Section 1.0.0

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

• CRD-1.A.1: Define "computing innovation" as an innovation that includes a program as an integral part of its function.

• CRD-1.A.2:The way people complete tasks often changes to incorporate new computing innovations.

• CRD-1.A.3: Not every effect of a computing innovation is anticipated in advance.

• CRD-1.A.4: A single effect can be viewed as both beneficial and harmful by different people, or even by the same person. 

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

• CRD-2.C.1: Program inputs are data sent to a computer for processing by a program.  Input can be a variety of forms, such as tactile, audio, visual, or text.

• CRD-2.C.6: Input can come from a user or other program.

• CRD-2.D.1: Program output is any data sent from a program to a device.  Program output can come in a variety of forms, such as tactile, audio, visual, or text.

• CRD-2.D.2: Program output is usually based on a program's input or prior state (e.g., internal values).

IOC-1:  While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences. 

• IOC-1.A: Explain how an effect of a computing innovation can be both beneficial and harmful. 

• Practice 5.C: Describe the impact of a computing innovation.

IOC-1:  While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences. 

• IOC-1.B.1: Computing innovations can be used in ways that their creators had not originally intended:

  •  Machine learning and data mining have enabled innovation in medicine, business, and science, but information discovered in this way has also been used to discriminate  against groups of individuals

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

• CRD-1.A: Explain how computing innovations are improved through collaboration. 

• CRD-1.B: Explain how computing innovations are developed by groups of people. 

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

• CRD-2.A.2: An understanding of the purpose of a computing innovation provides developers with an improved ability to develop that computing innovation.

• CRD-2.E.1: A development process can be ordered and intentional, or exploratory in nature.

• CRD-2.E.2: There are multiple development processes.  The following phases are commonly used when developing a program.

  • investigating and reflecting, designing, prototyping, and testing

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

• CRD-1.A.4: Explain how computing innovations are improved through collaboration. 

• CRD-1.B.1: Explain how computing innovations are developed by groups of people. 

• CRD-1.C.1: Demonstrate effective interpersonal skills during collaboration. 

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

• CRD-2.E.4: Students will actively engage in a  development process that is incremental by breaking down the problem into smaller pieces.

• CRD-2.F.4: Program requirements describe how a program functions and may include a description of user interactions that a program must provide.

• CRD-2.F.5: A program's specification defines the requirements for the program.

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

• CRD-1.C: Students will demonstrate effective interpersonal skills during collaboration.

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

• CRD-2.E.3: Students will participate in an iterative development process that requires refinement and revision based upon feedback, testing or reflection during the process.

• CRD-2.E.4: Students will participate in an incremental development process that breaks down a problem into smaller pieces and makes sure each piece works before adding it to the whole. 

• CRD-2.F.1: The design of a program incorporates investigation to determine its requirements.

• CRD-2.F.2: Investigation in a development process is useful for understanding and identifying the program constraints, as well as the concerns and interests of the people who will use the program.

• CRD-2.F.3: Some ways investigation can be be performed are as follows:

  • collecting data through surveys

  • interviews

• CRD-2.F.6: In the development process, the design phase outlines how to accomplish a given program specification.

• CRD-2.F.7: The design phase of a program may include:

  • brainstorming

  • planning and storyboarding

  • organizing the program into modules and functional components

  • creation of diagrams that represent the layouts of the user interface

  • development of a testing strategy for the program

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

• CRD-2.A.1: The purpose of computing innovations is to solve problems or to pursue interests through creative expression. 

• CRD-2.A.2: An understanding of the purpose of a computing innovation provides developers with an improved ability to develop that computing innovation. 

IOC-1:  While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences. 

• IOC-1.B.2: Some of the ways computing innovations can be used may have a harmful impact on society, the economy, or culture.

• IOC-1.B.3: Responsible programmers try to consider the unintended ways their computing innovations can be used and the potential beneficial and harmful effects of these new uses.

• IOC-1.B.4: It is not possible for a programmer to consider all the ways a computing innovation can be used.

• IOC-1.B.6: Rapid sharing of a program or running a program with a large number of users can result in significant impacts beyond the intended purpose or control of the programmer.

IOC-1:  While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences. 

