Board hears new K–12 digital literacy and computer science course of study; AI, information literacy included

A committee chair presented a draft K–12 course of study in digital literacy and computer science to the State Board of Education, describing a framework that runs from kindergarten through graduation and emphasizes equity, progression and responsible technology use.

Committee members said the standards are organized into five conceptual bands—computational thinking, data science, computing systems, impact of computing and digital proficiency—and that work across grade bands is intended to scaffold skills so students move from exploratory, hands-on learning in elementary grades to more advanced, application-focused work in middle and high school.

An elementary presenter summarized K–5 goals: two grade bands (K–2 and 3–5), foundations in problem solving and age‑appropriate, hands‑on digital activities that introduce responsible use and safety. A middle-school presenter said 6–8 standards shift toward computational thinking, data science (including an introduction to AI concepts), cybersecurity and ethical considerations. The committee said high-school standards deepen technical competencies and prepare students for postsecondary study and careers.

The committee addressed parents' and board members' concerns about introducing technology to young learners, saying the standards build information literacy and age‑appropriate protections into the earliest grade bands and emphasize teaching students how to evaluate sources, recognize misinformation and practice digital citizenship. "We want to ensure that every child, regardless of background, has access to meaningful digital learning," the committee chair said.

Board members asked about academic integrity and AI use in classrooms; presenters said the standards introduce ethical AI concepts, teach how AI works and include guidance for district-level policy decisions about classroom use. The committee noted that, as drafted, a computer-science course will be a high-school graduation requirement for the class of 2032.

The presenters described a yearlong development process with feedback from educators, higher education, industry partners and the governor's advisory council; they said the draft was revised for public review in August and provided dates for additional public-comment opportunities. The board did not adopt the course of study during the session; presenters said they will collect final feedback and return later for formal action.