Standards
The Public Schools of Brookline Technology Literacy Standards are based on the following State and National standards:
The Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework (State Standards) 2016 and
The ISTE Standards for Students (National Standards) 2016
The Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework (State Standards) 2016 and
The ISTE Standards for Students (National Standards) 2016
2016 Massachusetts Digital Literacy & Computer Science (DCLS)
Curriculum Framework (State)
Kindergarten - Grade 2
Early elementary school students are introduced to foundational concepts by integrating basic digital literacy skills with simple ideas about computational thinking. They learn that tools help people do things better, or more easily, or do some things that could otherwise not be done at all. Through the exploration of differences between humans, computing devices, and digital tools, students begin to understand if, when, and how they should use technology.
Strand 1: Computing and Society (CAS)
Strand 2: Digital Tools and Collaboration (DTC)
Strand 3: Computational Thinking (CT)
Students in this grade span develop concepts through exploration, discovery, and creativity with the guidance, support, and encouragement of their educator. They design, build, and test inventions and solutions through exploration and play. The standards are designed with a focus on active learning, creativity, and exploration. Standards for the earliest grade span allow teacher flexibility in deciding when students are ready to use technology. Basic technology skills may be learned through the use of manipulatives, pencil-and-paper, and other manual methods through which children acquire basic skills. Many skills introduced in this grade span will be further developed in later grade spans.
Strand 1: Computing and Society (CAS)
- Understand basic safety and security concepts and basic understanding of safe information sharing.
- Explore what is means to be a good digital citizen.
- Observe and describe how people use technology and how technology can influence people.
Strand 2: Digital Tools and Collaboration (DTC)
- Develop basic use of digital tools and research skills to create simple artifacts.
- Develop basic use of digital tools to communicate or exchange information. Computing Systems (CS)
- Understand that computing devices take many forms and have different components. • Consider basic structures of computing systems and networks.
- Explore human and computer differences to determine when technology is beneficial.
Strand 3: Computational Thinking (CT)
- Explore abstraction through identification of common attributes.
- Create and enact a simple algorithm.
- Understand how information can be collected, used, and presented with computing devices or digital tools.
- Create a simple computer “program.” • Use basic models and simulations.
Students in this grade span develop concepts through exploration, discovery, and creativity with the guidance, support, and encouragement of their educator. They design, build, and test inventions and solutions through exploration and play. The standards are designed with a focus on active learning, creativity, and exploration. Standards for the earliest grade span allow teacher flexibility in deciding when students are ready to use technology. Basic technology skills may be learned through the use of manipulatives, pencil-and-paper, and other manual methods through which children acquire basic skills. Many skills introduced in this grade span will be further developed in later grade spans.
Grades 3-5
Upper elementary students learn to differentiate tasks that are best done by computing systems or digital tools and those best done by humans. Students explore a variety of computing devices and digital tools and further develop their computational thinking problem solving skills. As students progress through grades 3–5, they begin to evaluate the uses and limitations of existing artifacts and modify parts of existing artifacts to develop something new. Students are able to describe and document their computational work in writing, using presentation tools and through demonstrations of their work.
Strand 1: Computing and Society (CAS)
- Understand safety and security concepts, safe and appropriate use of technology, and how to deal with cyberbulling.
- Demonstrate responsible use of technology, digital content, and interactions.
- Observe and describe how technology can influence people.
- Basic understanding of digital media messaging and equity of access to technology.
Strand 2: Digital Tools and Collaboration (DTC)
- Use digital tools and keyboarding skills to publish multimedia artifacts.
- Use digital tools to communicate or exchange information.
- Develop intermediate research skills to create artifacts and attribute credit.
Strand 3: Computing Systems (CS)
- Understand different computing devices and their components.
- Use different computing devices and troubleshoot and solve simple problems.
- Differentiate tasks that are best done by computing systems and humans.
- Understand the components of a network and basic network authentication.
- Basic understanding of services.
Strand 4: Computational Thinking (CT)
- Create a new representation and breakdown a larger problem into sub problems.
- Write, debug, and analyze an algorithm.
- Understand databases and organizing and transforming data.
- Write, debug, and correct programs using successively sophisticated techniques.
- Create a model and use data from a simulation.
With increased maturity, students in third through fifth grade are able to engage in learning in ways that are both more systematic and creative. Upper elementary is a critical time to engage students in the DLCS practices. Students’ capabilities as creators and problem solvers build on their experiences in K–2. They continue to develop concepts through exploration, discovery, and creativity with the guidance, support, and encouragement of their educator. Standards for this grade span allow teacher flexibility in deciding when students are ready to use technology.
Grades 6-8
The goal for middle school students is to define problems more precisely, to conduct a more thorough process of selecting the best devices, tools, and solutions. Students learn to differentiate problems or sub-problems that are best solved by computing systems or digital tools and those best solved by humans. Students further develop their computational thinking problem solving skills, which facilitates the use of technology.
Strand 1: Computing and Society (CAS)
- Understand safety and security concepts, online identity and privacy, and how to deal with cyberbullying and inappropriate content.
- Demonstrate responsible use of technology and laws regarding ownership of material/ideas, licensing, and fair use.
- Understand consequences of inappropriate technology use, including harassment and sexting.
- Examine the impact of emerging technology in schools, communities, and societies.
- Evaluate digital media bias and messaging.
Strand 2: Digital Tools and Collaboration (DTC)
- Use a variety of digital tools to create artifacts, online content, and online surveys.
- Understand that different digital tools have different uses.
- Communicate and publish online.
- Advance research skills.
Strand 3: Computing Systems (CS)
- Understand hardware and software components of a computing device; troubleshoot hardware and software problems.
- Use a variety of computing devices to manipulate data.
- Differentiate tasks/problems best solved by computing systems or by humans.
- Understand that network components carry out specific functions to connect computing devices, people, and services.
- Understand the capabilities services can provide.
Strand 4: Computational Thinking (CT)
- Create a new representation, define functions, and use decomposition.
- Write, debug, and analyze advanced algorithms and basic programs.
- Understand how computing devices represent and manipulate information.
- Create, modify, and manipulate databases.
- Use a variety of data collection devices.
- Create a model and use and modify a simulation for analysis.
By the time students reach middle school, they should have had numerous experiences in using technology to create artifacts and solve problems. Active engagement of middle school students with the practices is critical: students generally make up their minds about whether they identify with science and engineering by the time they leave grade 8. Students should have opportunities to develop the skills necessary for a meaningful progression of development in order to engage in reasoning, which is critical to success in civic life, post-secondary education, and career.
2016 ISTE Standards for Students (National)
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.
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.
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.
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.
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.
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.
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.
Full standards here: http://www.iste.org/standards/standards/for-students-2016