Post on 03-Apr-2018
Living Sky School Division – Digital Fluency Rubric
Substitution Augmentation Modification Redefinition
Consume
Students are provided with opportunities to use technology
to play games during scheduled visits to the computer lab
to participate in whole classroom-scheduled skills based applications (e.g. AR, Mathletics, Apps, Raz Kids)
when they have completed classroom work
to use online textbooks
Students are explicitly taught how and provided with authentic opportunities to use technology to
do internet-based- research access division and Ministry provided
information sources use skill-based applications (e.g. AR,
Mathletics, Apps, Raz Kids) to meet teacher determined specific, individual learning goals.
Students are explicitly taught how and provided with opportunities to use technology ethically, safely and to accomplish each of the following:
an inquiry using complex search and evaluation strategies
to filter content for research purposes (rss, hashtages, social curation)
Students use technology
…independently, seamlessly,ubiquitously and consistently
by monitoring their classroom or personal learning network for answers, ideas and conversations which enhance, extend and facilitate learning
Create to use a word processor to type pre-written work
write blog/tweet posts to learn computer skills in a computer
or technology literacy class
access the features of a word processing program to edit and revise writing
write blog/tweet posts embedding hyperlinks and media
create using computer-based tools (Windows Movie Maker, PowerPoint, PhotoStory, iMovie, iPad Camera)
create a spreadsheet with basic formulas; create charts
sharing work using online writing tools writing blog/tweet posts referencing
other posts and commenting on others creating presentations using online
presentation tools using strong design techniques
telling number stories using infographics
edit photos and video to tell a story
for connected writing (using blogs, twitter, and other social media tools) to extend conversations about personal or school-based inquiry topics outside the school
to create using new and innovative tools e.g. MineCraft and coding
Collaborate to submit work and access files via a hand-in folder OR
participate in a classroom-based LMS (e.g. Google Classroom) in which the LMS is used as a substitute for a textbook, curriculum guide, and assignment sheet. *
email to share work with self and teachers
participate in an online poll The LMS is used to organize content
materials from a variety of sources in a variety of formats.*
online discussion tools (Today’s Meet, Padlet)
creating polls and surveys to collect data using tools such as PollDaddy, Google Forms
cloud-based services to share video, audio, photo and writing
Create and maintain a digital portfolio The LMS contributes to the "flipped
classroom" model of instruction, allowing class time to be used for discussion, problem-solving and other activities.*
collaborate with classrooms, other students and experts outside the school using a variety of social media tools
The LMS facilitates truly differentiated instruction by providing self-leveling assessments and activities and resources for a variety of reading abilities and learning styles
*Doug Johnson
March 20, 2015
Living Sky School Division – Digital Fluency Rubric
SAMR Model of Technology Integration
SAMR – should be accompanied by the Six Transformational Questions
1. Did the assignment build capacity for critical thinking on the web?2. Did the assignment develop new lines of inquiry?3. Are there opportunities for students to make their thinking visible?4. Are there opportunities to broaden the perspective of the conversation
with authentic audiences from around the world?5. Is there an opportunity for students to create a contribution? (purposeful
work) 6. Does the assignment demo the “best in the world” examples of content
and skills? (Alan November, Clearing the Confusion between Technology Rich and Innovative Poor: Six Questions, January 15, 2015.)
March 20, 2015