Digital Learning Standards for Students

Digital learning standards describe the knowledge, skills, and habits students need to learn, create, communicate, collaborate, solve problems, and make responsible decisions in a changing digital world.

North Carolina has adopted digital learning standards based on the International Society for Technology in Education Standards for Students. These standards are integrated across grade levels, subjects, and learning experiences rather than taught as a separate course.

In CHCCS, classroom teachers, school librarians, Digital Learning Coaches, and other instructional staff work together to help students develop these skills in purposeful and developmentally appropriate ways.

Purposeful Technology Use

The Digital Learning Standards do not require students to use a device during every lesson or spend a specific amount of time online.

Technology should be used when it meaningfully supports the learning goal, improves access, strengthens collaboration, allows students to create or communicate in new ways, or helps students solve authentic problems.

Students may also develop digital learning skills through:

Discussion and collaboration
Printed texts and handwritten work
Research and source evaluation
Planning and design
Hands-on activities
Creative projects
Reflection and problem-solving
Learning about technology without actively using a device

The instructional goal should guide the use of technology, not the availability of a device or application.

The Digital Learning Standards

Empowered Learner

Students use technology to take an active role in their learning.

Students learn to:

Set learning goals and reflect on their progress
Choose appropriate tools and resources
Seek and apply feedback
Personalize aspects of their learning when appropriate
Troubleshoot common problems and ask for support
Explain how a digital tool helped them learn or create

Being an empowered learner does not mean working independently all the time. It means making thoughtful choices, taking responsibility, and understanding how tools can support learning.

Digital Citizen

Students make safe, responsible, ethical, and thoughtful decisions when using technology.

Students learn to:

Protect their personal information and account security
Communicate respectfully in digital spaces
Understand their digital footprint
Recognize cyberbullying, scams, unsafe requests, and inappropriate content
Respect copyright, intellectual property, and the work of others
Make healthy decisions about technology use
Report safety, privacy, or security concerns to a trusted adult
Understand that digital actions can affect both themselves and others

Students should use district accounts, devices, and resources in accordance with school and district expectations.

Knowledge Constructor

Students use digital and non-digital resources to investigate questions, build understanding, and create new knowledge.

Students learn to:

Develop questions for research and inquiry
Locate information from multiple sources
Evaluate sources for accuracy, reliability, relevance, bias, and purpose
Distinguish between fact, opinion, advertising, misinformation, and manipulated content
Organize and synthesize information
Cite sources and give appropriate credit
Use evidence to explain conclusions

Students should not assume that information is accurate simply because it appears online, is highly ranked in a search, or was generated by an artificial intelligence tool.

Innovative Designer

Students use a thoughtful design process to identify needs, develop ideas, test solutions, and improve their work.

Students learn to:

Define a problem or goal
Consider the needs of the intended audience
Generate and compare possible solutions
Create models, drafts, or prototypes
Test and revise their work
Learn from mistakes and feedback
Select digital or non-digital tools that fit the task

The focus is not only on the final product. Students also learn from planning, revision, experimentation, and reflection.

Computational Thinker

Students use logical reasoning, data, models, and problem-solving strategies to better understand complex questions and develop solutions.

Students learn to:

Break larger problems into manageable parts
Identify patterns and relationships
Organize and analyze data
Develop and test step-by-step processes
Use models or simulations when appropriate
Consider the accuracy and limitations of data
Explain how they reached a conclusion or solution

Computational thinking can be developed through coding, mathematics, science, research, design, and many non-digital activities.

Creative Communicator

Students communicate ideas clearly and creatively for different purposes and audiences.

Students learn to:

Select an appropriate format and tool
Organize information in a clear and understandable way
Combine text, images, audio, video, data, or other media when appropriate
Adapt communication for different audiences
Give credit for content created by others
Review and revise their work
Consider accessibility, readability, and representation

The most advanced tool is not always the best choice. Students should select a format that effectively communicates their message.

Global Collaborator

Students use digital tools to learn with and from others, both locally and beyond their immediate classroom.

Students learn to:

Contribute responsibly to group work
Listen to and consider different perspectives
Communicate respectfully across differences
Share responsibilities and complete agreed-upon tasks
Use collaborative tools appropriately
Provide constructive feedback
Work with others to investigate issues and develop solutions

Global collaboration does not always require communication with people outside the district. It includes developing the skills needed to participate thoughtfully in diverse and connected communities.

Artificial Intelligence and the Standards

Artificial intelligence and other emerging technologies may support several areas of the Digital Learning Standards when used thoughtfully, responsibly, and in age-appropriate ways.

When permitted to use AI, students should:

Follow teacher directions and assignment expectations
Use AI to support rather than replace their thinking
Check AI-generated information for accuracy
Look for missing perspectives, stereotypes, or bias
Protect personal, confidential, and student information
Revise and take responsibility for the final work
Explain or acknowledge how AI assisted them when required
Ask when they are unsure whether AI use is appropriate

Access to district-approved artificial intelligence tools may vary by grade level and instructional purpose. Students in Grades K-5 are not permitted to use generative AI tools.

Grade-Level Development

Students build these skills over time. Expectations should reflect students’ ages, experience, learning needs, and level of independence.

Elementary School

Students begin learning how to:

Use devices and accounts safely
Follow teacher directions
Protect basic personal information
Communicate kindly
Identify trusted adults
Find and use age-appropriate information
Create simple digital products
Balance technology with other learning experiences

Middle School

Students expand their ability to:

Evaluate the accuracy and purpose of information
Manage their digital identity
Collaborate responsibly
Select tools based on the learning goal
Protect privacy and account security
Recognize manipulation, misinformation, and bias
Explain their design and problem-solving choices

High School

Students increasingly demonstrate independence by:

Conducting sustained research
Evaluating complex and conflicting sources
Creating for authentic audiences
Managing collaborative projects
Using data and digital tools to investigate problems
Making informed decisions about emerging technologies
Applying academic integrity and attribution expectations
Preparing for college, careers, and civic participation

Shared Responsibility

Developing these skills is a shared responsibility.

Teachers provide developmentally appropriate instruction and select tools that support learning goals. School librarians strengthen research, media literacy, information evaluation, and ethical use of information. Digital Learning Coaches support purposeful technology integration, digital citizenship, and effective instructional practices.

Families can reinforce these skills by discussing online experiences, encouraging healthy technology habits, reviewing privacy and safety expectations, and helping students make thoughtful decisions.

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