Grades Pre-K, K, 1, 2
Other Vermont Technology sets
Other Vermont Technology sets
Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
- A.
Apply existing knowledge to generate new ideas, products, or processes.
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As a class, with teacher guidance, students use digital representations of existing knowledge to extend their understanding and create new ideas, products, or processes.
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- B.
Create original works as a means of personal or group expression.
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With teacher guidance, students use digital tools to create original works.
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- C.
Use models and simulations to explore complex systems and issues.
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With teacher guidance, students use digital simulations, models, or graphic representations to explore and depict various patterns and processes.
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- D.
Identify trends and forecast possibilities.
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With teacher guidance, students use digital tools or resources to gather information, identify patterns and interpret data.
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Communication & Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
- A.
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
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Students use grade appropriate digital tools to share ideas and resources, collaborate within the classroom environment, and provide feedback to peers.
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- B.
Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
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With guidance, students consider audience and purpose when creating digital products.
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- C.
Develop cultural understanding and global awareness by engaging with learners of other cultures.
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Students examine and interact with digital artifacts illustrating other cultures in order to gain better awareness of differing lifestyles and societal norms.
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- D.
Contribute to project teams to produce original works or solve problems
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Using digital tools, students work independently to contribute components to group products.
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Research & Information Fluency - Students apply digital tools to gather, evaluate, and use information.
- A.
Plan strategies to guide inquiry.
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With teacher support, students plan an investigation using a digital tool.
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- B.
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
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With guidance, students use digital tools to locate and organize information relevant to their investigation, and begin to understand the need to cite their sources.
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- C.
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
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Students explore basic search options and information sources.
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- D.
Process data and report results.
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With guidance, students use digital tools to process (organize and synthesize) gathered information and present their findings.
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Critical Thinking, Problem-Solving, & Decision-Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
- A.
Identify and define authentic problems and significant questions for investigation
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With teacher support, students use digital tools and resources to identify a school or local issue and generate questions for investigation.
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- B.
Plan and manage activities to develop a solution or complete a project.
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With teacher support, students use digital tools to plan and manage individual or group learning projects.
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- C.
Collect and analyze data to identify solutions and/or make informed decisions.
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With teacher support, students use digital tools and resources to gather, organize, and discuss information to draw a conclusion or solve a problem.
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- D.
Use multiple processes and diverse perspectives to explore alternative solutions.
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With teacher support, students use digital tools and resources to explore problems with multiple solutions by collecting information from peers.
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Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
- A.
Advocate and practice safe, legal, and responsible use of information and technology.
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Students respect and use technology equipment in a responsible and safe manner.
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Students recognize the difference between using "local" applications and the Internet.
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Students identify "personal information" about themselves and recognize the importance of privacy.
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Students give credit to content creators.
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- B.
Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
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With teacher support, students use digital applications and communication tools productively to accomplish academic tasks and collaborate with peers on group projects.
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- C.
Demonstrate personal responsibility for lifelong learning.
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With teacher support, students identify how technology allows access to information beyond the classroom.
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- D.
Exhibit leadership for digital citizenship.
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Students use digital tools appropriately, assisting peers when possible.
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Technology Operations & Concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations.
- A.
Understand and use technology systems.
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With guidance, students successfully login and/or navigate digital environments to access local and online resources and input data.
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Students keep their systems safe and secure.
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- B.
Select and use applications effectively and productively.
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With guidance students effectively use applications to create, present, publish and illustrate information and ideas.
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- C.
Troubleshoot systems and applications.
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With teacher guidance, students communicate and problem solve technology issues using basic terminology.
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- D.
Transfer current knowledge to learning of new technologies.
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With teacher guidance, students recognize common, similar features and functions in digital environments and apply those to new technology experiences.
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Frequently asked questions
- What grade levels do these standards cover?
- Grade 1, Grade 2, Kindergarten, and PRE-K
- When were these standards adopted?
- 2010
- Where can I read the official document?
- Vermont Technology Grade Expectations
Keep exploring
Keep exploring Technology standards
Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.