Technology & NYS Standards

“Technology in a prekindergarten classroom is used to accomplish specific learning goals. It is not used in place of high-quality adult-child interactions and activities. Technology tools are useful when used in intentional and developmentally appropriate and responsive ways, when educators work with children to explore different types of technology, when technology is incorporated in authentic ways into different learning centers, and when children have equal access” (NYS Pre-Kindergarten Learning Standards Domain 5E: Cognition and Knowledge of the World: Technology, Computer Science, and Digital Literacy).

Device use is limited to no more than 15-minutes per day or 30-minutes per week as per the NYS Pre-Kindergarten Learning Standards.

Students create, perform/present/produce, respond to, and connect through the arts. In some disciplines, technology is included as a tool for creating, producing, and sharing artistic work.

Students engage in artistic processes using a variety of materials and tools. These tools may include digital or media-based tools, depending on the discipline and experience, to support creation and presentation.

Students develop and present more complex artistic work. In some areas—particularly Music and Media Arts—technology is included as part of advanced study and may be used for composition, production, and presentation.

Students are expected to “understand and know how to use digital technologies” and to “communicate and create using those technologies.” The standards focus on using technology to create, solve problems, work with information, and participate safely and responsibly in a digital world.

Students begin to use digital tools to create and communicate information. They develop foundational skills in digital literacy, including how to access information and use technology safely.

Students use digital technologies to create products, organize and analyze information, and solve problems. They also develop an understanding of systems, networks, and responsible use.

Students apply digital tools to create, communicate, and solve complex problems. They work with data, understand how systems and networks function, and consider the impacts of technology, including ethical and societal considerations.

Students read, write, and communicate using a range of formats, including print and digital media. The standards expect students to “integrate and evaluate content presented in diverse media and formats” and to “make strategic use of digital media,” using technology to support reading, writing, research, and communication.

Students begin to read and understand information presented in different formats, including visual and multimedia elements. Students may use digital tools to produce and share writing and develop foundational skills such as keyboarding.

Students analyze and compare information across formats, including digital media, and evaluate the advantages and disadvantages of different media types. Students use technology to produce, publish, and present writing and to support research and communication.

Students evaluate and integrate information across multiple sources and formats, including digital media. They make strategic use of digital tools to communicate ideas, present arguments, and tailor their message for different audiences and purposes.

Students apply knowledge and skills to real-world situations related to health, nutrition, and daily living. The standards include the use of “tools and technologies” as part of learning and applying practical skills.

Students use tools and technologies in hands-on contexts to plan, create, and make decisions. In areas such as food preparation, students are expected to use appropriate tools and technologies to support safe and effective practices.

Students develop the knowledge and skills to access, understand, and use information to support their health and well-being. Technology may be used to gather, evaluate, and apply information in real-world contexts.

Students build skills in accessing and understanding information related to health. Technology may support learning by providing access to information and helping students explore healthy choices.

Students evaluate information, make informed decisions, and apply health-related knowledge in complex situations. Technology may be used to research, analyze, and communicate health information.

Students are expected to “use appropriate tools strategically,” and the standards recognize that students learn in a world where technology is “ubiquitous and central to daily life.” Technology is one of many tools students may use to explore ideas, represent thinking, and solve problems.

Students begin using tools such as drawings, manipulatives, and simple tools to support their thinking. Technology may be used to explore ideas, develop conceptual understanding, and model situations, while supporting students in explaining their thinking.

Students use tools to represent relationships, solve problems, and check their thinking. In some standards, students may use constructions or representations “and/or technology,” allowing digital tools to support exploration and understanding.

Technology is identified as valuable for modeling, exploring consequences, and comparing predictions with data. Students may use digital tools to visualize graphs, simulate outcomes, and solve complex, real-world problems.

Students investigate the natural world by asking questions, developing and using models, analyzing data, and communicating information. These practices include the use of tools and systems, which may involve digital tools for modeling, simulation, data analysis, and communication.

Students observe, ask questions, and build models to explain their thinking. Students collect and represent data and communicate ideas, and may use tools and materials—including media or digital tools—to support investigations and understanding.

Students analyze and interpret data, develop and use models, and engage in computational thinking. Technology may be used to support data analysis, simulations, and the exploration of scientific relationships.

Students use models, data analysis, and simulations to explain complex phenomena and solve problems. Technology may be used to support computational thinking, simulation, and the analysis of more complex data sets.

Students are expected to “gather, interpret, and use evidence” from a variety of sources. These sources may include print and digital materials, and students may use technology to access, analyze, and communicate information.

Students work with a range of sources such as texts, images, and maps to understand people, places, and events. These sources may include digital resources, and technology may support research and the communication of ideas.

Students evaluate sources, analyze evidence, and construct arguments about historical and civic issues. Technology may be used to access multiple perspectives, compare sources, and present evidence-based conclusions.

Students apply technological knowledge and engineering design to solve problems and develop solutions. The standards explicitly include the use of computers, systems, and tools to design, model, communicate, and evaluate ideas, while also considering the impacts of technology on society and the environment.

Students explore how technology is used to meet human needs and begin to use tools and systems to solve problems. Students may use computers and other tools to represent ideas, process information, and support design.

Students use a range of technological tools and systems to create, analyze, and communicate information. This includes working with multimedia, data tools, and systems to design and improve solutions.

Students utilize tools, machines, and computer and information resources to develop and present models, products, and solutions, to test and evaluate solutions, and to create, analyze, and communicate information. This includes applying the design process, using and maintaining technological products and systems, and assessing products and systems.

Students design, model, and evaluate complex systems and solutions using technological tools. Students may use computers, programming, networks, and design software to solve real-world problems and analyze the impacts of technology.