• IOC-1.F: Explain how the use of computing can raise legal and ethical concerns. 

  • IOC-1.F.1: Material created on a computer is the intellectual property of the creator or an organization. 

  • IOC-1.F.2: Ease of access and distribution of digitized information raises intellectual property concerns regarding ownership, value, and use. 

  • IOC-1.F.3: Measures should be taken to safeguard intellectual property 

  • IOC-1.F.4: The use of material created by someone else without permission and presented as one’s own is plagiarism and may have legal consequences. 

  • IOC-1.F.5: Some examples of legal ways to use materials created by someone else include: 

    • Creative Commons—a public copyright license that enables the free distribution of an otherwise copyrighted work. This is used when the content creator wants to give others the right to share, use, and build upon the work they have created. 

    • open source—programs that are made freely available and may be redistributed and modified 

    • open access—online research output free of any and all restrictions on access and free of many restrictions on use, such as copyright or license restrictions 

  • IOC-1.F.6: The use of material created by someone other than you should always be cited. 

  • IOC-1.F.7: Creative Commons, open source, and open access have enabled broad access to digital information.

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

• CRD-1.B.2: Common models such pair programming exist to  facilitate collaboration.

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

• CRD-2.G.1: Program documentation is a written description of the function of a code segment, event, procedure, or program and how it was developed. 

• CRD-2.G.2: Comments are a form of program documentation written into the program to be read by people and do not affect how a program runs. 

• CRD-2.G.3: Programmers should document a program throughout its development. 

• CRD-2.G.4: Program documentation helps in developing and maintaining correct programs when working individually or in collaborative programming environments. 

• CRD-2.G.5: Not all programming environments support comments, so other methods of documentation may be required. 

• CRD-2.H.1: It is important to acknowledge any code segments that were developed collaboratively or by another source. 

• CRD-2.H.2: Acknowledgement of a code segment(s) written by someone else and used in a program can be in the program documentation. The acknowledgement should include the origin or original author’s name. 

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

• CRD-1.C: Students will demonstrate effective interpersonal skills during collaboration. 

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

• CRD-2.E.3: Students will participate in an iterative development process that requires refinement and revision based upon feedback, testing or reflection during the process. 

• CRD-2.E.4: Students will participate in an incremental development process that breaks down a problem into smaller pieces and makes sure each piece works before adding it to the whole. 

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

• CRD-1.B: Include the unique perspective of others and reflect on one's own perspective to examine digital artifacts from multiple viewpoints from a diverse audience.

• CRD-1.B: Iterate on documents to communicate information with increased relevancy to a target audience.

CRD-1:  Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.

CRD-1.A: Explain how computing innovations are improved through collaboration.

• CRD-1.A.1: Define "computing innovation" as an innovation that includes a program as an integral part of its function.

• CRD-1.A.2:The way people complete tasks often changes to incorporate new computing innovations.

• CRD-1.A.3: Not every effect of a computing innovation is anticipated in advance.

• CRD-1.A.4: A single effect can be viewed as both beneficial and harmful by different people, or even by the same person. 

CRD-1.B: Explain how computing innovations are developed by groups of people. 

• • • CRD-1.B.1: Online tools support collaboration by allowing programmers to share and provide feedback on ideas and documents.

    • CRD-1.B.2: Common models such pair programming exist to  facilitate collaboration.

CRD-1.C: Demonstrate effective interpersonal skill during collaboration.

• • • CRD-1.C.1: Demonstrate effective interpersonal skills during collaboration. 

CRD-2: Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.

CRD-2.A: Describe the purpose of a computing innovation.

• • CRD-2.A.1: The purpose of computing innovations is to solve problems or to pursue interests through creative expression. 

  • CRD-2.A.2: An understanding of the purpose of a computing innovation provides developers with an improved ability to develop that computing innovation.

CRD-2.C: Identify input(s) to a program.

• • CRD-2.C.1: Program inputs are data sent to a computer for processing by a program.  Input can be a variety of forms, such as tactile, audio, visual, or text.

  • CRD-2.C.6: Input can come from a user or other program.

  • CRD-2.D.1: Program output is any data sent from a program to a device.  Program output can come in a variety of forms, such as tactile, audio, visual, or text.

