I ask 'how' and 'why' questions, and I know when I need more information to answer my questions.

I decide if I am asking the right questions and I can change my questions to get the information I need.

(examples: electronic storyboards, outlines, timelines, graphic organizers, science experiment reports...)

I change a plan my teacher gives me.

(examples: electronic storyboards, outlines, timelines, graphic organizers...)

I design my own plan to help me map out how I will complete my work.

I search in many ways and narrow my search to find just the right information.

I combine new information I find, with what I already know, and use the results to change my plan.

(examples: accuracy, currency, credibility, validity, reliability, objectivity, fairness, relevance...)

I check the information I find by comparing it with given criteria.

I think critically about the information I find, and about its source, to determine if it might be biased in any way.

(examples: tables, graphic organizers, spreadsheets, outlines, prioritized email, geographic information system layers...)

I categorize my information using suitable tools.

(examples: CD-ROMs, websites, wikis, blogs, podcasts, syndications, broadcast media, email from peers or experts...)

I determine if the information I find is useful for my purpose, and if I have enough information to answer my questions.

(examples: bogus websites, bogus email, spam, graphs showing selected data...)

I figure out if the information I find is true and if I can trust its source.

I choose suitable tools to create my electronic work and explain my choices.

(examples: hyperlinked web pages, layered graphic organizers, branching multimedia presentations, multiple-sheet spreadsheets, virtual realities, relational databases...)

I design and create my own electronic products that respond to the needs of my audience.

(examples: by creating and/or critically revising text, images, and/or sound to enhance electronic work; by revising audio/video clips or effects; by adjusting the pace and transitions in multimedia presentations; by adding animation to web pages...)

I make the content of my electronic work clear and appealing to my audience, and revise it based on criteria or on feedback.

I look for ways to enhance the quality of my electronic work, beyond the established criteria, to better meet the needs of my audience.

(examples: virtual manipulatives, animation, simulation software, simulation websites, spreadsheets, geographic information systems, probeware...)

I analyze the information and data I find, so that I can solve problems and make my own conclusions.

(examples: spreadsheet modelling of a real situation, animation of an abstract concept or process, computer-aided design of a real object...)

I design and create my own simulations and models to explain concepts.

(examples: email, electronic whiteboards, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...)

I discuss my work with others at a distance by using electronic communication tools.

I communicate with a wide audience and collect feedback to improve my work.

(example: explains selection of ICT...)

I can ask for and share feedback about learning with ICT.

I set my own learning goals and think about how ICT might help me to meet them.

I follow my school division rules for using ICT.

I think about the effects that my use of ICT has on others and I choose to use ICT ethically and responsibly.

(examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...)

I follow guidelines that help keep me safe while communicating electronically.

I evaluate whether my use of ICT will help or get in the way of my learning in a particular situation.

(examples: cyberbullying, promotion of prejudice and hatred, copyright violations, plagiarism, wilful destruction/manipulation of data, hacking, propagation of viruses, spamming, software piracy, consumer fraud, identity theft...)

I tell how breaking the rules of using ICT can hurt me and others.

(examples: ergonomic factors, inactivity, carpal tunnel syndrome, repetitive stress injury, eye strain, addictive/obsessive behaviour...)

I tell about ways that using ICT can be unhealthy.

(examples: respects others' privacy, protects personal information, follows security procedures, respects intellectual property and credits sources, uses licensed software, discourages cyberbullying, collects data ethically, analyzes information ethically...)

I am a good digital citizen and use ICT responsibly.

I predict how ICT might be used in the future.

I make up my mind about whether information needs to remain private or be made public.

I explain how dishonest use of ICT can harm people and society.

I predict some ICT skills I might need in my future career.

(example: outsourcing jobs...)

I determine some benefits and risks of ICT for society.

(examples: lack of access, consequences of unethical use, ease of manipulating data, ease of communicating information, addictive/obsessive behaviour...)

I analyze some of the advantages and disadvantages of how ICT is used in the world.

(examples: assumes assigned group roles, sets group goals, solves group productivity issues...)

I team up with others to plan and work together.

(examples: motivates team members, values contributions of team members, manages group conflict, works toward consensus...)

I lead my group in a collaborative task.

(examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...)

I work with others online to complete assignments.

I determine the benefits and challenges of using ICT to complete a particular collaborative task.

I investigate and solve ICT problems.

I combine what I already know, with new information, to solve new ICT problems.

(examples: open-mindedness, precision, accuracy...)

I figure out more than one way to solve difficult ICT problems and I keep trying.

I remember how I fixed problems I once had with ICT, and try to fix any new problems I have.