Digital Literacy

Students in grades K-5  meet weekly with digital literacy teachers to develop the digital literacy skills as outlined in the 2016 Massachusetts Digital Literacy and Computer Science Curriculum Framework.

Resources: 

Digital Literacy Overview

Essential Question: How can we be safe, respectful, and responsible digital leaders?

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.

Digital Literacy Specialist Class Grades K-2

Topic FocusLearning Targets (By the end of Grade 2)Standards 

Trimester 1

 

Digital Citizenship

  • Operate a variety of digital tools (e.g., open/close, find, save/print, navigate, use input/output devices).
  • Identify, locate, and use letters, numbers, and special keys on a keyboard (e.g., Space Bar, Shift, Delete)
  • Demonstrate proper ergonomics (e.g., body position, stretching) when using devices.
  • Use electrical devices safely and in moderation (e.g., unplug devices by pulling the plug rather than the cord, do not mix water/food and electric devices, avoid gaming and walking).
  • Care for devices appropriately (e.g., handling devices gently, completely shutting down devices when not in use, storing devices in the appropriate container).
  • Explain why we keep personal information (e.g., name, location, phone number, home address) private.
  • Explain that a password helps protect the privacy of information.
  • Identify safe and unsafe examples of online communications.
  • Identify which personal information (e.g., user name or real name, school name or home address) should and should not be shared online and with whom.
  • Define good digital citizenship as using technology safely, responsibly, and ethically.
  • Demonstrate responsible use of computers, peripheral devices, and resources as outlined in school rules 
  • Identify and describe how people (e.g., students, parents, policemen) use many types of technologies in their daily work and personal lives.

K-2.CAS.a.1-8

K-2.CAS.b.1

K-2.CAS.b.2

K-2.DTC.a.1-3

Trimester 2

 

Coding & Computational Thinking

  • Define an algorithm as a sequence of defined steps.
  • Identify, research, and collect information on a topic, issue, problem, or question using age-appropriate digital technologies
  • Individually and collaboratively propose a solution to a problem or question based on an analysis of information.
  • Explain that computers can save information as data that can be stored, searched, retrieved, and deleted.
  • Define a computer program as a set of commands created by people to do something.
  • Explain that computers only follow the program’s instructions.
  • Individually or collaboratively create a simple program using visual instructions or tools that do not require a textual programming language (e.g., “unplugged” programming activities, a block-based programming language).

K-2.CT.b.1

K-2.CT.c.2-3

K-2.CT.c.5

K-2.CT.d.1-3

Trimester 3

 

Research & Creation

  • Conduct basic keyword searches to gather information from teacher-provided digital sources (e.g., online library catalog, databases)
  • Create an artifact individually and collaboratively that answers a research question, while clearly expressing thoughts and ideas.
  • Acknowledge and name sources of information or media (e.g., title of book, author of book, website).
  • Use a variety of digital tools to present information to others.
  • Use appropriate digital tools individually and collaboratively to create, review, and revise simple artifacts that include text, images and audio.

K-2.DTC.c.1-3

K-2.DTC.b.3

K-2.DTC.a.4

 

Digital Literacy Specialist Class 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. 

Topic FocusLearning Targets (By the end of Grade 5)Standards 

Trimester 1

 

Portfolio

Creation/Updates,

Goal Setting, Digital Citizenship

  • Explain proper netiquette and chromebook expectations. 
  • Create a strong alphanumeric password and explain the importance of securing online accounts. 
  • Create a system of artifact collection using Google Drive.
  • Collaborate with peers using GSuite Edu apps including discussions on Google Classroom. 
  • Describe how to use proper ergonomics (e.g., body position, lighting, positioning of equipment, taking breaks) when using devices.

3-5.CS.a4

3-5.CS.c2

3-5.CS.c4

3-5.CAS.b2-4

3-5.CAS.c2

3-5.CAS.a.1

3-5.CAS.a.4

3-5.DTC.a.1

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Trimester 2

 

Digital Citizenship, Computing Systems

  • Define strategies to prevent and respond to different types of cyberbullying. 
  • Define digital footprint
  • Identify the differences and similarities between private & personal information.  
  • Analyze information from digital footprints (real and imagined) to make inferences about an individual’s values. 
  • Identify the elements of personal digital footprints and create visual representation. 
  • Reflect on personal digital footprint and adjust online activities appropriately. 
  • Explain the basics behind “COPPA” and how it protects students.
  • Describe the differences between hardware and software.
  • Identify and solve simple hardware and software problems that may occur during everyday use (e.g., power, connections, application window or toolbar)
  • Explain how hardware and applications (e.g., Global Positioning System [GPS] navigation for driving directions, text-to-speech translation, language translation) can enable everyone, including people with disabilities, to do things they could not do otherwise.
  • Explain advantages and limitations of technology (e.g., a spell-checker can check thousands of words faster than a human could look them up, however, a spell-checker might not know whether ‘underserved’ is correct or if the author’s intent was to type ‘undeserved’).

3-5.CAS.a1-7

3-5.CAS.c.1

3-5.CAS.c.2

3-5.CAS.c.7

3-5.CS.a.4

3-5.CS.a.5

3-5.CS.b.1-3

Trimester 3 

 

Computing Systems, 

 

Coding &

Computational

Thinking

  • Demonstrate an appropriate level of proficiency (connect and record data, print, send command, connect to the Internet, search) in using a range of computing devices (e.g., probes, sensors, printers, robots, computers).
  • Compare and contrast human and computer performance on similar tasks (e.g., sorting alphabetically, finding a path across a cluttered room) to understand which is best suited to the task.
  • Explain the difference between coding languages (block vs. type)
  • Define and give examples of algorithms in real life
  • Write, analyze, and debug code in order to solve problems.
  • Individually and collaboratively create a simple model of a system (e.g., water cycle, solar system) and explain what the model shows and does not show.

3-5.CS.a.3

3-5.CS.b.1

3-5.CT.b1-5

3-5.CT.d1-4

3-5.CT.e.1