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