Alaska K–6 technology standards

With guidance, model daily processes and follow algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language.

With guidance, create programs to accomplish tasks as a means of creative expression using a programming language, robot device or unplugged activity, either independently or collaboratively, including sequencing, emphasizing the beginning, middle, and end.

With guidance, decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

With guidance, create a grade level appropriate document to illustrate thoughts, ideas, and stories in a sequential (step-by-step) manner (e.g., story map, storyboard, and sequential graphic organizer).

Independently or with guidance give credit to ideas, creations and solutions of others while writing and/or developing programs.

Independently and collaboratively, identify and correct errors in an algorithm that includes sequencing and repeated procedures using a programming language or unplugged activities.

Use correct terminology (first, second...) in the development of an algorithm to solve a simple problem.

With guidance, model and represent grade level appropriate data (e.g., print, numbers, kinesthetic movement, symbols, and robot manipulatives).

List different ways in which computing devices are used in your daily life.

With guidance, identify appropriate manners while participating in a digital community.

With guidance, keep log in information private, and log off of devices appropriately.

With guidance, follow directions and make choices while using computing devices to perform a variety of tasks.

Use accurate terminology to locate and identify common computing devices and components, in a variety of environments (e.g., laptop, tablet, mouse).

Recognize that computing systems might not work as expected and use accurate terminology to identify simple hardware or software problems (e.g. volume turned down on headphones, monitor turned off).

With guidance, collect data and present it visually.

With guidance, draw conclusions and make predictions based on picture graphs or patterns (e.g., make predictions based on weather data presented in a picture graph; complete a pattern).

Identify types of data from our everyday lives and computing devices (e.g., digital images, videos, apps, documents)

Discuss what passwords are and why we do not share them with others. With guidance, use passwords to access technological devices, apps, etc.

Recognize that computing devices can be connected together.

With guidance from an educator, students choose different tools for creating something new or for communicating with others.

Students use digital tools to create original works.

With guidance from an educator, students share ideas in multiple ways—visual, audio, etc.

With guidance from an educator, students select technology to share their ideas with different people.

With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions.

With guidance from an educator, students analyze age-appropriate data and look for similarities in order to identify patterns and categories.

With guidance from an educator, students break a problem into parts and identify ways to solve the problem.

Students understand how technology is used to make a task easier or repeatable and can identify real-world examples.

Students practice responsible use of technology through teacher-guided online activities and interactions to understand how the digital space impacts their life.

With guidance from an educator, students understand how to be careful when using devices and how to be safe online, follow safety rules when using the internet and collaborate with others.

With guidance from an educator, students learn about ownership and sharing of information, and how to respect the work of others.

With guidance from an educator, students demonstrate an understanding that technology is all around them and the importance of keeping their information private.

With guidance from an educator, students consider and set personal learning goals and utilize appropriate technologies that will demonstrate knowledge and reflection of the process.

With guidance from an educator, students learn about various technologies that can be used to connect to others or make their leaning environments personal and select resources from those available to enhance their learning.

With guidance from an educator, students recognize performance feedback from digital tools, make adjustments based on that feedback and use age-appropriate technology to share learning.

With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.

With guidance from an educator, students use technology tools to work with friends and with people outside their neighborhood, city and beyond.

With guidance from an educator, students use technology to communicate with others and to look at problems from different perspectives.

With guidance from an educator, students take on different team roles and use age-appropriate technologies to complete projects.

With guidance from an educator, students use age-appropriate technologies to work together to understand problems and suggest solutions.

With guidance from an educator, students ask questions, suggest solutions, test ideas to solve problems and share their learning.

Students use age-appropriate digital and non-digital tools to design something and are aware of the step-by-step process of designing.

Students use a design process to develop ideas or creations, and they test their design and redesign if necessary.

Students demonstrate perseverance when working to complete a challenging task.

With guidance from an educator, students use digital tools and resources, contained within a classroom platform or otherwise provided by the teacher, to find information on topics of interest.

With guidance from an educator, students become familiar with age-appropriate criteria for evaluating digital content.

With guidance from an educator, students explore a variety of teacher-selected tools to organize information and make connections to their learning.

With guidance from an educator, students explore real-world issues and problems and share their ideas about them with others.

With guidance, model daily processes and follow algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language.

With guidance, create programs to accomplish tasks as a means of creative expression or problem solving using a programming language, robot device or unplugged activity, either independently or collaboratively including sequencing and repetition.

Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Independently or with guidance, create a grade level appropriate document to illustrate thoughts, ideas, and stories in a sequential (step-by- step) manner (e.g., story map, storyboard, and sequential graphic organizer).

Independently or with guidance give credit to ideas, creations and solutions of others while writing and/or developing programs.

