers

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What it looks like in students (with guidance from a teacher):

the understanding of the idea of precise instructions

Being able to write step-by-step instructions

Build and test automated solutions

recognize automated situations in life

Find problems in processes and fix them

Tools (with guidance from a teacher):

if-then reasoning tasks

designing classroom procedures as algorithms

flowchart design

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What it looks like in students (with guidance from a teacher):

recognize that a problem does exist

being able to describe the problem

being able to know what is wrong and right

Identify what they are trying to fix

connect problems with solutions or tools

Tools (with guidance from a teacher):

experiments

visualize problems

drawing apps

Seesaw

classroom scenarios

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What it looks like:

Students can state a problem in their own words

can brainstorm possible contributors to this problem

can discuss who this problem might affect

can discuss with peers and collaborate to come up with a more accurate definition as a group

can connect the issue to technology and reflect on the pros and cons of using technology to solve this issue

can reflect on where/when similar issues have occurred

Ideas to cultivate:

After the issue is introduced, go around the room and ask each student to share how they would define the problem in one sentence

have students fill out a "who, what, where, when" sheet, detailing the specifics of this issue

Have students turn to a partner and talk about what this issue reminds them of

Have students brainstorm one solution using technology and write a list of three strengths of this idea and three constraints

Put students into groups and have them come up with one definition for the problem together

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Students:

can determine what data is relevant based on time and situation

can organize data into a google docs or sheets

can represent data using a chart or drawing

can use proper key words and search engines to find appropriate data

Ideas to cultivate:

mini lesson on three different types of charts students can use to represent their data

challenge them to come up with their own type of chart or visual to represent the data

online assessment sheet where students gather their resources and record their data

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Students:

can break down a complex issue into a list of events

can identify relevant information from unimportant information in an issue statement

can "cut down" an issue into a list of only the relevant information

Ideas for cultivation:

Students fill out a "snowball effect" chart and list the causes and effects that lead to the issue discussed

Discuss the issue and write it on the board. Go around the class and ask each student to take out one unimportant piece of information until only the needed information is left

Give students a handout with a few sentences describing the issue, and have them circle all the most important information

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Students:

understand how to identify patterns between problems and solutions

Experiment making a solution with multiple steps

discuss ways problem-solvers can ensure one method generates the same result each time

break the issue into many small issues and create a series of steps to solve each one

Ideas to cultivate:

Start lesson with a small baking/cooking day, showing how a recipe is like an algorithm because it tries to produce the same results

Talk to students about an issue that occurs in multiple different places. Have them try and come up with a multistep plan that can solve this issue in each place. Discuss how the difference in place may cause variations in results

Have students build a tower out of cups, which falls if someone blows on them. Have them come up with ways to solve this problem across every child's individual tower. (By using glue or tape, for example).

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With guidance from an educator, students break a problem into parts and identify ways to solve the problem.

What this looks like:

Students talking through problems

Teachers guide thinking instead of giving answers

Visual steps posted around the room

Children learning that big problems become smaller ones when they take them one step at a time.

In the classroom, activities can include:

Sequencing daily routines

Planting seeds step-by-step

Retelling stories in order

Tools:

ScratchJr (story sequencing)

Digital story maps

Bee-Bot

Graphic organizers or flow charts

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Students understand how technology is used to make a task easier or repeatable and can identify real-world examples.

What this looks like:

Students demonstrate when they can explain technology in simple, concrete terms, such as:

The teacher asks the students to write the number 8 on a piece of paper. Then, asks them to write it 20 times.

Students learn:

Their hand gets tired.

Some 8's start to look messy or different.

It takes a long time.

Teacher introduces the calculator and shows them how to press 8+ 8 =. Then, the teacher shows them how to use the = as a repeat function for adding 8, 20 times.

Students learn:

The calculator shows 8,16,24,32...instantly.

The calculator helps us add faster

The numbers always look the same.

It works the same way every time.

The calculator saves time.

