{"id":5138,"date":"2026-10-13T19:14:43","date_gmt":"2026-10-13T19:14:43","guid":{"rendered":"https:\/\/infobymattcole.com\/?p=5138"},"modified":"2026-10-13T20:25:24","modified_gmt":"2026-10-13T20:25:24","slug":"oklahoma-digital-citizenship-internet-safety-oas-cs-k-8","status":"publish","type":"post","link":"https:\/\/infobymattcole.com\/index.php\/2026\/10\/13\/oklahoma-digital-citizenship-internet-safety-oas-cs-k-8\/","title":{"rendered":"Digital Citizenship and Internet Safety in the Oklahoma Computer Science Standards (K\u20138): What Each Grade Requires"},"content":{"rendered":"

If you go looking for “digital citizenship” in the Oklahoma Academic Standards for Computer Science (OAS-CS, February 2023), you will not find it. The phrase does not appear. Neither do “cyberbullying,” “copyright,” or “digital footprint.” That surprises teachers who expect a standards strand with a tidy name.<\/p>\n

The topic is still there. It is spread across three places in the standards, and knowing which three is the fastest way to plan a year of lessons that actually match what Oklahoma asks students to do. This post maps all of it, kindergarten through Grade 8, with the exact standard codes.<\/p>\n

Where digital citizenship lives in the OAS-CS<\/h2>\n

Oklahoma groups its computer science standards into five concepts. Digital citizenship content falls under two of them, plus one small piece of a third:<\/p>\n\n\n\n\n\n\n\n\n
Code family<\/th>\nConcept and subconcept<\/th>\nWhat it covers<\/th>\n<\/tr>\n<\/thead>\n
IC.SI<\/strong><\/td>\nImpacts of Computing, Social Interactions<\/td>\nBehavior in online communities<\/td>\n<\/tr>\n
IC.SLE<\/strong><\/td>\nImpacts of Computing, Internet Safety, Law & Ethics<\/td>\nStaying safe, intellectual property, privacy, ethics<\/td>\n<\/tr>\n
NI.CY<\/strong><\/td>\nNetworks and the Internet, Cybersecurity<\/td>\nPasswords, protecting information, responsible use<\/td>\n<\/tr>\n
AP.PD.02<\/strong><\/td>\nAlgorithms and Programming, Program Development<\/td>\nGiving credit when you use someone else’s ideas or code<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The standards describe Impacts of Computing as exploring “Internet safety, law, and ethics related to using technology,” which is the closest the document comes to naming the topic.<\/p>\n