Independently and collaboratively, debug programs, which include sequencing and repetition to accomplish tasks as a means of creative expression or problem solving using a programming language and/or unplugged activities.

Use correct terminology (beginning, middle, end...), and explain the choices made in the development of an algorithm and/or program to solve a simple problem.

With guidance, model and represent grade level appropriate data (e.g., print, numbers, kinesthetic movement, symbols and robot manipulatives).

Identify how people use many types of technologies in their daily work and personal lives.

With guidance, identify appropriate and inappropriate behavior. Act responsibly while participating in an online community and know how and who to report concerns.

Keep log in information private, and log off of devices appropriately.

With guidance, select and use a computing device to perform a variety of tasks for an intended outcome.

Use accurate terminology in naming and describing the function of common computing devices and components (e.g., laptop, tablet, mouse).

Identify simple hardware and software problems that may occur during use (e.g., app or program is not working as expected; no sound is coming from the device; caps lock turned on).

With guidance, collect data and present it two different ways.

With guidance, interpret data from a chart or graph (visualization) in order to make a prediction, with or without a computing device.

With guidance, locate, open, modify and save an existing file with a computing device.

Identify what passwords are; explain why they are not shared; and discuss what makes a password strong. Independently, use passwords to access technological devices, apps etc.

Recognize that by connecting computing devices together they can share information (e.g., remote storage, printing, the internet).

With guidance, model daily processes by creating and following algorithms (sets of step-by- step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language.

With guidance, create programs using a programming language, robot device or unplugged activity that utilize sequencing and repetition to solve a problem or express ideas both independently and collaboratively.

Decompose (break down) and explain the steps needed to solve a problem into a precise sequence of instructions.

Independently or with guidance, create a grade level appropriate document to illustrate thoughts, ideas, and stories in a sequential (step-by- step) manner (e.g., story map, storyboard, and sequential graphic organizer).

Independently or with guidance give credit to ideas, creations and solutions of others while writing and/or developing programs.

Independently and collaboratively, create and debug programs, which include sequencing and repetition to accomplish tasks as a means of creative expression or problem solving using a programming language and/or unplugged activities.

Use correct terminology (debug, program input/output, code ...) to explain the development of an algorithm to solve a problem in an unplugged activity, hands on manipulatives or a programming language.

Model the way a computer program manipulates grade level appropriate data (e.g., print, numbers, kinesthetic movement, symbols and robot manipulatives).

List different technology tools, and describe how people use them in their daily work and personal lives.

Develop a code of conduct, explain, and practice grade-level appropriate behavior and responsibilities while participating in a digital community. Identify and report inappropriate behavior.

Be able to explain the reasoning of keeping login information private. Keep log in information private, and log off of devices appropriately.

Select and use a computing device to perform a variety of tasks for an intended outcome.

Identify computer system components and peripherals, and their basic use (e.g. hard drive, memory, processor).

Identify simple hardware and software problems that may occur during use and discuss problems with peers and adults (e.g., app or program is not working as expected; no sound is coming from the device; caps lock turned on).

With guidance, collect and present the same data in various visual formats.

With guidance, construct and interpret data and present it in a chart or graph (visualization) in order to make a prediction, with or without a computing device.

With guidance, create, copy, locate, modify, and delete a file on a computing device and define the information stored as data.

Explain what passwords are; why we use them, and write and design strong passwords to protect devices and information from unauthorized access. Identify other forms of authentication (biometrics).

Recognize that computing devices can be connected at various scales (e.g., Bluetooth, Wi-Fi).

Create and follow algorithms to accomplish a simple task or solve a simple problem.

Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

Outline problems and potential solutions using a sequence of steps and conditional logic (e.g., if-then-else statements).

Observe intellectual property rights and give appropriate credit when creating or remixing programs.

Create programs that use variables to store and modify grade level appropriate data.

Discuss ongoing trends in technologies that have changed the world, and express how those trends influence and are influenced by cultural practices.

Brainstorm ways to improve the accessibility and usability of technology product for the diverse needs and wants of users.

Develop a code of conduct, explain, and practice grade-level appropriate behavior and responsibilities while participating in an online community. Identify and report inappropriate behavior.

Identify how computational products may be, or have been, improved to incorporate diverse perspectives. Seek diverse perspectives for the purpose of improving computational artifacts.

Identify types of digital data that may have intellectual property rights that prevent copying or require attribution.

Define how computer hardware and software work together as a system to accomplish tasks (e.g., input, output, processor, sensors, and storage).

Define binary, and how that relates to computers transmitting information. Review binary's relationship to off and on.

Identify and discuss simple hardware and software problems that may occur during everyday use.

Collect and organize data in a spreadsheet.

With guidance, utilize data to make predictions and discuss whether there is adequate data to make reliable predictions.

Recognize that different applications work with different types of files (e.g., images, documents).

Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.

Recognize that information is sent and received over both physical or wireless paths.

Students recognize and utilize the features and functions of a variety of creation or communication tools.

Student create original works and learn strategies for remixing or repurposing to create new artifacts.

Students create digital artifacts to communicate ideas visually and graphically.

Students learn about audience and consider their expected audience when creating digital artifacts and presentations.

Students explore or solve problems by selecting technology for data analysis, modeling and algorithmic thinking, with guidance from an educator.

Students select effective technology to represent data.

Students break down problems into smaller parts, identify key information and propose solutions.

Students understand and explore basic concepts related to automation, patterns and algorithmic thinking.

Students demonstrate an understanding of the role an online identity plays in the digital world and learn the permanence of their decisions when interacting online.

Students practice and encourage others in safe, legal and ethical behavior when using technology and interacting online, with guidance from an educator.

Students learn about, demonstrate and encourage respect for intellectual property with both print and digital media when using and sharing the work of others.

Students demonstrate an understanding of what personal data is, how to keep it private and how it might be shared online.

Students develop learning goals in collaboration with an educator, select the technology tools to achieve them, and reflect on and revise the learning process as needed to achieve goals.

With the oversight and support of an educator Students build a network of experts and peers within school policy and customize their environments to enhance their learning.

Students seek from feedback from both people and features embedded in digital tools, and use age-appropriate technology to share learning.

Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.

Students use digital tools to work with friends and people from different backgrounds or cultures.

Students use collaborative technologies to connect with others, including peers, experts and community members, to explore different points of view on various topics.

Students perform a variety of roles within a team using age-appropriate technology to complete a project or solve a problem.

Students work with others using collaborative technologies to explore local and global issues.

Students explore and practice how a design process works to generate ideas, consider solutions, plan to solve a problem or create innovative products that are shared with others.

Students use digital and non-digital tools to plan and manage a design process.

Students engage in a cyclical design process to develop prototypes and reflect on the role that trial and error plays.

Students demonstrate perseverance when working with open-ended problems.

Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that will help them in their learning process.

Students learn how to evaluate sources for accuracy, perspective, credibility and relevance.

Using a variety of strategies, students organize information and make meaningful connections between resources

Students explore real-world problems and issues and collaborate with others to find answers or solutions.

Create, compare & refine multiple algorithms for the same task.

Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

Create and debug programs using variables, loops, functions that intake, store, and display data.

Observe intellectual property rights and give appropriate credit when creating or remixing programs.

Create programs that use variables to store and modify grade level appropriate data.

Discuss ongoing trends in technologies that have changed the world, and express how those trends influence and are influenced by cultural practices.

Brainstorm ways to improve the accessibility and usability of technology pro ducts for the diverse needs and wants of users.

Develop a code of conduct, explain, and practice grade-level appropriate behavior and responsibilities while participating in an online community. Identify and report inappropriate behavior.

As a collaborative team, consider and leverage each other’s diverse perspectives on improving a computational product.

Discuss the social impact of violating intellectual property rights. Use public domain or creative commons media, and refrain from copying or using material created by others without permission.

Define and discuss how computer hardware and software work together as a system to accomplish tasks (e.g., input, output, processor, sensors, and storage).

Define and discuss how information flows through hardware and software to accomplish tasks using binary.

Identify and research simple hardware and software problems that may occur during everyday use.

Collect and organize data to highlight and display relationships.

Determine the accuracy of conclusions and how they are influenced by the amount of data collected.

Explain how many kilobytes make one megabyte, and how many megabytes make one gigabyte.

Define cybersecurity and discuss real-world cybersecurity problems and how physical and digital personal information can be protected.

Recognize and explain how information is sent and received over both physical and wireless paths.

Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

Define the concept of abstraction and create increasingly complex programs.

Observe intellectual property rights and give appropriate credit when creating or remixing programs.

Create programs that use variables to store and modify grade level appropriate data.

Discuss ongoing trends in technologies that have changed the world, and express how those trends influence and are influenced by cultural practices.

Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

Develop a code of conduct, explain, and practice grade-level appropriate behavior and responsibilities while participating in an online community. Identify and report inappropriate behavior.

As a team, collaborate with outside resources (other grade levels, online collaborative spaces) to include diverse perspectives to improve computational products.

Observe intellectual property rights, give appropriate credit when using resources and consider the licenses on computational artifacts while using resources.

Define, discuss, and model how computer hardware and software work together as a system to accomplish tasks (e.g., input, output, processor, sensors, and storage).

Define, discuss, and model how information flows through hardware and software to accomplish tasks such as converting a word to binary.

Identify, discuss, and apply strategies for solving simple hardware and software problems that may occur using everyday use (e.g., rebooting the device; checking the power; force shut down of an application).

