Learner+Profiles

=PROFILES FOR TECHNOLOGY AND INFORMATION LITERATE STUDENTS= = Grades PK–2 (Ages 4–8) =

===//Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world.//===

The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8):

 * 1) Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (3, 4)
 * 2) Identify, research, and collect data on a problem or issue using digital resources and propose a developmentally appropriate solution. (1, 2, 4)
 * 3) Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (5) Examples: [|2nd grade Weather Around the World project] [|2nd grade Ning with Kids from Qatar,]
 * 4) In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1,5) Examples:[| K Reading Buddies]
 * 5) Find and evaluate information related to a topic or event using digital resources. (1)
 * 6) Use simulations and graphical organizers to explore and depict patterns (e.g. plant growth, silk worms, height, etc). (2)
 * 7) Demonstrate the safe and cooperative use of technology. (6)
 * 8) Independently apply digital tools and resources to address a variety of tasks and problems. (2)
 * PK: Use an online tool to talk about bugs (3)

=Profile for Technology and Information Literate Students= = Grades 3–5 (Ages 8–11) =

===Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world.===

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11):

 * 1) Produce a media-rich digital story based on first-person interviews. (1, 3, 4)
 * 2) Use digital-imaging technology to modify or create works of art for use in a digital presentation. (3, 4)
 * 3) Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (1, 2) Example: Sustainability G5
 * 4) Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (1, 2)
 * 5) Identify, collaborate, and investigate a global issue and generate possible solutions using digital tools and resources. (1, 2, 4, 5)
 * 6) Conduct science experiments using digital instruments and measurement devices. (1, 2)
 * 7) Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (1, 2)
 * 8) Debate the effect of existing and emerging technologies on individuals, society, and the global community. (6)

=Profile for Technology and Information Literate Students= = Grades 6–8 (Ages 11–14) =

===Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world.===

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14):

 * 1) Describe and illustrate a content-related concept or process using a model, simulation, or other software best suited to the purpose and audience. (3, 4)
 * 2) Create and present original media (e.g. presentations, animations and/or videos) documenting global, community, school, or local events. (3, 4)
 * 3) Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 2) Examples: [|7 Geography] [|Running Analysis]
 * 4) Participate in a cooperative learning project in an online learning community. (5)
 * 5) Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (1) 8-Spanish
 * 6) Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (1, 2)
 * 7) Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (2) Example:[|ELL Audiobooks]
 * 8) Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (1, 2, 5, 6)
 * 9) Integrate a variety of file types to create and illustrate a document or presentation. (4)

=Profile for Technology and Information Literate Students= = Grades 9–12 (Ages 14–18) =

===Any successful technology and information literate student will be an independent learner who reads, views, listens and collaborates for pleasure, personal growth and to make connections with oneself and the world.===

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9–12 (ages 14–18):

 * 1) Design, develop, and test a digital learning game or resource to demonstrate knowledge and skills related to curriculum content. (2, 3, 4) Example: [|Digital Stories in Chinese]
 * 2) Create and publish an online art gallery with examples and commentary that demonstrate an understanding of curriculum content. (3, 4)
 * 3) Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (2)
 * 4) Employ curriculum-specific simulations to practice critical-thinking processes. (2)
 * 5) Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4, 5, 6)
 * 6) Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (2, 6)
 * 7) Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (1, 6) Examples:[|Cyberbullying]
 * 8) Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (3, 4, 6) Example:[|Cyberbullying]
 * 9) HS Physics - publish bi-yearly original student research online in [|ISB Journal of Physics] (2,4,5)
 * 10) HS [|ESL Oral Discussion] (EAP 10) (3,4))
 * 11) Authentic learning resource in modern language class ([|Student-created video on mastering the language of travel](3,5)


 * The numbers in parentheses after each item identify the standards most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced.

The categories within the Standards are:
 * Standards 1 & 2: Effective Learners
 * Standards 3 & 4: Effective Communicators and Creators
 * Standards 5 & 6: Effective Collaborators