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What this looks like:

Students are given instruction from an educator and are able to determine what would be the right way to complete a task.

Students look for easier/ more efficient ways to accomplish the task within the parameters given.

Example: Student notices that the colored pencils need to be sharpened as it looks like they have not been cared for since the beginning of school. Educator has stated the students should care for their supplies as they only had a limited amount.

- Ideas:

Students would understand that supplies are limited as per the educators guidance.

Students would take responsibility and determine a possible solution.

Students could determine what other supplies are not cared for or are running low.

Students could utilize an online 'chore' sheet for students or groups of students to follow.

Students would divide work accordingly based on access (where students sit in the class) and ease of task (how difficult is the task to complete on a daily schedule)

Students could determine if the chore sheet should be rotated to ensure equality in students tasks.

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What this looks like:

Students are able to recognize data and different points.

Students are able to use technology such as graphs, pie charts, or polls to get data.

Students are able to determine quality of data numbers and results.

Example: Student is wanting to determine who is the favorite teacher in their grade level.

- Ideas:

Students would be able to understand data can be represented in many forms. (Men v Women, Older v Younger)

Students would think of the easiest way to gather information between their classmates and through other classes.

Students could gather a poll between students by having a group of students spread out among the others and ask.

Students would determine the data points and present the data as unbiased information to determine their answer.

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What this looks like:

Students are able to take in information about a task and break apart all the needed components into smaller more manageable pieces.

Students are able to separate the useful information from the information that is not vital for the task.

Example: Student are given the task of organizing their desks/work area.

- Ideas:

Students recognize the task given to them and are able to tell what needs to be done.

Students take the task apart into smaller steps recognizing that organizing is different from cleaning and putting things away.

Students see pencil marks/ other marks on their desk but ignore them for the time being as cleaning them would not be a part of the assigned task.

Students are able to separate their supplies into differing sections as well as recognizing some materials may not be necessary.

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What this looks like:

Students recognize the need for automation and understand the importance.

Step by step instructions are able to be followed as well as repeated.

Students recognize patterns and understand if they need change or why they are important.

Example: Student recognizes that there is a lack of organization in students personal spaces. (cubby or hanger) Student notices that there is a pile near the door of coats and bags and there is always difficulty when trying to leave the room at the end of the day due to this problem.

- Ideas:

Students would come up with a plan to organize the bags and jackets for students.

Students would each get a designated area located near the wall closest to their desk.

Students would make a pattern of walking in every day to their section and putting their things away.

When leaving students would leave the room based on who is closest to the door to avoid any pile ups or interruptions in automation.

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What This Looks Like:

Students notice when something is not working and explain the problem in simple words.

Example:

During circle time, students notice that not everyone can see the book the teacher is reading. With teacher support, students identify the problem and offer solutions.

Students say what the problem is.

Students explain why it matters (everyone needs to see).

Students suggest simple solutions, such as sitting closer or moving the book.

Students help decide what change will fix the problem.

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During circle time, some students say they cannot see the book.

The teacher asks the students who can see the book and who cannot.

Students raise their hands, and the teacher records the information on the board. Now students can see the data and understand how many classmates are affected.

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During circle time, students notice that some classmates cannot see the book.

With teacher guidance, the class breaks the problem into smaller parts:

Where are students sitting?

How big is the book?

How far away are some students?

Are students sitting or standing?

By talking through each part, students understand why the problem is happening.

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What This Looks Like:

Students create and follow simple step by step directions to solve a problem.

Example:

During circle time, students notice that some classmates cannot see the book.

After defining the problem and breaking it into parts, the class creates a simple plan:

1. Ask who cannot see.

2. Move those students closer.

3. Hold the book higher.

4. Check again to see if everyone can see.

Students follow the steps in order to fix the problem.

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What it looks like in:
Students...

State a simple problem in their own words

Notice when something is not working and talk about it

Ask questions before jumping to a solution

Think about how technology could help with the problem

Choose from teacher-provided digital tools to explore solutions

Try a tool with guidance and see if it helps

Example: Students notice that the class gets too loud during center time, so they...

