Dynamic Learning Project

Impactful Technology Use Rubric

Purpose: This rubric is designed to help teachers and coaches formatively assess “impactful technology use” (ITU) by students on
two dimensions: frequency and proficiency. It defines six indicators for ITU and provides illustrative examples of skills for each.
These examples are not intended to be exhaustive, but to clarify the opportunities that teachers might create in their classrooms for
students to demonstrate ITU.

The frequency rating pertains to how often students have The proficiency rating pertains to how competent or skilled
had a chance to demonstrate these skills using technology. students are in demonstrating these skills using technology.

Instructions: For each ITU indicator, select the frequency and proficiency rating that best describes student technology use in your
classes overall. To better understand the dimension of proficiency, also refer to the descriptors provided in levels 1 and 5.

Students SELECT
RELEVANT
In my
classes,
1. 2. 3. 4. 5.
TECHNOLOGY students Almost A few times Monthly Weekly Almost
TOOLS or resources to select relevant Never per semester (1-3 times (1-3 times Daily
learn something new or technology tools per month) per week)
complete a task at hand or resources.

Example skills: My
students
1. 2. 3. 4. 5.
● Decide which Not at all To a small extent To some extent To a large extent To a very
are
technology tools to proficient in large extent
use (e.g., computer, selecting relevant - Students do not + Students consider
notebook, or technology tools select technology a variety of options
cellphone) or resources (as tools and resources (appropriate for
appropriate for or only use teacher- the task) and select
● Decide which selected technology the most useful
technology resources their grade level).
tools and resources. and engaging tools
to use (e.g., app or and resources for
- Students use familiar
website) tools and resources completing a task
without considering or learning (e.g.,
what else might sites designed
be available to to help students
help them be more with learning and
engaged, learn better research, social
or complete their network resources,
task (e.g., students databases and
always default to spreadsheets,
search engines and graphics and
use the first link graphic organizers,
that appears or use etc.).
the same tool for
everything).

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Dynamic Learning Project Impactful Technology Use Rubric

Students use
technology
In my
classes,
1. 2. 3. 4. 5.
to develop students Almost A few times Monthly Weekly Almost
COLLABORATION skills use technology Never per semester (1-3 times (1-3 times Daily
to collaborate. per month) per week)
Students use technology
to work together
to solve problems,
complete tasks, and
accomplish common
goals.

Example skills: My
students
1. 2. 3. 4. 5.
● Work in pairs or small Not at all To a small extent To some extent To a large extent To a very large
groups to support one are
proficient in extent
another in completing
their assignments using technology
to collaborate (as - Student use of + Students use
● Divide tasks in order appropriate for technology does technology
to complete group not help them effectively to create
their grade level).
effectively manage shared goals and
projects
shared tasks, strategies, organize
● Give feedback to work together and complete shared
their classmates productively or tasks, work together
about their work In actively support productively and
my classes, students and involve each make sure everyone
use technology to group member has a chance to
(e.g., one or two
collaborate. contribute.
group members do
the work and do not
include others).

© 2019 Google Inc. All rights reserved.

Dynamic Learning Project Impactful Technology Use Rubric

Students use
technology
In In my
classes,
1. 2. 3. 4. 5.
to develop students Almost A few times Monthly Weekly Almost
COMMUNICATION skills use technology Never per semester (1-3 times (1-3 times Daily
to communicate. per month) per week)
Students use technology
to thoughtfully cross
borders, connect with
experts, local and
global, and share what
they have learned orally,
in writing, and through a
variety of media.

Example skills: My
students
1. 2. 3. 4. 5.
● Give a presentation to Not at all To a small extent To some extent To a large extent To a very large
are
a specific audience extent
proficient in
● Share work or ideas using technology
online (e.g., with to communicate - Student use + Students use
people outside of (as appropriate of technology technology
does not result to engage an
school) for their grade
in effective audience—orally, in
Express their ideas for level). connection with an
●
writing or through
a specific audience audience—orally, in media—and convey a
through writing writing or through clear message for an
media—and does intended purpose.
● Express their ideas in not clearly convey
a different way than ideas for an + Students use
writing (e.g., drawings, intended purpose. technology to
music, video) connect with people
- Students do not who provide real-
use technology world audience
to connect with perspective,
people who and with whom
provide a real-
they can actually
world audience
experience concepts
perspective.
and practice
communication skills.

