Digital Literacy

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grade:6

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Computer, Interview, Oral Communication, Research


Primary Objectives:

  • Student researches and evaluates a technology application.
  • Student understands the impact of technology applications on society.

Secondary Objectives:

  • Student uses personal observation and interview techniques to research a topic.
  • Student outlines and delivers a speech.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Advantages and Disadvantages of Technology Use 

Technology Education > Information Technology > Technology and Society > Advantages and Disadvantages of Technology Use 

Answer Qs Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Answer Qs Nonfiction

Ask Questions

Language Arts > Communication > Speaking Strategies / Presentations > Ask Questions

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Browser Compatability Testing and Assurance 

Technology Education > Information Technology > Internet > Browser Compatability Testing and Assurance 

Constructive Criticism

Language Arts > Communication > Listening Strategies / Context > Peer Evaluation / Feedback > Constructive Criticism

Critical Thinking and Decision Making Process 

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process 

Cultural Change - Continuity and Change

Social Studies > Social Science - Society > Cultural Change - Continuity and Change

Database Applications 

Technology Education > Information Technology > Software Applications > Database Applications 

Drafting

Language Arts > Writing > Writing Process > Drafting

English Language Arts 

Technology Education > Information Technology > Connects to Other Disciplines > English Language Arts 

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

Form Opinion Orally or in Writing

Language Arts > Reading / Literature > Comprehension / Analysis > Respond Nonfiction > Form Opinion Orally or in Writing

Formal / Academic Contexts

Language Arts > Communication > Speaking Strategies / Presentations > Formal / Academic Contexts

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

General Skills

Language Arts > Research > General Skills

Grammar Usage

Language Arts > Writing > Writing Process - Revision Editing > Grammar Usage

Graphic Applications (includes pictures, labels, diagrams, charts) 

Technology Education > Information Technology > Software Applications > Graphic Applications (includes pictures, labels, diagrams, charts) 

Graphic Organizers

Language Arts > Communication > Speaking Strategies / Presentations > Visual Aids > Graphic Organizers

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Identification 

Technology Education > Information Technology > Software Applications > Identification 

Input Devices: Mouse, Keyboard, Remote Control, etc 

Technology Education > Information Technology > Basic Operations and Concepts > Input Devices: Mouse, Keyboard, Remote Control, etc 

Internet Search Engines

Language Arts > Computer Literacy Skills > Research > Internet Search Engines

Interviewing / Interviews

Language Arts > Communication > Speaking Strategies / Presentations > Interviewing / Interviews

Journaling Daily Writing Learning Logs

Language Arts > Writing > General > Journaling Daily Writing Learning Logs

Lists / Logs

Language Arts > Writing > Lists / Logs

Math

Language Arts > Connects to Other Disciplines > Math

Nature of Technology 

Technology Education > Information Technology > Technology and Society > Nature of Technology 

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Context Clues > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Cultural / Multicultural > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > General Comprehension > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Main Idea > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Reading Strategies > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Synthesize > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Supporting Details > Nonfiction

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Supporting Details > Nonfiction

Nonfiction

Language Arts > Writing > Visual Aids > Graphic Organizers / Webs / Clustering > Nonfiction

Nonfiction

Language Arts > Writing > Vocabulary > Word Choice > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Paragraph Development > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Organization > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Topic Sentence > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Main Idea > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Conclusion > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Introduction > Nonfiction

Note-taking

Language Arts > Communication > Listening Strategies / Context > Note-taking

Operating Systems 

Technology Education > Information Technology > Basic Operations and Concepts > Operating Systems 

Outline

Language Arts > Writing > Writing Process > Outline

Outlining / Sequence

Language Arts > Communication > Speaking Strategies / Presentations > Organizational Structure > Outlining / Sequence

Positive / Negative Impact

Technology Education > Information Technology > Technology Use In Society > Products in Daily Life > Positive / Negative Impact

Presentation Software 

Technology Education > Information Technology > Software Applications > Presentation Software 

Productivity Tools

Library Media > Information Technology > Software Applications > Productivity Tools

Productivity Tools 

Technology Education > Information Technology > Software Applications > Productivity Tools 

Projects - Presentations

Social Studies > Process and Literacy Skills > Social Science - History > Projects - Presentations

Recognize Identify Use Linking Words

Language Arts > Writing > Grammar / Parts of Speech > Transitional Devices Nonfiction > Recognize Identify Use Linking Words

Request Information

Language Arts > Writing > Purposeful Writing > Write Questions > Request Information

Research - Interviewing

Social Studies > Process and Literacy Skills > Social Science - History > Research - Interviewing

Respond

Language Arts > Communication > Listening Strategies / Context > Respond

Scoring Guides

Language Arts > Writing > General > Rubrics > Scoring Guides

Social Context Implication

Language Arts > Reading / Literature > Comprehension / Analysis > Social / Informal > Social Context Implication

Software Selection 

Technology Education > Media Production > Multimedia / Video Production > Software Selection 

Spelling Caps Punctuation

Language Arts > Writing > Writing Process - Revision Editing > Mechanics > Spelling Caps Punctuation

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets 

Technology Education > Information Technology > Software Applications > Spreadsheets 

Strategies

Language Arts > Writing > Writing Process > General > Strategies

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Technology

Social Studies > U.S. History > Time, Continuity, and Change > Technology

Technology

Social Studies > World History > Time, Continuity, and Change > Technology

Technology in Daily Life 

Technology Education > Information Technology > Technology and Society > Technology in Daily Life 

Thesis Statement

Language Arts > Writing > Topic Development > Thesis Statement

Those Requiring Footnotes / Citations / Documentation

Language Arts > Research > Reports / Projects > Those Requiring Footnotes / Citations / Documentation

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Volume / Tone

Language Arts > Communication > Speaking Strategies / Presentations > Vocalization Pace > Volume / Tone

Web Page Navigation / Use of Browser 

Technology Education > Information Technology > Internet > Web Page Navigation / Use of Browser 
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b Students 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.
S.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
2-CS-02 Design projects that combine hardware and software components to collect and exchange data. (P5.1)
2-IC-20 Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. (P7.2)
ELA-Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
ELA-Literacy.L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
ELA-Literacy.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
ELA-Literacy.L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.
ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)
ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
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