Find the issue

Identify when the issue happens

Talk about why it may be happening

Decide to use a simple tool to help manage noise

Try a solution and see if it improves the problem

What tools can we use?

Google Forms

Padlet

Class problem organizer

Digital timer

Voice level app

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What it looks like in:
Students...

Look at the simple data that their teacher helps collect

Compare things to see what is the same or different

Group information into categories

Notice patterns in pictures, numbers, or class results

Talk about what they observe in simple words

Use basic digital tools to help sort and organize information

Example: Students are trying to figure out what playground game the class likes best, so they...

Collect class answers

Look at the results together

Sort responses into categories

Compare which choice has more, less, or the same

Notice patterns in the class preferences

Use the results to talk about which game is most popular

What tools can we use?

Google Forms

Padlet

Picture graphs

Interactive whiteboard/Smartboard

Class chart organizer

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What it looks like in:
Students...

Break a big problem into smaller, simple steps

Talk through one part of the problem at a time

Identify what needs to happen first, next, and last

Use teacher support to make a plan

Think about different ways to solve each small part

Use digital tools to organize steps and ideas

Example: Students notice that cleanup time takes too long, so they...

Define the problem

Break it into parts

Identify what should be done first, next, and last

Talk about which part is the hardest

Choose a tool to help organize the steps

Follow the steps and see if cleanup gets easier

What tools can we use?

Visual checklist app

Digital timer

Interactive whiteboard/Smartboard

Teacher-made step chart

Simple sequencing games

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What it looks like in:
Students...

Notice that some tasks happen in the same order every time

Understand that technology can help repeat steps

Recognize that digital tools can make a job faster or easier

Follow simple step-by-step routines with teacher guidance

Begin to connect repeated steps to everyday classroom tasks

Identify real-world examples of technology doing repeated actions

Example: Students notice that getting ready for dismissal takes a long time, so they...

Define the issue:

Identify the steps that happen every day

Put the steps in order

Use a digital visual checklist or timer to repeat the routine

Follow the same steps each day

Notice that repeating the same order helps make the task easier

What tools can we use?

Digital timer

Visual checklist app

Interactive whiteboard/Smartboard

Teacher-made digital slides

Class schedule app

Recorded voice directions

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What it looks like:

Students with the guidance of a teacher break down a big problem into smaller problems

Students with the guidance of a teacher try to identify ways to solve smaller problems

Students with the guidance of a teacher research or gather information that could help with solving problem

Students with the guidance of a teacher are to identify the important information needed

Example: Students are to complete different number sequences

Identify differences and similarities between each number (addition, subtraction ect.)

Eliminate unnecessary information such as patterns that do not align

Break down pattern into smaller patterns

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In grades 3-5, the students are at an age where they can strongly identify a problem before solving it. They can identify the issue, what is needed to solve it, and the required materials. An example of this would be them openly stating that they need to work to fix something, and then taking that action to do so.

-Discuss what the issue is

-Come up with multiple ways to fix

-Connect that issue with technology to see if the technology can help solve it

Ideas:

-Allow students to chat with a partner to discuss the strengths and weaknesses of solving this problem

-Have the students group up and work together to solve

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What it looks like in students:

State a classroom problem in their own words

Ask “why” and “what happened?” questions

Explain when and where the problem occurs

Suggest simple ideas before jumping to a solution

Recognize when technology could help

A list of tools:

Google Forms

Padlet (brainstorm ideas together)

Seesaw (record voice explanations)

Classroom timer apps

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What it looks like in students:

Collect simple data

Use pictures or objects to represent information

Compare amounts (more, less, same)

Notice patterns in class data

Help create simple graphs with teacher guidance

A list of tools:

Seesaw (picture graph activities)

Google Sheets (teacher-guided class graph)

Tally charts

Smartboard

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What it looks like in students:

Break a task into smaller steps

Use “First, Next, Then, Last” language

Identify important steps vs. extra details

Organize ideas before starting work

Create picture sequences to show order

A list of tools:

Storyboard templates

Sequencing cards

Google Slides (drag-and-drop steps)

Scratch Jr. sequencing activities

Pocket chart for physical sequencing

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Looks like:

-Able to collect data and information

-Create charts, graphs and tables

-Communicating with partners/peers

-Collect information needed

Example:

If students are studying trends in weather they can research, collect data from past months and current month, find trends and patterns in the weather.

