Essential Questions

Can students apply

existing knowledge
and new-found
knowledge to
create something
new?
Can students create
using a variety of
digital tools?
Can students
combine the
creative process
with technical
function?
Can students
digitally
demonstrate their
learning in a
creative and/or
innovative way?
Do students value
the process as much
as the final product?
Are students able to
use digital tools to
combine and remix
existing ideas
construct new
ideas?
Can students
proficiently mix the
benefits of different
digital
tools/software by
combining them
when they create
(i.e. app smashing)?
Are students
motivated to
contribute to the
world wide web in a
positive way? Are
their contributions to
the internet driven
by positive
citizenship?

Student
Knowledge
Students have a
plethora of digital
tools available to
them that allow
them to create
(going beyond
consumption).
Remixing is a form of
creative expression.
Students understand
that all ideas evolve
and are built upon
past ideas.
Therefore, student
understand that
their creations may
inspire other
creations and future
possibilities.
Students understand
that their creations
are not restricted to
just one tool or
platform, that they
may combine the
tools/platforms to
create something
greater than if they
had just used one.

K-3
Elementary
Knowledge & Skills

4-8
Middle Years
Knowledge & Skills

9-12
High School
Knowledge & Skills

Students are able to

create on a digital
tool assigned by the
teacher that is
compliant with
terms of use.
Students begin to
combine the
creative process
and technical
function. Students
are dependent on
the teacher for
technical support
and guidance.

Students are able to

create with a tool of
their choice from a
teacher-created list
of tools compliant
with terms of use.
Students are better
able to combine the
creative process
with technical
function, while
having the teacher
available for
guidance when
needed.

With teacher-driven
instruction, students
are able to
demonstrate their
learning with a
digital tool.

Students are able to

demonstrate their
learning in a
creative and/or
innovative way
using digital tools.

With teacher
guidance, students
can take something
that already exists
and remix it to
create new
meaning (i.e. writing
and recording or
videoing new lyrics
to a familiar song).

Students are
introduced to the
concept of remix
and use digital tools
to begin combining
already-existing
ideas to create new
ideas and
messages. Students
give credit to all
sources used.

Students are able to

create by
independently
selecting the most
appropriate tool for
the task at hand.
Students are
proficient in
combining the
creative process
with technical
function on a more
independent level.
Students consult
with the teacher for
guidance, but are
able to reach out
beyond the walls of
the classroom (i.e.
watching
instructional videos,
etc.) to solve
problems and
answer questions
that may arise.
Students are able to
demonstrate deep
understanding of
what they have
learned in a
creative and/or
innovative way
using a digital tool of
their choice.
Students are able to
suggest to their
teacher(s) alternate
ways of expressing
what they have
learned using digital
tools.
Students have an
advanced
understanding of
remix and use it as a
means of creative
expression.
Students use
advanced critical
thinking to combine
ideas to create new
meaning. Students
give credit to all
sources used.

Students can
demonstrate their
learning in more
ways than one.
Students understand
that the creative
process is just as
important as the
final product, and
that their learning
process should be
shared with others.
Students can
creatively express
themselves through
the use of
technology.

Do students
communicate their
progress and
learning processes
about their
creations?
Do students invite
feedback on their
creations and view
this as essential for
improving the
quality of their
creations?

Students should
invite feedback on
their creations as
part of continuous
improvement.

With teacher
guidance and
support, students
mainly create with
one tool/platform
per project and
enhance their
creation with the
use of one other
teacher-suggested
tool/platform when
necessary.
Students are
exposed to basic
digital design and
can differentiate
between good
design and poor
design.
When creating,
students understand
that their
contributions should
be kind and helpful
both online and
offline.

With teacher
prompting and
support, students
can produce short
written and/or
recorded
(audio/visual)
reflections about
their learning and
their creation's
progress to share
with their teacher,
parents, and peers.

Students understand
that they are lifelong learners and
will ask for
suggestions from
their teacher,
parents, and peers
to improve their
work.

Students are able to

think of more than
one tool/platform to
create with.
Students begin to
combine these
tools/platforms and
can identify the
enhancements they
bring to their
project.

With increased
independence,
students can fluidly
combine 2 or more
digital
tools/platforms to
enhance their
creations when
necessary.

Students develop a
basic understanding
and application of
digital design.
Students also
consider ways to
make their creation
accessible to others.
Students exercise
positive digital
citizenship when
creating on digital
platforms. Students
realize that digital
creations tend to
reach a larger
audience and that
they need to be
aware of others
when creating.
With teacher
prompting, students
produce written or
recorded
(audio/visual)
reflections about
their learning and
their creation's
progress with a
larger audience on
an online platform
(i.e. blog).

Students have a
good understanding
and application of
effective digital
design. Students
actively attempt to
make their creation
accessible to others.
Students exercise
advanced digital
citizenship skills and
an acute awareness
of how their
creations can
impact others both
online and offline.
Students remain
cognizant of this
fact throughout the
creative process.
With less teacher
prompting and
more
independence,
students produce
deeper written or
recorded
(audio/visual)
reflections about
their progress with
greater openness,
including predictions
about what's
ahead, with a larger
audience on an
online platform (i.e.
blog).
Students
demonstrate a
commitment to
lifelong learning.
Students will actively
seek feedback for
their work with little
to no prompting
from their teacher.
Students will seek
feedback outside of
the classroom walls
and on a more
global scale.

Students take to
heart that they are
life-long learners.
With less prompting
from the teachers,
they will seek
feedback from their
teacher, parents,
and peers, as well as
begin to seek
feedback beyond
the classroom walls.