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 toaccomplish each of the following:
  • aninquiry 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 /
  • touse a word processor to type pre-written work
  • writeblog/tweet posts
  • to learn computer skillsin a computer or technology literacy class
/
  • access the features of a word processing program to edit and revise writing
  • writeblog/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
  • writingblog/tweet posts referencing other posts and commenting on others
  • creating presentations usingonline presentation tools using strong design techniques
  • telling number stories using infographics
  • edit photos and video to tell a story
/
  • forconnected 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

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 conversationwith authentic audiences from around the world?
  5. Is there an opportunity for students to create a contribution?(purposefulwork)
  6. Does the assignment demo the “best in the world” examples of contentandskills? (Alan November, Clearing the Confusion betweenTechnology Rich and Innovative Poor: Six Questions, January 15, 2015.)

March 20, 2015