The K\u20138 progression at a glance<\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Grade<\/th>\nOnline behavior (IC.SI.01)<\/th>\nSafety and ethics (IC.SLE.01)<\/th>\nPasswords and information (NI.CY)<\/th>\nCredit for others’ work (AP.PD.02)<\/th>\n<\/tr>\n<\/thead>\n
K<\/strong><\/td>\nWith guidance, identify appropriate behavior online<\/td>\nWith guidance, identify ways to stay safe online<\/td>\nDiscuss what passwords are and why we do not share them; with guidance, use them<\/td>\nGive credit to others’ ideas while developing algorithms<\/td>\n<\/tr>\n
1<\/strong><\/td>\nIdentify appropriate and inappropriate behavior, act responsibly, and know how to report concerns<\/strong><\/td>\nIdentify ways to stay safe online<\/td>\nExplain why passwords are not shared; discuss what makes one strong<\/strong><\/td>\nGive credit while writing programs<\/td>\n<\/tr>\n
2<\/strong><\/td>\nWith guidance, develop a code of conduct<\/strong>; identify and report inappropriate behavior<\/td>\nIdentify ways to stay safe online, individually and collaboratively<\/td>\nUse strong passwords<\/strong> to protect devices and information<\/td>\nGive credit while writing programs<\/td>\n<\/tr>\n
3<\/strong><\/td>\nDevelop a code of conduct; identify and report inappropriate behavior<\/td>\nIdentify digital data that has intellectual property rights<\/strong><\/td>\nIdentify problems from inappropriate use of devices and networks<\/td>\nObserve intellectual property rights<\/strong> and give appropriate credit<\/td>\n<\/tr>\n
4<\/strong><\/td>\nSame standard as Grade 3<\/td>\nDiscuss the social impact<\/strong> of violating intellectual property rights<\/td>\nExplain issues of responsible use; describe personal consequences<\/strong><\/td>\nSame standard as Grade 3<\/td>\n<\/tr>\n
5<\/strong><\/td>\nSame standard as Grade 3<\/td>\nObserve intellectual property rights and give credit when using resources<\/td>\nDiscuss real-world cybersecurity problems; identify how personal information<\/strong> can be protected<\/td>\nSame standard as Grade 3<\/td>\n<\/tr>\n
6<\/strong><\/td>\nDescribe and use safe, appropriate, responsible practices (netiquette<\/strong>)<\/td>\nDifferentiate appropriate from inappropriate content; identify unethical and illegal<\/strong> online behavior<\/td>\nIdentify cybersecurity concerns; explain secured websites and encryption<\/td>\nIncorporate existing code, media, and libraries and give attribution<\/strong><\/td>\n<\/tr>\n
7<\/strong><\/td>\nNetiquette, and evaluate how technology can distort, exaggerate, and misrepresent<\/strong> information<\/td>\nModel the link between data longevity, online identity, and privacy<\/strong><\/td>\nExplain how to protect physical and digital information<\/td>\nSame attribution standard, with programs of increasing complexity<\/td>\n<\/tr>\n
8<\/strong><\/td>\nNetiquette, and understand the impact of not using<\/strong> safe practices<\/td>\nDiscuss the social and ethical impacts of cybersecurity, including the positive and malicious purposes of hacking<\/strong><\/td>\nEvaluate procedures to protect data; explain the impacts of threats and attacks<\/td>\nSame as Grade 7<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Standard codes follow the pattern grade, concept, subconcept, number, for example 6.IC.SI.01. NI.CY standards are numbered by grade: K.NI.CY.01 through 8.NI.CY.02.<\/p>\n

Want this on one page?<\/strong> Download the one-page Oklahoma progression chart (PDF)<\/a> to print or pin above your planning desk.<\/p>\n

Four things the progression tells you<\/h2>\n

1. The same code-of-conduct standard repeats for three years.<\/strong> The standard for Grades 3, 4, and 5 (3.IC.SI.01, 4.IC.SI.01, 5.IC.SI.01) is word-for-word identical: develop a code of conduct, explain and practice grade-level behavior, identify and report inappropriate behavior. The expectation does not rise. What should change is the context: a Grade 3 class might write rules for a shared class document, and a Grade 5 class for collaborating with another grade online.<\/p>\n

2. “Netiquette” arrives in Grade 6.<\/strong> Before Grade 6 the standards talk about behavior, a code of conduct, and reporting. The term netiquette, and the phrase “safe, appropriate, and responsible practices,” first appear in 6.IC.SI.01 and then carry through Grades 7 and 8 with an added layer each year: misinformation in Grade 7, consequences in Grade 8.<\/p>\n

3. “Stay safe online” stops as its own standard after Grade 2.<\/strong> In kindergarten through Grade 2, IC.SLE.01 is simply about staying safe online. From Grade 3 the same code switches to intellectual property, then to content and legality in Grade 6. In Grades 3\u20135, safety content has to come from the other standards: the code of conduct (IC.SI.01) and responsible use (NI.CY.01).<\/p>\n

4. Strong passwords are required in Grade 2, not kindergarten.<\/strong> Kindergarten discusses what passwords are. Grade 1 explains what makes one strong. Grade 2 is the first place students are expected to use strong passwords to protect devices and information.<\/p>\n

A five-minute self-audit<\/h2>\n

Pick one grade and check your plan:<\/p>\n

    \n
  1. Which of the four code families above does each lesson address?<\/li>\n
  2. In Grades 1 and up, do students practice reporting something that is not okay, not just identifying it?<\/li>\n
  3. In Grade 2, do students create a strong password in a practice setting (never a real account)?<\/li>\n
  4. In Grades 3\u20135, can you point to where students practice giving credit for original work and code reuse?<\/li>\n
  5. In Grade 7, is there a lesson on how technology can distort or misrepresent information?<\/li>\n<\/ol>\n

    If any answer is no, you have found your next lesson.<\/p>\n

    Classroom ideas that stay inside the standard<\/h2>\n