  • CRD-2.D.2: Program output is usually based on a program's input or prior state (e.g., internal values).

  • CRD-2.E.1: A development process can be ordered and intentional, or exploratory in nature.

  • CRD-2.E.2: There are multiple development processes.  The following phases are commonly used when developing a program: investigating and reflecting, designing, prototyping, and testing

  • CRD-2.E.3: Students will participate in an iterative development process that requires refinement and revision based upon feedback, testing or reflection during the process.

  • CRD-2.E.4: Students will actively engage in a  development process that is incremental by breaking down the problem into smaller pieces.

  • CRD-2.F.1: The design of a program incorporates investigation to determine its requirements.

  • CRD-2.F.2: Investigation in a development process is useful for understanding and identifying the program constraints, as well as the concerns and interests of the people who will use the program.

  • CRD-2.F.3: Some ways investigation can be be performed are as follows:

    • collecting data through surveys

    • interviews

  • CRD-2.F.4: Program requirements describe how a program functions and may include a description of user interactions that a program must provide.

  • CRD-2.F.5: A program's specification defines the requirements for the program.

  • CRD-2.F.6: In the development process, the design phase outlines how to accomplish a given program specification.

  • CRD-2.F.7: The design phase of a program may include:

    • brainstorming

    • planning and storyboarding

    • organizing the program into modules and functional components

    • creation of diagrams that represent the layouts of the user interface

    • development of a testing strategy for the program

• CRD-2.G.1: Program documentation is a written description of the function of a code segment, event, procedure, or program and how it was developed. 

• CRD-2.G.2: Comments are a form of program documentation written into the program to be read by people and do not affect how a program runs. 

• CRD-2.G.3: Programmers should document a program throughout its development. 

• CRD-2.G.4: Program documentation helps in developing and maintaining correct programs when working individually or in collaborative programming environments. 

• CRD-2.G.5: Not all programming environments support comments, so other methods of documentation may be required. 

• CRD-2.H.1: It is important to acknowledge any code segments that were developed collaboratively or by another source. 

• CRD-2.H.2: Acknowledgement of a code segment(s) written by someone else and used in a program can be in the program documentation. The acknowledgement should include the origin or original author’s name. 

IOC-1:  While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences. 

IOC-1.A: Explain how an effect of a computing innovation can be both beneficial and harmful. 

• 1. • • • IOC-1.B.1: Computing innovations can be used in ways that their creators had not originally intended:

         •  Machine learning and data mining have enabled innovation in medicine, business, and science, but information discovered in this way has also been used to discriminate  against groups of individuals

       • IOC-1.B.2: Some of the ways computing innovations can be used may have a harmful impact on society, the economy, or culture.

       • IOC-1.B.3: Responsible programmers try to consider the unintended ways their computing innovations can be used and the potential beneficial and harmful effects of these new uses.

       • IOC-1.B.4: It is not possible for a programmer to consider all the ways a computing innovation can be used.

       • IOC-1.B.6: Rapid sharing of a program or running a program with a large number of users can result in significant impacts beyond the intended purpose or control of the programmer.

IOC-1.F: Explain how the use of computing can raise legal and ethical concerns. 

• 1. • • IOC-1.F.1: Material created on a computer is the intellectual property of the creator or an organization. 

       • IOC-1.F.2: Ease of access and distribution of digitized information raises intellectual property concerns regarding ownership, value, and use. 

       • IOC-1.F.3: Measures should be taken to safeguard intellectual property 

       • IOC-1.F.4: The use of material created by someone else without permission and presented as one’s own is plagiarism and may have legal consequences. 

       • IOC-1.F.5: Some examples of legal ways to use materials created by someone else include: 

         • Creative Commons—a public copyright license that enables the free distribution of an otherwise copyrighted work. This is used when the content creator wants to give others the right to share, use, and build upon the work they have created. 

         • open source—programs that are made freely available and may be redistributed and modified 

         • open access—online research output free of any and all restrictions on access and free of many restrictions on use, such as copyright or license restrictions 

       • IOC-1.F.6: The use of material created by someone other than you should always be cited. 

       • IOC-1.F.7: Creative Commons, open source, and open access have enabled broad access to digital information.