© 2019 Google Inc. All rights reserved.

Dynamic Learning Project Impactful Technology Use Rubric

Students use
technology
In In my
classes,
1. 2. 3. 4. 5.
to develop students Almost A few times Monthly Weekly Almost
CREATIVITY and use technology Never per semester (1-3 times 1-3 times Daily
INNOVATION skills. to create and per month) per week)
innovate.
Students use technology
to generate and refine
solutions to complex
problems or tasks using
ideation, synthesis, and
analysis processes.

Example skills: My
students
1. 2. 3. 4. 5.
● Come up with different Not at all To a small extent To some extent To a large extent To a very large
are
ideas or solutions and
proficient in extent
test them out
using technology
● Elaborate, refine, to create and - Students use + Students use
analyze and evaluate innovate (as technology for technology to
copying of ideas, demonstrate
their ideas or solutions appropriate for
products, solutions originality and
in order to improve their grade level). or strategies from inventiveness in their
them others rather than work and learn about
● Create an original and demonstrating the limits of their new
compelling project originality or trying ideas and how they
incorporating their out new ideas. can be improved.
ideas or solutions

© 2019 Google Inc. All rights reserved.

Dynamic Learning Project Impactful Technology Use Rubric

Students use
technology
In In my
classes,
1. 2. 3. 4. 5.
to develop students Almost A few times Monthly Weekly Almost
CRITICAL THINKING use technology Never per semester (1-3 times 1-3 times Daily
skills to think critically per month) per week)
about what they
Students use technology
are learning.
to ask questions,
investigate complex
problems, evaluate
different sources of
information, and draw
conclusions based on
evidence and reasoning.

Example skills: My
students
1. 2. 3. 4. 5.
● Break down and Not at all To a small extent To some extent To a large extent To a very large
analyze a complex are
problem when there is proficient in extent
no single right answer using technology
to think critically - Student use of + Students use
● Evaluate different about what they technology does technology to
sources of information not support the accurately evaluate
are learning (as
development of evidence, analyze
● Use evidence to draw appropriate for original arguments information and
conclusions their grade level). and interpretations verify arguments
(e.g., students (e.g., students
copy an answer use a learning
from the internet management system
without asking to have a debate
clarifying questions about a current
or evaluating event, defending
the credibility of their argument
sources). using evidence and
acknowledging
multiple points of
view).

© 2019 Google Inc. All rights reserved.

Dynamic Learning Project Impactful Technology Use Rubric

Students use
technology to
In In my
classes,
1. 2. 3. 4. 5.
develop AGENCY students Almost A few times Monthly Weekly Almost
use technology Never per semester (1-3 times 1-3 times Daily
Students use technology per month) per week)
to take responsibility to develop
for their learning by their agency in
setting and driving taking on and
towards personal goals, completing tasks.
by identifying their
own topics, processes,
and strategies, and by
reviewing and reflecting
on their work.

Example skills: My
students
1. 2. 3. 4. 5.
● Choose topics to study Not at all To a small extent To some extent To a large extent To a very large
are
or goals that interest
proficient in extent
them
using technology
● Decide which activities to develop - Students do not + Students set
will help them learn their agency in use technology their own goals
taking on and in a self-directed for learning and
● Plan and follow steps manner. They may completing their
to reach a goal completing tasks
be compliant but do work.
(as appropriate
not take initiative.
for their grade + Students specify a
level). - Student use of plan for their work,
technology does with steps and
not support them criteria, and monitor
to set goals, create their progress (e.g.,
work plans or learn set and keep track
skills on their own. of a timeline for a
project).
+ Students practice
their skills on
their own and use
feedback to improve.
They seek learning
opportunities and
take action to pursue
their goals.

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