Classroom chat sessions and emails through rudimentary programs could be used to promote proper digital etiquette, just as letter-writing basics (which are now essentially obsolete in many cases) used to be taught. Other programs exist for assistance in mathematics at all levels, and the ability to have interactive visual representations of abstract concepts is priceless.
The transfer of knowledge from existing to newer technologies (3a) will probably be one of the most difficult recommendations to uphold in the classroom on a regular basis (NETS 2008). This would require the instructor to maintain a current knowledge of technological availability and advancement to a higher degree than would be possible while also maintaining traditional learning goals, lesson plan...
While it is important for instructors to remain generally abreast of technological advancements, especially as they become available at the specific institution where the instructor teaches, this should not and cannot become the primary task of teachers. Especially in the lower grade levels, simple knowledge of software interfaces should be sufficient for instructors and students.
That being said, I believe first graders are not as prepared for reading as they perhaps should be in the computer age. Making decisions in even the most basic computer programs demands a grasp of symbolic language, and usually of written text. Recognizing words as well as computer icons are important skills for children at this grade level that they may be deficient in.
