(1) The empowered learner content standards ninth-twelfth grade are that each student will:
(a) set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes;
(b) build personal learning networks and customize learning environments in ways that support the learning process;
(c) use technology to seek feedback that informs and improves practice and to demonstrate learning in a variety of ways; and
(d) demonstrate the ability to choose, use, and troubleshoot current technologies, and transfer knowledge to explore emerging technologies.
(2) The digital citizen content standards for ninth-twelfth grade are that each student will:
(a) cultivate and manage a positive digital identity and demonstrate an understanding of how the digital footprint is permanent and can impact reputation;
(b) engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices;
(c) respect the rights and obligations of creating, using, and sharing intellectual property; and
(d) manage personal data to maintain digital privacy and security.
(3) The knowledge constructor content standards for ninth-twelfth grade are that each student will:
(a) use research strategies to locate information and resources for intellectual or creative pursuits;
(b) evaluate the accuracy, perspective, cultural sensitivity, credibility, and relevance of information, media, data, or other resources;
(c) evaluate potential biases in resources; and
(d) curate information from digital resources using a variety of tools and methods to create collections of artifacts that are connected to a theme or support a thesis.
(4) The innovative designer content standards for ninth-twelfth grade are that each student will:
(a) initiate a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems;
(b) select and use digital tools to plan and manage design process that considers design constraints and calculated risks; and
(c) develop, test, and refine prototypes as part of cyclical design process.
(5) The computational thinker content standards for ninth-twelfth grade are that each student will:
(a) identify problems suited for technology-assisted methods for data analysis, abstract models, and algorithmic thinking;
(b) 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;
(c) break down problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving; and
(d) explain how automation works and use algorithmic thinking to develop a sequence of steps to create and test automate solutions.
(6) The creative communicator content standards for ninth-twelfth grade are that each student will:
(a) choose the appropriate platforms and tools for meeting the desired objections of the creation or communicate;
(b) create original works or responsibly repurpose or remix digital resources into new creative works;
(c) communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations; and
(d) publish, present, and defend content that customizes the message and medium for the intended audiences.
(7) The global collaborator content standards for ninth-twelfth grade are that each student will:
(a) identify and 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 others;
(b) identify and use collaborative technologies to work with others to examine global and local issues, problems and solutions from multiple viewpoints; and
(c) contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
(8) The reflective user content standards for ninth-twelfth grade are that each student will:
(a) evaluate historical, cultural, and social impacts of technology innovations on individuals and groups, including urban, rural and reservations communities; and
(b) reflect on and explain how technological innovations influence selection of tools and resources appropriate to a task.