Living Sky School Division – Digital Fluency Rubric
Substitution
Augmentation
Modification
Redefinition
Students are provided with opportunities to
use technology
Students are explicitly taught how and
provided with authentic opportunities to use
technology to
Students are explicitly taught how and
provided with opportunities to use
technology ethically, safely and to
accomplish each of the following:
Students use technology
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an inquiry using complex search and
evaluation strategies
to filter content for research purposes
(rss, hashtages, social curation)
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by monitoring their classroom or
personal learning network for answers,
ideas and conversations which
enhance, extend and facilitate learning
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
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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
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.*
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Consume
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Create
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to play games during scheduled visits
to the computer lab
to participate in whole classroomscheduled skills based applications (e.g.
AR, Mathletics, Apps, Raz Kids)
when they have completed classroom
work
to use online textbooks
to use a word processor to type prewritten work
write blog/tweet posts
to learn computer skills in a computer
or technology literacy class
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Collaborate 
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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. *
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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.
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
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.*
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March 20, 2015
…independently, seamlessly,
ubiquitously and consistently
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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
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