Collect, organize, interpret, and display data to highlight relationships and support a claim.

Use data to highlight or propose cause and effect relationships, predict outcomes, or communicate an idea.

Using correct terminology explain why various types of files differ in size (e.g., video, images and documents).

Discuss real-world cybersecurity problems and how personal information can be protected. Discussion topics could be based on current events related to cybersecurity or topics that are applicable to students.

Recognize, explain, and model how information is broken down into packets (smaller pieces), transmitted between devices, and reassembled.

Use an existing algorithm in natural language or pseudocode to solve complex problems.

Decompose (break down) problems into abstraction layers to facilitate the design, implementation, and review of programs.

Seek and incorporate feedback from team members to refine a solution to a problem.

Incorporate existing code, media, and libraries into original programs and give attribution.

Test and refine programs using teacher provided inputs.

Break down tasks and follow an individual timeline when developing a computational artifact.

Document block-based or text-based programs in order to make them easier to follow, test, and debug.

Develop programs that utilize combinations of repetition, conditionals, functions, and the manipulation of variables representing different data types.

Review and analyze device(s) based on personal use and recommend improvements to the device.

Identify ways that hardware and software (User Interface) design are combined to collect and exchange data.

Identify and discuss increasingly complex software and hardware problems with computing devices and their components.

Collect data using computational tools and transform the data to make it more useful (e.g., spreadsheet formulas)

Use models and simulations to formulate, refine, and test hypotheses

Identify how the same data can be represented in multiple ways.

Explain how computing impacts people's' everyday activities and explore carriers related to the field of computer science.

Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of diverse users.

Individually and collaboratively develop and conduct an online survey that seeks input from a broad audience. Describe and use safe, appropriate, and responsible practices (netiquette) when participating in online communities (e.g., discussion groups, blogs, social networking sites).

Differentiate between appropriate and inappropriate content on the Internet, and identify unethical and illegal online behavior.

Identify what distinguishes humans from machines focusing on human intelligence versus machine intelligence (e.g., robot motion; speech and language understanding; computer vision)

Identify existing cybersecurity concerns with the Internet and systems it uses.

Explain the importance of secured websites and describe how one method of encryption works.

Model a simple protocol for transferring information using packets.

Students select appropriate platforms and tools to create, share and communicate their work effectively.

Students create original works or responsibly repurpose other digital resources into new creative works.

Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.

Students publish or present content designed for specific audiences and select platforms that will effectively convey their ideas to those audiences

Students practice defining problems to solve by computing for data analysis, modeling or algorithmic thinking.

Students find or organize data and use technology to analyze and represent it to solve problems and make decisions.

Students break problems into component parts, identify key pieces and use that information to problem solve.

Students demonstrate an understanding of how automation works and use algorithmic thinking to design and automate solutions.

Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully erasable.

Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online.

Students demonstrate and advocate for an understanding of intellectual property with both print and digital media— including copyright, permission and fair use—by creating a variety of media products that include appropriate citation and attribution elements.

Students demonstrate an understanding of what personal data is and how to keep it private and secure, including the awareness of terms such as encryption, HTTPS, password, cookies and computer viruses; they also understand the limitations of data management and how data-collection technologies work.

Students articulate personal learning goals, select and manage appropriate technologies to achieve them, and reflect on their successes and areas of improvement in working toward their goals.

Students identify and develop online networks within school policy, and customize their learning environments in ways that support their learning, in collaboration with an educator.

Students actively seek performance feedback from people, including teachers, and from functionalities embedded in digital tools to improve their learning process, and they select technology to demonstrate their learning in a variety of ways.

Students are able to navigate a variety of technologies and transfer their knowledge and skills to learn how to use new technologies.

Students use digital tools to interact with others to develop a richer understanding of different perspectives and cultures.

Students use collaborative technologies to connect with others, including peers, experts and community members, to learn about issues and problems or to gain broader perspective.

Students determine their role on a team to meet goals, based on their knowledge of technology and content, as well as personal preference.

Students select collaborative technologies and use them to work with others to investigate and develop solutions related to local and global issues.

Students engage in a design process and employ it to generate ideas, create innovative products or solve authentic problems.

Students select and use digital tools to support a design process and expand their understanding to identify constraints and trade-offs and to weigh risks.

Students engage in a design process to develop, test and revise prototypes, embracing the cyclical process of trial and error and understanding problems or setbacks as potential opportunities for improvement.

Students demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems.

Students demonstrate and practice the ability to effectively utilize research strategies to locate appropriate digital resources in support of their learning.

Students practice and demonstrate the ability to evaluate resources for accuracy, perspective, credibility and relevance.

Students locate and collect resources from a variety of sources and organize assets into collections for a wide range of projects and purposes.

Students explore real-world issues and problems and actively pursue an understanding of them and solutions for them.