Request More Info

Digital Literacy

Not a Learning.com customer? Learn More

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 

Awareness of / Adjust For

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

Expository / Nonfiction / Informational

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

Formal / Academic Contexts

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

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

Interviewing / Interviews

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

Note-taking

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

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

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

Request Information

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

Research - Interviewing

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

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

Technology

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

Technology in Daily Life 

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

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
Show More
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.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
2-IC-20 Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. (P7.2)
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.6.4 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.
null