When we think from the K2 lens a lot of so all of our assessments that are standardized are on a device. Most things at that level require a touch screen because it requires children to manipulate things so pre-reading skills, children are not yet reading necessarily they need to be able to manipulate things to show us their knowledge and understanding. Additionally this idea of documentation with a camera so when we think about your teaching and learning experience what are ways we can document things with cameras and mark them up so we have evidence within math classrooms of things that have been awesome of kids having some agency and voice and choice in that and taking a picture of some geometric shapes you might see around the classroom and marking that piece up to be able to show their learning so no need for a keyboard at that point and really no need for anything different than what has already existed. Teachers work really purposefully around how to use the technology and there continues to be conversation and a value placed on the importance of a balance between a device and physical materials so thinking about manipulatives, thinking about actual texts and those kinds of things so not having children to do the exercises and those types of things.

Additionally this idea of documentation with a camera so when we think about your teaching and learning experience what are ways we can document things with cameras and mark them up so we have evidence within math classrooms of things that have been awesome of kids having some agency and voice and choice in that and taking a picture of some geometric shapes you might see around the classroom and marking that piece up to be able to show their learning so no need for a keyboard at that point and really no need for anything different than what has already existed. Teachers work really purposefully around how to use the technology and there continues to be conversation and a value placed on the importance of a balance between a device and physical materials so thinking about manipulatives, thinking about actual texts and those kinds of things so not having children to do the exercises and those types of things. As students age up in the system the tasks that are required of them become more complex so in 3-5 the reason why we're looking at the integrated keyboard as a part of the case is because keyboarding becomes a part of the curriculum so if you think about our curriculum we're learning how to print K1, we're learning cursive in second grade and we're learning keyboarding in third grade so it the curriculum and we continue to ramp up our expectations around writing on assessments so you think about a performance task where now they're writing versus some of that manipulation of materials in K2 and then the idea of creating.

Teachers work really purposefully around how to use the technology and there continues to be conversation and a value placed on the importance of a balance between a device and physical materials so thinking about manipulatives, thinking about actual texts and those kinds of things so not having children to do the exercises and those types of things. As students age up in the system the tasks that are required of them become more complex so in 3-5 the reason why we're looking at the integrated keyboard as a part of the case is because keyboarding becomes a part of the curriculum so if you think about our curriculum we're learning how to print K1, we're learning cursive in second grade and we're learning keyboarding in third grade so it the curriculum and we continue to ramp up our expectations around writing on assessments so you think about a performance task where now they're writing versus some of that manipulation of materials in K2 and then the idea of creating. Stacey referenced this when we came to the teaching and learning advisory council and I have a sticker on my computer that talks about the creating is bigger and better than the learning and using it for a purpose and using it in that sort of sense of presentations or the kinds of documents.

As students age up in the system the tasks that are required of them become more complex so in 3-5 the reason why we're looking at the integrated keyboard as a part of the case is because keyboarding becomes a part of the curriculum so if you think about our curriculum we're learning how to print K1, we're learning cursive in second grade and we're learning keyboarding in third grade so it the curriculum and we continue to ramp up our expectations around writing on assessments so you think about a performance task where now they're writing versus some of that manipulation of materials in K2 and then the idea of creating. Stacey referenced this when we came to the teaching and learning advisory council and I have a sticker on my computer that talks about the creating is bigger and better than the learning and using it for a purpose and using it in that sort of sense of presentations or the kinds of documents. That continues to amp up 6-8 with the increase in writing, creating with the tools and then we talked about in world language classrooms this idea of being able to use the device to record and get sort of instantaneous feedback is a really important tool as we're building proficiency within languages and in 9-12 some of the examples we thought about were things like within science we had actually at one of the meetings that Nina was at we had a science teacher who talked about the fact that when we have a device this is how they used to use phones of a science lab where they can capture something on video and then really spend time digging into that lab and unpacking what that means and what do you see so if you think about a physics lab or something like that and capture that on video and really sort of think about periods and those kinds of things with that.

Stacey referenced this when we came to the teaching and learning advisory council and I have a sticker on my computer that talks about the creating is bigger and better than the learning and using it for a purpose and using it in that sort of sense of presentations or the kinds of documents. That continues to amp up 6-8 with the increase in writing, creating with the tools and then we talked about in world language classrooms this idea of being able to use the device to record and get sort of instantaneous feedback is a really important tool as we're building proficiency within languages and in 9-12 some of the examples we thought about were things like within science we had actually at one of the meetings that Nina was at we had a science teacher who talked about the fact that when we have a device this is how they used to use phones of a science lab where they can capture something on video and then really spend time digging into that lab and unpacking what that means and what do you see so if you think about a physics lab or something like that and capture that on video and really sort of think about periods and those kinds of things with that. Again recording our Globe students have talked a lot about the sort of lack of a like their Chromebooks are not great for being able to record their interviews and then thinking about this larger screen so a standard iPad having a smaller screen that the high school students really do need something that's larger and the high school students they were in the process of writing a pretty big paper and a lot of the feedback that was on their mind of make sure the tool is something that allows us to be able to do that piece.