The purpose of the K-12 technology scope and sequence is to identify necessary skills that students should possess in order to be successful for 21st century learning both in the classroom and in the future. These skills are broken down into different digital literacy categories. Each category contains several skills that align with CCSS/SBAC standards. While we do not necessarily adopt these standards in our K-12 curriculum, they do provide a benchmark for the technology skills a student should possess.
Looking at a scope and sequence can sometimes be overwhelming. How do I know that my students are performing this skill? How do I develop a lesson that specifically teaches this skill? What do I do if students do not possess these skills?
While these questions are important, they are more directed at trying to check the box. In order for students to be skilled in 21st century learning, these types of skills need to be embedded in the learning process. This means that instead of focusing on how to create a presentation, use a spreadsheet, etc., you should focus on a learning goal that incorporates these tools. With that learning goal in mind, you will be able to help students develop these digital literacy skills. Remember, it takes multiple attempts and practice to learn something.
You might also notice that the skills are color-coded with the words Introduce, Reinforce, and Mastery. When a skill is being introduced to a student, it is safe to assume that the majority of students will need assistance. Often times, this will be a skill that is teacher-led. The skill might not be a regular practiced one, but it should be something addressed throughout the year. As students move to reinforce, the skill should be addressed more frequently, noting that students will still need support. Moving towards mastery means that the student is able to perform the task independently as well as provide assistance to others.
So what do I do? As you consider planning lessons or units and integrating technology, look at what skills students should be able to demonstrate. Obviously, you wouldn't plan an independent activity that utilizes spreadsheets with 3rd graders. However, such an opportunity to explore math might be beneficial, but you must realize that it will need to be teacher-led. On the other hand, you could expect that high school students are familiar with word processing activities and will need very little assistance with the technology aspect.
It is important that we help students see the value in these skills as well. Provide students with opportunities to demonstrate their learning in a variety of ways, continuing to build and develop their technology skills, which will help them identify strengths and weaknesses.