Common Core Academic Standards and Technology
While technology can be infused into any of the common core standards, it might be helpful for
technology staff, LMS, curriculum coordinators, and teachers to know where technologies are
specifically mentioned in the June 2, 2010 release of CCAS Math and CCAS English Language Arts
documents. This is a WORK IN PROGRESS, and we may have missed some references to technology.
Feel free to add them to this document.
Introduction – none
Application for English Language Learners: none
Application to Students with Disabilities: p.2, 2nd bullet – Assistive technology devices
Mathematics: p. 4 - For example, for students with disabilities reading should allow for use of Braille, screen reader
technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology.
p. 6 – Standard 1Make sense of problems and persevere in solving them – graphing calculator
p. 7 – Standard 4 Model with mathematics - using such tools as diagrams, two-way tables, graphs, flowcharts and
formulas
p. 7 – Standard 5 Use appropriate tools strategically - pencil and paper, concrete models, a ruler, a protractor, a calculator,
a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are
sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be
helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students
analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using
estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to
visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content
located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and
deepen their understanding of concepts.
p. 8 - use technology mindfully to work with mathematics
p. 58 – High School Number and Quantity: calculators, spreadsheets, and computer algebra systems
p. 62 – High School Algebra: a spreadsheet or a computer algebra system
p. 67 – High School Functions: A graphing utility or a computer algebra system can be used to experiment with
properties of these functions and their graphs and to build computational models of functions, including recursively defined
functions. … Sometimes functions are defined by a recursive process, which can be displayed effectively using a spreadsheet or
other technology.
p. 72 – High School Modeling: Diagrams of various kinds, spreadsheets and other technology, and algebra are powerful tools
for understanding and solving problems drawn from different types of real-world situations. … Graphing utilities, spreadsheets,
computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical
phenomena (e.g., the behavior of polynomials) as well as physical phenomena.
p. 74 - High School Geometry: Dynamic geometry environments provide students with experimental and modeling tools that allow
them to investigate geometric phenomena in much the same way as computer algebra systems allow them to experiment with
algebraic phenomena.
p. 79 – High School Statistics: Technology plays an important role in statistics and probability by making it possible to
generate plots, regression functions, and correlation coefficients, and to simulate many possible outcomes in a short amount of time.
p. 81 - 8. Compute (using technology) and interpret the correlation coefficient of a linear fit.
English Language Arts
Introduction p. 4 - Research and media skills blended into the Standards as a whole
To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend,
evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve
problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The
need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion,
research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.
p. 6 - …for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive
devices, while writing should include the use of a scribe, computer, or speech-to-text technology.
p. 7 - They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their
searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn
offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use
those best suited to their communication goals.
p. 8 - Speaking and Listening: Flexible communication and collaboration
Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to
develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and
listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use
media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
p. 12 – Reading Standards for Literature, Gr. 4,: # 7
Make connections between the text of a story
or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Gr. 5 # 7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
p. 18 College and Career Readiness (CCR) #6 6. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
p. 21 Writing Standards, Gr. 3, 4, 5 #8: gather relevant information from print and digital sources
p. 22 CCR # 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
of presentations.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and
have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated
content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
p. 24 Speaking and Listening Gr. 3, 4, 5 # 5
Add audio recordings and visual displays to presentations
p. 25 CCR be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media
use;
p. 29 Language Standards Gr 3,4,5 #4 use reference materials both print and digital
p. 35 CCR Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings,
p. 37 Reading Standards for Literature Gr. 6,7, 8 #7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version,
p. 39 Reading Standards for Informational Text Gr 6, 7, 8 # 7 Compare and contrast a text to an audio, video, or multimedia version of the
text, analyzing each medium’s portrayal of the subject
p. 40 Reading Standards for Informational Text Gr 9-12 #7 Integrate and evaluate multiple sources of information presented in different
media or formats
p. 41 CCR 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCR 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
p. 42 Writing Standards Gr 6, 7, 8 #2 include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding
comprehension.
#6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills
# 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
p. 46 Writing Standards Gr. 9-12 # 6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly
and dynamically.
#8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
p. 48 CCR Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
Make strategic use of digital media and visual displays of data to express information and enhance understanding
of presentations.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and
have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between
speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly
simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.
p. 49 Speaking and Listening Standards Gr 6, 7, 8 # 2 Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
# 5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
p. 50 Speaking and Listening Standards Gr 9-12 #2 Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
#5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
p. 53 Language Standards Gr 6, 7, 8, 9-12 #4 Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.