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Impacts of Computing
Impacts of Computing
7-8.IC.1 Compare and contrast tradeoffs associated with computing technologies that affect individuals and society
7-8.IC.1 Compare and contrast tradeoffs associated with computing technologies that affect individuals and society
Topics that could be addressed include, but are not limited to, free speech, communication, and automation.
Ideas:
7-8.IC.2 Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information.
The focus is on the potential consequences of laws related to computing technologies.
Ideas for Grade 8:
Be Aware of What You Share - Common Sense Education Lesson
Digital Media and the Brain - Common Sense Education Lesson
7-8.IC.3 Identify and discuss issues of ethics surrounding computing technologies and current events.
7-8.IC.3 Identify and discuss issues of ethics surrounding computing technologies and current events.
At this level, students may require teacher support to discuss the possible ethical implications of computing technologies.
Ideas:
Explore how technology has impacted our world with this infographic activity.
7-8.IC.4 Identify and discuss issues related to the collection and use of public and private data.
7-8.IC.4 Identify and discuss issues related to the collection and use of public and private data.
The focus is on exploring the impacts of data collection, including biases in data collection, and its use by different stakeholders for a range of purposes.
7-8.IC.5 Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals.
7-8.IC.5 Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals.
The focus is on understanding different factors that introduce bias into an AI system and how those biases affect people.
7-8.IC.6 Assess the accessibility of a computing device or software application in terms of user needs.
7-8.IC.6 Assess the accessibility of a computing device or software application in terms of user needs.
The focus is on testing and discussing the usability and accessibility of various technology tools (e.g., apps, games, and devices) with teacher guidance.
Ideas for Grade 8:
Play the AI Telephone game
7-8.IC.7 Explore a range of computer science related career paths.
7-8.IC.7 Explore a range of computer science related career paths.
At this level, the focus is on building awareness of the many different computer science-related careers.
Ideas:
Learn about different experts who are in or promote computer science careers like Chris Bosh
Computational Thinking
Computational Thinking
7-8.CT.1 Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results.
7-8.CT.1 Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results.
The focus is on understanding that models or simulations are limited by the data that they use, rather than understanding specifically how they use that data.
Ideas:
7-8.CT.2 Collect and use digital data in a computational artifact.
7-8.CT.2 Collect and use digital data in a computational artifact.
TThe emphasis is on designing and following collection protocols. Data sources include, but are not limited to sensors, surveys, and polls.
7-8.CT.3 Refine and visualize a data set in order to persuade an audience.
7-8.CT.3 Refine and visualize a data set in order to persuade an audience.
Refining includes, but is not limited to, identifying relevant subsets of a data set, deleting unneeded data, and sorting and organizing data to highlight trends.
7-8.CT.4 Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task.
7-8.CT.4 Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task.
The focus is on identifying where there is potential to use a function or procedure to create a reusable computation.
7-8.CT.5 Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences
7-8.CT.5 Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences
The focus is on identifying similar expressions or sequences in code and abstracting them into functions that generalize over the similarities.
7-8.CT.6 Design, compare and refine algorithms for a specific task or within a program.
7-8.CT.6 Design, compare and refine algorithms for a specific task or within a program.
Algorithms can be represented in a range of formats, including flowcharts, pseudocode, or written steps. Planning the output of a program, such as with a storyboard or wireframe, is not sufficient on its own.
Ideas:
7-8.CT.7 Design or remix a program that uses a variable to maintain the current value of a key piece of information.
7-8.CT.7 Design or remix a program that uses a variable to maintain the current value of a key piece of information.
The focus is on understanding that variables can be used to track the value of a concept in a program as it changes over time.
Ideas:
Watch these videos to help students understand algorithms.
7-8.CT.8 Develop or remix a program that effectively combines one or more control structures for creative expression or to solve a problem.
7-8.CT.8 Develop or remix a program that effectively combines one or more control structures for creative expression or to solve a problem.
The focus is on having students combine control structures, such as conditionals and loops, in such a way that they work together to achieve an outcome that could not be achieved using only one of them.
7-8.CT.9 Read and interpret code to predict the outcome of various programs that involve conditionals and repetition for the purposes of debugging.
7-8.CT.9 Read and interpret code to predict the outcome of various programs that involve conditionals and repetition for the purposes of debugging.
Programs can be debugged in numerous ways, including tracing and trying varying inputs. Perseverance is important in finding errors.
7-8.CT.10 Document the iterative design process of developing a computational artifact that incorporates user feedback and preferences.
7-8.CT.10 Document the iterative design process of developing a computational artifact that incorporates user feedback and preferences.
At this level, the emphasis is on using the iterative design process to create a solution or prototype with the end user in mind and to document the steps taken by the student to gather and incorporate information about the user into the computational artifact.
Ideas:
Networks and Systems Design
Networks and Systems Design
7-8.NSD.1 Design a user interface for a computing technology that considers usability, accessibility, and desirability.
7-8.NSD.1 Design a user interface for a computing technology that considers usability, accessibility, and desirability.
The emphasis is on designing (but not necessarily creating) a user interface. Designs could include things like written descriptions, drawings, and/or 3D prototypes.