Tools:

Padlet (for communication)

Canva/slides (to create visuals and charts)

Google sheets (for graphs and tables)

By doing all of this, we are allowing the students to become more confident with reading data, making charts etc and making decisions based off of research that they conducted themselves.

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What it looks like in students:

Create clear step-by-step instructions

Use if/then language in simple ways

Follow directions literally (robot activity)

Debug mistakes when steps don’t work

Recognize sequences and patterns

A list of tools:

Grid floor mats

Direction cards (left, right, forward)

classroom games

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When students are feeling overwhelmed, they can take a larger problem and break it into smaller ones. When we are often overwhelmed, sometimes pointing out the small key things helps us to focus on the main issue and solve it faster.

This can look like:

-Breaking apart a complex math problem

-Writing down steps they need to take

Tools:

-Google sheets

-Canva

-Paper and pencil

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What it looks like from students:

-creating step-by-step instructions, easy to understand

-Find new ways to solve problems

-Look back at what went wrong or what did not work so that they can improve.

Ideas/tools:

-Write down in a journal what steps they took and what they tried

-Explain in depth what they did instruction wise so that they can better understand what they did, and so their peers can understand as well.

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This indicator describes using technology to analyze data and practice algorithmic thinking, with the help of an educator. In the classroom, I could walk students (on their computers) through a step-by-step process using a data organizer on an online program. We could then have a discussion to talk about what the data means, and therefore practicing algorithmic thinking.

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This indicator describes selecting effective technological methods to describe data. In the classroom, I could show students why it is important to use particular graphs for specific reasons. For example, a pie chart is better to show opinions, but a line graph is better to show change over time. This would also teach the students how to use these graphs with online systems.

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This indicator describes breaking down a problem into smaller parts in order to efficiently create possible solutions. I could ask the class to pose problems in our community, like traffic. I would then ask the students to break the problem down into smaller parts (ex. Why is this happening?). Once the problem has been broken down, the students could work together to find solutions to each step of the problem.

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This indicator describes using technology for algorithmic thinking. This means using or developing an online system to run step-by-step algorithms (or programs) to more efficiently create a solution. Coding programs are commonly used in the classroom to practice this. Coding programs like scratch teach students how to use technology to follow steps exactly in order to create the desired final result.

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Sydnie Capriola Secondary Students (14-18) 

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Sydnie Capriola Secondary Students (14-18) 

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High school students can demonstrate the indicator by intentionally selecting digital tools that best fit their purpose, audience, and message. At this level, students should be making more independent and justified choices, for example, deciding whether a data-heavy argument is best communicated through a visualization tool or whether a persuasive message would be more effective as a video or podcast. They should be able to explain why their chosen platform enhances clarity, engagement, or impact, rather than simply using a familiar tool.

Tools

Presentation tools (Google Slides, PowerPoint, Prezi)

Video editing tools (iMovie, WeVideo, Adobe Premiere Rush)

Audio/podcasting tools (GarageBand, Audacity, Anchor)

Graphic design tools (Canva, Adobe Express, Adobe Photoshop)

Infographic tools (Piktochart, Canva)

Website builders (Google Sites, Wix, WordPress)

Data visualization tools (Google Sheets, Excel, Tableau Public)

Collaboration and publishing tools (Padlet, Flip, Microsoft Teams)

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Sydnie Capriola Secondary Students (14-18)

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Sydnie Capriola Secondary Students (14-18)

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In a high school setting, this means students are not just consuming or copying content, they are creating their own work or thoughtfully combining existing digital materials (such as images, text, audio, or video) to produce something new. They should also demonstrate understanding of copyright, fair use, and Creative Commons, giving credit where it is due and transforming sources in meaningful ways rather than simply copying them.

