Introduction
Introduction
Embedded Files
Welcome to our "FRC Tech-Skill Progressions", a series of technology statements inspired by the DQ Global Standards and translated into specific and measurable skills for different developmental stages.
Our mission is to curate a Digital Fluency backbone that is free, open-source, universally adaptable, and platform agnostic. We’re calling upon passionate volunteers to crowdsource a diverse set of open resources. Students can proudly display their proficiencies with unique micro-credentials both digitally and physically to create a culture of badging.
If you would like more information, please read the "Guidebook for the "FRC Tech-Skill Progressions" on the right. After reading, you can join our initiative below.
You can use this Google Form to express interest in joining the initiative
The Problems We're Solving
The Problems We're Solving
Problem 1: Typical tech progression documents are hard to use!
Expand this collapsable group. Does the picture below look familiar? These are the typical "technology progressions" that look like a never-ending and hyper-detailed spreadsheet. How do we even use this?
Solution: Focus on 32 skills from a trusted source, break down each skill into something simple to accomplish by students and observable by teachers.
Problem 2: Standards are a riddle!
Standard statements are so vague and open-ended. They can become so hard to use and become "another thing that we have to teach".
Solution: We use simple language and find different age-appropriate ways for students to demonstrate their knowledge.
Problem 3: Standards are not differentiated.
So often when we look at standards (e.g. ISTE Standards for Students), they do not tell us how to use them with different developmental stages.
Solution: we have broken the DQ Global Standards down into broad groups called "Milestones". This makes it more like a range of 3-4 years in which students should generally be able to demonstrate their tech skills. The great thing about having all of our skills in one place is that a student can self-select the most appropriate skill level for themselves.
Problem 4: Standards Become Outdated.
With technology, new tools are constantly being introduced, making standards irrelevant from the gaps they contain.
Solution: we have a large team of volunteer teachers who update and review the skills and skill activities each year, making them up-to-date and meaningful.
Problem 5: What Do Tech Coaches Coach?
Tech coaching can often be based on personality and can vary from person to person.
Solution: Our skills give tech coaches a specific list of skills that can be used at the center of coaching conversations and student-centered goal setting.
Problem 6: How Do Teachers Know What Students Can Do?
Sometimes, skills can be hard for teachers to observe or students to demonstrate.
Solution: Each of our skills is an articulation of the DQ Global Standards. When we craft the skill activities, we always make sure that they are specific and measurable to empower students to demonstrate their knowledge to their teachers.
Disclaimer: Content on this website is free to use and distribute for non-commercial purposes
All DQ Global Standards information is sourced from: “Global Standards – DQ Institute.” Dqinstitute.org, 2018, dqinstitute.org/global-standards. Accessed 15 May 2023.
All DQ Global Standards information is sourced from: “Global Standards – DQ Institute.” Dqinstitute.org, 2018, dqinstitute.org/global-standards. Accessed 15 May 2023.
Page updated
Google Sites
Report abuse