Kindergarten

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.

Standard 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.

Articulate and set personal learning goals and a path to meet them including using technology in their personal learning. (1a)

Example:

Create a set of personal learning goals and then update them on a monthly basis.

Resources:

Learning Goals Resource Page: https://www.teachstarter.com/teaching-resource-collection/learning-goals/

Goal Setting for Grades K-2 and 3-8: https://sites.google.com/a/d64.org/mr-shaffer/studentlearning/student-goal-setting/goal-setting-tools

How to Encourage Goal Setting for Students: https://www.weareteachers.com/goal-setting-for-students/

Standard 1B:

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

Build networks to enrich learning. (1b)- MULTIPLE SUBJECTS

Example: Teacher will create expert contacts within the neighborhood that the teacher can Skype, Facetime or Google Hangout into the classroom for certain portions of the class. For instance, a firefighter might Skype in and show the kids around the fire station when the students are discussing the letter F in the classroom.

Resources:

None

Standard 1C:

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

Engage experts to provide authentic feedback to solve problems. (1c)- SOCIAL STUDIES

Example:

Students would brainstorm on a problem within the school community. The students would brainstorm ways to solve the problem. The teacher would connect the students to an expert in the area that they would like to solve the problem in and the students would ask questions of the expert.

Resources:

None

Create an artifact to showcase learning goals that have been met. (1c)- SCIENCE

Example:

After learning the difference between conifer and deciduous trees, students will create a collection of seeds and leaves from each of the trees and present to the class.

Resources:

Leaf Sorting Project: https://www.plt.org/educator-tips/leaf-activities-young-learners/

Standard 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.

Demonstrate proper use and care of technology equipment. (1d)

Example:

Create posters around the classroom detailing how the devices are to be put away once students are done using them for the day.

Resources:

Tips for the One iPad Classroom: http://gazette.teachers.net/gazette/wordpress/heidi-butkus/tips-for-the-one-ipad-classroom/

Understand and recognize basic technology terms, symbols and icons. (1d)

Example:

On a daily basis, look to teach students appropriate technology terms for their age-level and devices. Example of a list of terms is from the Growing in Technology curriculum.

Resources:

Growing with Technology Glossary: http://growing.course.com/level_K/glossary/index.html

Identify appropriate technology applications for a given activity or project. (1d)

Example:

Later in the school year, give the students a task to take pictures of items in the classroom that start with the letter R. Without indicating the program to the students, ask them to use the iPad to take pictures. Students should look to find the camera to either take still photos or video.

Resources:

None

Demonstrate primary steps to usage of available hardware and software (e.g., turn on and off a device, launch a program or application). (1d)

Example:

Students should learn these skills during the first explanation of devices. This should be reinforced during the course of the school year.

Resources:

None

Demonstrate proper usage of built-in and peripheral input devices (e.g., keyboard, mouse, touchscreen and touchpad). (1d)

Example:

Students should learn these skills during the first explanation of devices. This should be reinforced during the course of the school year.

Resources:

None

Demonstrate basic troubleshooting on hardware or software applications. (1d)

Example:

During the first days, the teacher should model the correct way to quit an application on an iPad. This will assist the students in troubleshooting a problem with a specific app.

Resources:

Force an App to Close in iOS: http://support.apple.com/en-us/HT5137

Interact with an interactive presentation system as part of classroom discussion or work. (1d)

Example:

Teacher uses pictures on the Smartboard during a bible lesson to construct the scene. The students help by moving the images around in the scene to help retell the story.

Resources:

None

Identify and use the common navigational elements of a web page (scrolling bar, address bar or Omnibox, favorites). (1d)

Example:

Using the projector and the teacher’s computer, the teacher will guide the students through navigating a web site. Then, students will use the website collaboratively to complete a task.

Resources:

None

Report abuse