Technology Education Scope and Sequence

As the lead learning designer, I created a K–5 technology education framework to help students use digital tools responsibly and effectively. Working with a small team, I developed a vertically aligned scope and sequence that outlined clear skill progressions across all grade levels.
Audience: Faculty
Tools Used: Google Workspace

Highlighted Skills

• Curriculum Development

• Learning Experience Design

• Stakeholder Collaboration

Analysis

Through teacher interviews, we identified inconsistent technology skill development and limited integration of digital citizenship across grades. Younger students needed foundational device skills, middle grades struggled with typing and file management, and upper grades lacked structured instruction in online safety. These insights guided the creation of a unified, developmentally appropriate framework.

Design

We designed a vertically aligned framework emphasizing two strands: technical proficiency and digital citizenship. Learning outcomes were aligned to ISTE and New York State standards and organized into four focus areas:

• Device Navigation & Productivity Tools

• Digital Creativity

• Information Literacy

• Digital Citizenship

The sequence was built collaboratively in Google Sheets to ensure transparency, alignment, and easy updates.

Development

I developed a streamlined scope and sequence that included learning targets, suggested tools, and integration ideas by grade level. Color-coding and clear formatting improved navigation, while supplemental resources (lesson samples, templates, prompts) supported classroom implementation. I also created a training guide and facilitated walkthroughs for faculty.

Implementation

During professional development sessions, teachers used the framework to align technology skills with existing units. Adoption began with foundational device skills and digital safety lessons, supported by collaborative planning and ongoing feedback.

Evaluation

All grade-level teams implemented the framework within the first semester. Teachers reported clearer expectations, better vertical alignment, and a 25% increase in confidence integrating technology intentionally. Based on feedback, we refined the sequence to include more cross-curricular project ideas and scaffolds for younger students.

Results & Reflection

This project strengthened my ability to design vertically aligned learning progressions and build flexible tools that support instructional planning. In the future, I plan to incorporate metrics for tracking student progress to provide stronger data-driven insights.