Technology in Kindergarten

The skills gained in Kindergarten are structured in a way to be easily built upon in future grade levels. Kindergarteners build a solid foundation with technology as a learning and productivity tool, focusing on best practices, safety, organization, creativity, and digital citizenship. Skills are learned and practiced within subject matter curriculum.

Key concepts/skills:

Basic Technology Usage

  • Proper care and upkeep of laptops
  • Proper use and upkeep of iPads
  • Organization and basic navigation of laptop computers
  • Organization and usage of iPads
  • Strategies for problem-solving
  • Touch typing
  • Cloud document management

Productivity

  • Word Processing
  • Slideshows
  • Graphs and data collection, creation and interpretation
  • Google Apps

Digital Literacy and Citizenship

  • Common Sense Media (Read More)
  • Privacy and Security
  • Information Literacy
  • Relationships & Communication

Creative Arts

  • Digital Photography and basic image manipulation
  • Digital image creation and drawing
  • Image generators and composers
  • Image editing applications
  • Digital animation
  • Video montages

Computer Programming and Coding

  • Robotics programming, including building and testing various models, sensors, and programming strategies
  • Visual programming languages
  • Computational and procedural thinking

Design Thinking in Kindergarten

Mirman students begin their journey as design thinkers by understanding basic tenets of creativity (thinking new things) and innovation (doing new things). Additionally, students access higher order thinking skills by understanding the importance is perseverance and a willingness to stick with a problem until a solution is found. As an integrated model, students in Kindergarten and First Grade are introduced to design thinking by understanding how empathy, defining the needs of a problem and ideating possible solutions. Students practice these methods involving hands-on construction and playful learning, experimenting with structures, circuits, and simple materials. Beyond collaborating with teachers on core curriculum, students focus on standalone units native to the course, using the SCAMPER model for developing creativity.

As learning objectives, students will learn SCAMPER as a means for:

  • Substitution- Find alternative measures to build or design
  • Comparing (and Contrasting) - Given certain materials, can you come up with something
  • Adapting - Find other uses or change up design options
  • Modifying - Make changes where necessary and possible
  • Putting objects/ideas to other uses - Analyze a design for reuse or ideas to recycle
  • Elimination- Streamlining or paring down creations
  • Reversing - Consider the possibility of engineering something out of order
Lower School Technology Integrationist / Educational Technology Department Chair
310-476-2868 ext 229
Director of STEM
310-476-2868 ext 218