7-8.NSD.2 Design a project that combines hardware and software components.
7-8.NSD.2 Design a project that combines hardware and software components.
The focus is on identifying the source of a problem by using a structured process such as a checklist or flowchart to systematically try solutions that may fix the problem.
Ideas for Grade 7:
Explore navigation and troubleshoot technology as they use different programs
7-8.NSD.3 Identify and fix problems with computing devices and their components using a systematic troubleshooting method or guide.
7-8.NSD.3 Identify and fix problems with computing devices and their components using a systematic troubleshooting method or guide.
The focus is on describing that data must be stored on a physical device. Access to remotely stored data is restricted by the networks, and to access non-local data a connection to the network is required.
7-8.NSD.4 Design a protocol for transmitting data through a multi-point network.
7-8.NSD.4 Design a protocol for transmitting data through a multi-point network.
The focus is on understanding how protocols enable communication and what additional data is necessary for transmission. Knowledge of the details of how specific protocols work is not expected.
7-8.NSD.5 Summarize how remote data is stored and accessed in a network.
7-8.NSD.5 Summarize how remote data is stored and accessed in a network.
The focus is on explaining where the data associated with different apps, devices, and embedded systems is stored, how the data is synchronized, and how to connect to it.
Cybersecurity
Cybersecurity
7-8.CY.1 Determine the types of personal information and digital resources that an individual may have access to that needs to be protected
7-8.CY.1 Determine the types of personal information and digital resources that an individual may have access to that needs to be protected
The emphasis is on identifying personal information and devices that an individual may have access to and that adversaries may want to obtain or compromise. At this stage, students should focus on specific data and devices that they have access to.
Ideas:
7-8.CY.2 Describe physical, digital, and behavioral safeguards that can be employed in different situations.
7-8.CY.2 Describe physical, digital, and behavioral safeguards that can be employed in different situations.
The emphasis is on recommending different types of security measures including physical, digital, and behavioral, for a given situation.
4-6.CY.3 Describe trade-offs between allowing information to be public and keeping information private and secure.
4-6.CY.3 Describe trade-offs between allowing information to be public and keeping information private and secure.
The focus is on thinking about how a specific safeguard impacts the confidentiality, integrity, and access of information. Additionally, there should be a focus on discussing whether strengthening one specific safeguard adversely affects another.
7-8.CY.4 Describe the limitations of cryptographic methods.
7-8.CY.4 Describe the limitations of cryptographic methods.
The focus is on using ciphers to encrypt and decrypt messages as a means of safeguarding data.
7-8.CY.5 Describe actions to be taken before and after an application or device reports a security problem or performs unexpectedly.
7-8.CY.5 Describe actions to be taken before and after an application or device reports a security problem or performs unexpectedly.
The emphasis is on describing simple forms of suspicious behavior in common applications and devices, including suspicious data/links, viruses and malware.
Digital Literacy
Digital Literacy
7-8.DL.1 Type on a keyboard while demonstrating proper keyboarding technique, with increased speed and accuracy.
7-8.DL.1 Type on a keyboard while demonstrating proper keyboarding technique, with increased speed and accuracy.
The emphasis is on continuing to improve keyboarding skills, with a focus on increasing speed as well as accuracy
7-8.DL.2 Communicate and collaborate with others using a variety of digital tools to create and revise a collaborative product.
7-8.DL.2 Communicate and collaborate with others using a variety of digital tools to create and revise a collaborative product.
Students connect with others (students, teachers, families, the community, and/or experts) to further their learning for a specific purpose, give and receive feedback, and created a shared product.
7-8.DL.3 Compare types of search tools, choose a search tool for effectiveness and efficiency, and evaluate the quality of search tools based on returned results.
7-8.DL.3 Compare types of search tools, choose a search tool for effectiveness and efficiency, and evaluate the quality of search tools based on returned results.
Mastery of this standard implies an understanding of how different search tools work, why different search tools provide different results, and how and why some websites rise to the top of a search.
7-8.DL.4 Select and use digital tools to create, revise, and publish digital artifacts.
7-8.DL.4 Select and use digital tools to create, revise, and publish digital artifacts.
The focus is on using ciphers to encrypt and decrypt messages as a means of safeguarding data.
Ideas:
7-8.DL.5 Transfer knowledge of technology in order to explore new technologies.
7-8.DL.5 Transfer knowledge of technology in order to explore new technologies.
New technologies could include different tools for collaboration, creation, etc. that the student has not used before.
7-8.DL.6 Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy.
7-8.DL.6 Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy.
In order for students to be able to effectively manage their digital identities, it should be understood that online information doesn’t “go away,” and that information posted online can affect their real lives, even years in the future.
Ideas:
7-8.DL.7 Describe safe, appropriate, positive, and responsible online behavior and identify strategies to combat negative online behavior.
7-8.DL.7 Describe safe, appropriate, positive, and responsible online behavior and identify strategies to combat negative online behavior.
Students are able to strategize ways to keep online spaces safe. Identify types of negative online behaviors including cyberbullying, harassment, trolling/flaming, excluding, outing, dissing, masquerading, and impersonation.
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