Students are directed in Activity 3 to use an encyclopedia or the provided National Geographic web link to find information about loggerhead sea turtles. Students are instructed to write a plaque with 4-6 important details, which requires composing informational text. The lesson explicitly provides an Internet link for research, indicating that students may use technology to gather content.

Students are directed to find information "on websites or in books" for their research, indicating use of the Internet for producing a report. Students are instructed to "Type your final copy of your report," showing they will use technology to produce their writing. The Parent Plan notes the importance of keyboarding skills and provides a web link to online typing/keyboard resources for students to use.

Students are directed to use the Internet to read two Brer Rabbit stories via provided web links and to read or listen to Anansi tales using a YouTube link and a website. Parent Plan notes explicitly tell adults to assist the child in locating written or oral versions of an Anansi story online, indicating guided use of online resources. These instructions require students to navigate web content to complete reading and listening tasks.

Students are directed to "type the final copy" of their story and to "share it with friends and family" when finished. Students are asked to "share your writing with someone to get feedback" during revising and to have a conference with an adult during editing and revision, indicating adult support while producing a typed final product. The Parent Plan repeatedly instructs adults to provide feedback and help during planning, revising, and typing.

Students are instructed that they are "ready to write or type the final copy of your essay," and the parent notes refer to the child "finishes typing/writing her final copy." The lesson explains a computer-specific formatting tip: "If you are using a computer, then you can just use the tab button to indent a paragraph." These items show students may use a computer to produce a final written product and practice a basic keyboard function.

Students are directed to find information about Germany using online resources and three specific website links in Activity 1. Students are instructed to describe facts in sentences on the Student Activity Page and to write journal entries in Activity 2 and Activity 3. The Parent Plan and activities also ask students to gather information via interviews with family members.

Students are instructed to produce a "final draft and publishing -- producing a written or typed version of your final paper" and Activity 4 explicitly directs students to "write or type the final copy of your letter," indicating an expectation to use technology for production. The lesson tells students to "share your writing with someone to get feedback" and includes Parent Plan sections that ask adults to review and assist, providing guidance and support during the writing process. The rubric and revising/editing activities require students to prepare a polished final product, which could be typed for publication.

Students are directed to "Locate information in books and online" and to "find information in other books or online" as they take notes and research New York. Students are instructed they can "look at quilt designs online" when choosing a quilt pattern. Parents are encouraged to "record your child's poetry reading" so the student can watch and evaluate the performance.

Students are directed to use specific web links (the author's official site and multiple Catskills resources, including a YouTube video) to gather information about Jean Craighead George and the Catskill Mountains. The Parent Plan and Skills list explicitly state "Use technology as a tool to gather information," and students are told to "take some time to look over the information and pictures on the website" and then complete the About the Author activity page. Students are asked to find pictures and information online for the Seasons in the Catskill Mountains activity.

Students are asked to research information about falcons and their interactions with other organisms. Students are given the option to produce a PowerPoint presentation as one acceptable product for the RAFT activity. Students are instructed to present their short speech and presentation to their family, which requires producing and sharing a digital artifact.

Students are directed to "find a newspaper (or ask a parent to help you access an online version)" so they use the Internet to examine article organization. Students are offered the option to download free templates and use Google Docs or Microsoft Word to lay out the final copy of their story. Parent notes instruct adults to assist with accessing online versions and locating templates, indicating guided use of technology for producing and formatting writing.

The Parent Plan explicitly lists "Use technology as a tool to gather information," and Activity 2 provides multiple web links (Britannica, ConnecticutHistory, portal.ct.gov, etc.) for students to read about the Connecticut Colony. Students are instructed to "read about the geography of Connecticut and the lives of its colonists" and to "take notes in your journal about important things you learn," which directs students to use the provided Internet resources to gather information.

Students are instructed to "spend some time learning about Paris online" and to use web links to listen to or read interviews with the author. The lesson provides a YouTube link for sketching tips that students can watch online. Students are therefore directed to access and use Internet resources as part of their activities.

The Parent Plan directs parents to "Find the original text online" and provides a direct web link to Hans Christian Andersen's stories on Project Gutenberg, and the activity asks students to compare the original version to a movie or different version. The "Two Versions" graphic organizer and comparison activity require students to analyze two versions of a story, which the Parent Plan explicitly supports by suggesting online sources and movies as comparison materials.

Students are directed to use books and the internet for research (Part 4: "Locate the books and websites you will use for your research" and Student Activity: "collect cards... using books and the internet"). The Parent Plan skills explicitly list "Use technology as a tool to gather, organize, and present information." The lesson also prompts students to bookmark pages and view online clips (Parent Plan suggestions), indicating student use of online resources to gather and present information.

Students are asked to "locate information about the Gold Rush" using encyclopedias or online resources, and two specific web links (History.com and PBS) are provided as research sources. Students write answers to guided research questions on the "What's the Rush in California?" page and compose a 6–8 sentence journal entry about being a pioneer. The Picture Vocabulary Game directs students to work with a partner (parent or sibling) for a timed guessing activity.

Students are instructed to type the final copy of their persuasive essay and to use the spellcheck feature of a word processor (Activity 8 and Parent Plan). Students also meet with a parent to discuss their writing (Activity 6), showing guidance and support from an adult during revision and publication steps.

Students are told their short story may be "around two typed pages," establishing an expectation for producing a typed document. The lesson tells students they "can write or type" their final copy and notes that "if you have typed the story, you can use the spellcheck feature in your word processor," which refers to use of basic word-processing technology.

Students are instructed to print pictures from the Internet to include with their written pieces and are told they may type pieces on the computer if handwriting is not neat. The Parent Plan skills explicitly list using available technology to support creating, revising, editing, and publishing texts and creating readable documents through word processing. Students are directed to prepare a final published display (tri-fold) and review a rubric that evaluates published presentation and product neatness.

The lesson instructs students to "type and print the final copy of your report," which requires students to use a computer to produce their final writing. Parent Plan sections direct adults to conference with students, review rubrics, and check outlines and thesis statements, providing adult guidance and support during the writing and revision process. The Independent Study Rubric is referenced as the evaluation tool students use when preparing their rough and final drafts.

Students are offered digital product options such as PowerPoint, Video, and Computer Cartoon/Movie on the Product Options page, which requires them to develop a digital presentation. Students plan materials and steps for producing their product (Preparing for the Product) and then create the product over multiple days (Create Your Product). Students receive adult support through Parent Plan sections that prompt discussion, feedback, and assistance while they prepare and present their product.