Students will work with a partner to write, solve, check, and animate a division story problem based on a division expression using a sharing model.

A Google Slide Deck introduction to the MITECS competency Computational Thinker - Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Example: In a high school physics class, students designed catapults that could hit measured distances at two different points. Prior to mapping designs, students used calculators and computer-based scenario software to practice and apply formulas based on data to test hypothesis. Once they had a working theory that the team agreed on, the students created prototypes for initial testing. They shared the recordings with scientists and engineers from the local university, who posted feedback on the comment feature of a video channel. Student teams used the feedback to make changes to their designs and built their miniature catapults. They then conducted their final tests.

Questions for Reflection:
- How do the MITECS compliment core content?
- How might you and your colleagues develop cross-curricular experiences to support the MITECS?
- Which of the competencies are you most familiar with?
- Which competency is an area of growth for you, as an educator?

Padlet is an online post-it-like board that you can use as an easy collaboration platform for students. Padlets can be created by you or students. Once created, student can share ideas and comment on other students as well.

A Google Slide Deck introduction to the MITECS competency Creative Communicator - Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Example: In ninth grade English classes, the students studied the elements of spoken word, a form of poetry, to addresses community or society issues. In teams, they watched several videos of examples as a form of author study. After researching their issue of choice, students composed their spoken word poetry in Google Docs. Their teams conducted two writer’s critique for each poem: the first was a live in-person discussion and the second was through using the Comment feature in Google Docs. Students presented their Spoken Word at a live event at a local cafe. This was recorded and posted on the classroom Youtube Channel. Students posted comments on the recordings to discuss the issues using prompts that supported positive and constructive dialog.

Questions for Reflection:
- How do the MITECS compliment core content?
- How might you and your colleagues develop cross-curricular experiences to support the MITECS?
- Which of the competencies are you most familiar with?
- Which competency is an area of growth for you, as an educator?

A Google Slide Deck introduction to the MITECS competency Digital Citizen - Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act in ways that are safe, legal and ethical.

Example: Eleventh graders in a Careers Course created LinkedIn accounts and entered a resume of their work and volunteer experiences. After careful research on topics about the kind of work they thought would be interesting to do, they composed short articles, which after a peer review and teacher review, they revised, before publishing the results on their LinkedIn account. During the composition time, the teacher taught about respectful commenting through an author study of comments on articles online. The students analyzed the comments in a fishbowl structure and explored what made comments constructive and positive versus disrespectful or toxic. After some practice dialoguing in a private discussion board on a wiki, students posted live comments on each other’s LinkedIn articles.

Questions for Reflection:
- How do the MITECS complement core content?
- How might you and your colleagues develop cross-curricular experiences to support the MITECS?
- Which of the competencies are you most familiar with?
- Which competency is an area of growth for you, as an educator?

A Google Slide Deck introduction to the MITECS competency Empowered Learner - Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

Example: Seventh grade students in an English class set individual goals based on their initial reading fluency and comprehension assessment results. As the academic year progressed, the students jotted “success notes” to themselves as they mastered new skills. Each student charted their goals and monitored their own progress each week through a personalized goal tracker checklist. As the academic year progressed, each student wrote about their learning journey in an online journal that was shared with their teacher. At the end of the year, students reflected on and celebrated their growth.

Questions for Reflection:
- How do the MITECS complement core content?
- How might you and your colleagues develop cross-curricular experiences to support the MITECS?
- Which of the competencies are you most familiar with?
- Which competency is an area of growth for you, as an educator?

A Google Slide Deck introduction to the MITECS competency Global Collaborator - Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Slide deck to help educators integrate Grades 3-5 core content standards, Michigan K-12 Computer Science Standards and MITECS (Michigan Integrated Technology Competencies for Students).

Video on how to the use K-2 Crosswalk slide deck along with exploring ways to make connections between computer science and grade level curriculum content.

Slide deck to help educators integrate Grades 6-8 core content standards, Michigan K-12 Computer Science Standards and MITECS (Michigan Integrated Technology Competencies for Students).

Video on how to the use 6-8 Crosswalk slide deck along with exploring ways to make connections between computer science and grade level curriculum content.

Slide deck to help educators integrate Grades K-2 core content standards, Michigan K-12 Computer Science Standards and MITECS (Michigan Integrated Technology Competencies for Students).

Video on how to the use K-2 Crosswalk slide deck along with exploring ways to make connections between computer science and grade level curriculum content.

A Google Slide Deck introduction to the MITECS competency Innovative Designer-
Students use a variety of technologies within a design process to solve problems by creating new, useful or imaginative solutions.

Example: Third graders worked in teams to design an effective indoor gardening system. With the assistance of local master gardeners, both in person and via videoconference, students researched key needs for the vegetables they wanted to grow and their basic needs. They then designed different structures for a hanging garden. Using a feedback loop from the master gardeners, students created several revisions of their ideas to address missing needs. They presented the final results to a panel that included the principal, some board members, and master gardeners, who decided on the structure that would be funded.

Questions for Reflection:
- How do the MITECS complement core content?
- How might you and your colleagues develop cross-curricular experiences to support the MITECS?
- Which of the competencies are you most familiar with?
- Which competency is an area of growth for you, as an educator?

A Google Slide Deck introduction to the MITECS competency Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Example: Fifth grade classes sought to find a cure for cancer. They learned about healthy cells, and researched the difference with cancerous cells. The studied and collected information about the social and economic impact of cancer on families and communities with the help of local doctors and nurses who worked in a children’s cancer ward in a local hospital. Because of the health professionals’ schedules, this collaboration was done through video conference and shared documents. The students compiled their findings after much fact-checking, and reported to the community through a free evening dinner at the school. A donation box was present in case anyone wanted to make a donation, with the proceeds going to the American Cancer Society in the name of the hospital children’s cancer ward. That night the students raised over $1000.

Questions for Reflection:
- How do the MITECS complement core content?
- How might you and your colleagues develop cross-curricular experiences to support the MITECS?
- Which of the competencies are you most familiar with?
- Which competency is an area of growth for you, as an educator?

Students will get the opportunity to program a version of the game “Flappy Bird” using simple drag and drop programming to make connections between computer science concepts and the real world.

The crosswalks include English Language Arts, math, and science. Social studies will be forthcoming.

The MITECS and Computer Science Standards Crosswalk resources provide a variety of activities for teachers to easily integrate the MITECS (Michigan Integrated Technology Competencies for Students) and Michigan Computer Science Standards into the K-8 classroom. They were created for all teachers who are interested in exploring ways to make connections between computer science and grade level curriculum content.

The units found here are examples of MITECS integration into the core content areas.