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Standards in this Framework

Standard	Lessons
4.DC.a.1 interact with awareness and empathy when using technology
4.DC.a.2 identify impacts of excessive screen time and create and follow a personal plan around screen time
4.DC.a.3 recognize and discuss how inappropriate technology use affects themselves and others
4.DC.a.4 manage their personal data to maintain digital privacy and security of themselves and respect the privacy boundries of others
4.DC.b.1 cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
4.DC.b.2 consider how decisions around the future use of technology can have unintended or unexpected consequences
4.DC.b.3 demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property
4.DC.c.1 customize their digital learning environments in ways that support the learning process
4.DC.c.2 use technology to seek feedback that informs and improves their practice
4.DC.c.3 demonstrate the ability to choose, use and troubleshoot current technologies
4.DC.d.1 brainstorm and create ways to improve the accessibility and usability of technology products for the diverse needs and wants of users
4.DC.d.2 discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices
4.DT.a.1 will be expected to search and evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources
4.DT.a.2 with teacher support, students will develop skills to plan and employ effective research strategies to locate information and other resources
4.DT.a.3 using technology, build knowledge by actively exploring real-world issues and problems, developing ideas and pursuing answers and solutions
4.DT.b.1 will communicate, with teacher support, information and ideas effectively to intended audiences using a variety of digital tools
4.DT.b.2 use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints
4.DT.c.1 understand and demonstrate how to choose the most effective tool for the intended audience
4.DT.c.2 plan, develop, test and refine prototypes as part of a cyclical design process.
4.DT.c.3 be expected to use grade-appropriate digital tools to plan, organize and create products both individually and collaboratively
4.CT.a.1 be expected to use grade appropriate ICT terminology
4.CT.a.2 be expected to use grade appropriate technology skills
4.CT.b.1 with teacher assistance, students break complex problems into smaller parts and extract key information to facilitate problem-solving.
4.CT.b.2 collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
4.CT.b.3 compare and refine multiple programs for the same task and determine which is the most appropriate.
4.CT.c.1 create programs that include sequences, events, loops, conditionals and variables
4.CT.c.2 modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features
4.CT.c.3 debug (identify and fix) errors in an algorithm or program that includes sequences, simple loops, events, conditions or variables
4.CT.c.4 communicate choices made during program development