Teaching technology for every user in grade 6 does not have to be complicated. Picture an accessibility specialist designing and testing technology so people with disabilities can use it effectively. That kind of thinking is exactly what Oklahoma's grade 6 computer science standard 6.IC.CU.02 asks students to practice \u2014 and it is very teachable with the right materials. This post walks through what the standard means, the misconceptions students bring to it, and discussion starters you can use tomorrow, whether you teach in a classroom or at your kitchen table.<\/p>\n
\nIdentify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users.\n\u2014 Oklahoma Academic Standards for Computer Science (February 2023)<\/em><\/p>\n<\/blockquote>\n
In plain language: Oklahoma's standard asks sixth graders to identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users.<\/p>\n
In student-friendly terms, the learning target is: "I can identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users."<\/strong><\/p>\n
What Students Should Be Able to Do<\/h2>\n
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- I can identify technology proficiencies needed in a classroom setting.<\/li>\n
- I can identify technology proficiencies needed in a workplace setting.<\/li>\n
- I can explain how technology needs differ across users with different abilities or experience.<\/li>\n
- I can propose realistic ways technology can be adapted to meet diverse user needs.<\/li>\n<\/ul>\n
Along the way, students pick up the working vocabulary of the topic: proficiency, accessibility, interface, screenreader, caption, workplace, usability, adaptation, training, diverse, efficiency, competency.<\/p>\n
Technology For Every User: Misconceptions to Watch For<\/h2>\n
These are the wrong turns students reliably take with this standard \u2014 knowing them ahead of time is half the lesson plan. Each correction strategy below comes straight from the unit's teacher guide (the paragraph and activity references point into the unit itself).<\/p>\n
1. "Classroom and workplace technology skills are basically the same thing."<\/strong><\/p>\n
Use paragraph 1's key point \u2014 different settings have different goals, so the specific technology proficiencies needed often differ between a classroom and a workplace.<\/p>\n
2. "Accessibility features are only useful for people with permanent disabilities."<\/strong><\/p>\n
Reference paragraph 5 \u2014 accessibility and usability features, like simplified interfaces or adjustable text size, can help a wide range of users, including beginners or people in temporary situations, not only people with permanent disabilities.<\/p>\n
3. "If technology works for most people, it doesn't need any adaptations."<\/strong><\/p>\n
Point to paragraph 9 \u2014 technology adopted without considering different user needs can create unfair disadvantages for the people it doesn't work for, even if it works fine for the majority.<\/p>\n
4. "Providing training means people no longer need accessible or usable technology design."<\/strong><\/p>\n
Clarify from paragraph 8 \u2014 training helps people learn to use technology, but it works best alongside accessible, usable design, not as a replacement for it.<\/p>\n
Discussion Starters You Can Use Tomorrow<\/h2>\n
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- Why might a workplace need to provide ongoing training even for employees who consider themselves 'good with technology'?<\/li>\n
- What's an example of a technology feature that helps people with disabilities but also makes things easier for everyone else?<\/li>\n
- Why do you think schools dedicate class time to teaching technology skills directly, instead of assuming students already know them?<\/li>\n<\/ul>\n
Bringing It Home<\/h2>\n
This topic is a natural one for families. One ten-minute activity to try: Together, pick a piece of technology you use at home and think about how it could be adapted for someone with a different need, like a younger sibling, a grandparent, or a family member with a visual or hearing impairment.<\/p>\n
Where This Leads<\/h2>\n
Students who can identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users are building skills used every day in accessibility design, corporate training, UX\/UI design, instructional technology, and computer science education.<\/p>\n\n
See the Unit in Action<\/h2>\n\n