Examples

Creating an original short film using their own footage and adding properly cited music or sound effects

Designing a digital infographic that combines original data with cited images or icons

Producing a podcast that includes student-written script and credited sound clips or interview excerpts

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Sydnie Capriola Secondary Students (14-18)

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Sydnie Capriola Secondary Students (14-18)

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In a high school classroom, this means students are not just explaining ideas, they are using digital tools to represent complex thinking in multiple ways, making their ideas easier to understand. This might include turning data into visuals, building models, or using simulations to explain concepts that are difficult to show with words alone.

Examples:

Creating a data visualization (chart, graph, or dashboard) to explain trends in scientific or social data

Building a digital model (3D model or simulation) to represent a scientific process like cell division or climate systems

Designing an interactive map to show geographic patterns or historical events

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Sydnie Capriola Secondary Students (14-18) 

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Sydnie Capriola Secondary Students (14-18) 

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Students are making intentional decisions about how to present their work to specific audiences. They adjust tone, format, visuals, and language depending on who will be viewing their work (e.g., peers, community members, experts, or younger students).

Examples

Creating a persuasive video that uses visuals, tone, and pacing designed to influence a specific audience

Designing a presentation with language and visuals tailored for a peer audience versus a formal audience (like a school board)

Publishing a blog post written in a conversational tone for a general audience

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What it looks like in students:

Choose from teacher-provided options:

Let’s draw it

Let’s count it

Let’s use the ipad

Begin connecting tools to purpose

Example:

We should make a chart to see which snack is most popular

Tools:

Choice boards with pictures

Teacher modeling

We have numbers, let’s use a graph

Centers with different tool options

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What it looks like in students:

Sort objects into groups

Identify simple patterns: colors, shapes, sizes

Use language like: same, different

Example:

Sorting animals into land vs water groups

Tools:

Sorting apps: google slides (drag and drop)

Manipulatives

Pattern games and songs

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What it looks like in students:

Follow guided steps

Help complete partially given sequences

Work with a partner or group

Example:

Teacher gives steps for planting seeds, students help order the steps

Tools:

Step cards: out of order, students fix

Interactive whiteboard sequencing

Partner talk

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What it looks like in students:

Recognize everyday technology

Understand basic purpose: it helps us

Example:

Comparing counting by hand vs using a digital counter, using a calculator

Tools:

Show and tell with real tools: calculator

Videos of machines/robots

Simple classroom comparisons: write vs type

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This indicator looks at students developing and employing strategies that help them solve problems with the help of technology. In my classroom, we could look at data from the great depression concerning declining employment rates as well as rising prices and see what kind of policies could have been used to help the American people during that time period. Students could look through different economic plans given to them and pick the one they think would help improve employment rates as well as overall conditions in the country and test them to see if they would work or not through a simulator that would go through what would happen to the employment rate and wealth rate after their policies go into effect.

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In this age band, the indicator looks like the students organizing the data they compile and using technology to solve problems and make decisions. An example in the classroom could be students using a google sheets form to organize sources they find to help them solve an issue within a historical topic of their choosing (i.e. why the reconstruction era failed in the beginning, why it took America so long to join ww2, etc.)

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In this age range, students identify pieces of information that are vital to helping them solve problems and break the problem down into manageable parts to make it easier to understand and explain. It would look like using a chart to sort out which events happen when or using a chart to determine what problems can be solved using similar solutions. An example of this in the classroom would be having students break down a major historical event into smaller events and determining which smaller event caused the biggest impact in the greater event.

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Students are able to design and automate solutions and use algorithmic thinking to get these solutions. This may look like creating a flow chart to show how some events led to a certain historical event that is extremely important. They can use it to highlight a significant moment that changed the trajectory of an event and led to a much bigger problem/event in history.