Comfort using a phone does not tell an educator whether a student can organize files, judge a source, build a presentation, or troubleshoot a problem. A useful digital skills plan begins by observing specific tasks instead of assuming proficiency from screen time.
Look at what students can do
Ask students to save and retrieve a file, explain the source of an image, or organize information into a simple table. These short tasks reveal which instructions and supports are needed. Adjust the task for grade level and accessibility needs.
Teach a complete workflow
A media project can include planning, researching, creating, crediting sources, naming files, revising, and presenting. A coding project can include describing a problem, building a small solution, testing it, and explaining a change. The finished product should make the process visible.
Include judgment and safety
Practice checking information against an original source, protecting account credentials, asking before sharing another person’s work, and reporting a suspicious message. Use district-approved tools and age-appropriate examples. AI activities should include checking outputs and avoiding personal or confidential information.
Connect instruction to an observable skill
Use a short rubric with criteria such as accuracy, organization, source attribution, and explanation. Compare work only when the task and scoring conditions support that comparison. The goal is a clear picture of what the learner can demonstrate.
Plan for students and adult learners separately
TMT’s student coding, media, and STEAM programs are arranged through district partnerships. Chambers, agencies, and employers can arrange a separate adult digital skills or workforce training program tailored to workplace tasks.
Explore student programs · Discuss a district partnership
For chambers, agencies, and employers: explore adult and workforce partnerships.