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Impacts of Computing
Impacts of Computing
9-12.IC.1 Evaluate the impact of computing technologies on equity, access, and influence in a global society.
9-12.IC.1 Evaluate the impact of computing technologies on equity, access, and influence in a global society.
The focus should be on how computing technologies can both perpetuate inequalities and help to bring about equity in society.
Ideas:
Use Khanmigo to explore language with a chatbot
Join Generation Global to create intercultural dialogue
9-12.IC.2 Debate laws and regulations that impact the development and use of computing technologies and digital information.
The focus is on developing and defending a claim about how a specific law related to computing technologies impacts different stakeholders.
Ideas:
Explore usage of different social media apps in other countries
9-12.IC.3 Debate issues of ethics related to real world computing technologies.
9-12.IC.3 Debate issues of ethics related to real world computing technologies.
The focus is on developing and defending a claim about a specific ethical dilemma related to computing technologies.
Ideas:
Discuss ethical issues surrounding real-world computing technologies in your target language
9-12.IC.4 Assess personal and societal trade-offs related to computing technologies and data privacy.
9-12.IC.4 Assess personal and societal trade-offs related to computing technologies and data privacy.
The focus is on discussing the personal and societal benefits and drawbacks of different types of data collection and use, in terms of ethics, policy, and culture.
Ideas:
Present a scenario in the target language about a new law or regulation related to data collection by tech companies.
9-12.IC.5 Describe ways that complex computer systems can be designed for inclusivity and to mitigate unintended consequences.
9-12.IC.5 Describe ways that complex computer systems can be designed for inclusivity and to mitigate unintended consequences.
The focus is on applying an understanding of bias and ethical design in order to make recommendations for designing with inclusivity and social good in mind.
Ideas:
Explore translation resources for accuracy
9-12.IC.6 Create accessible computational artifacts that meet standard compliance requirements or otherwise meet the needs of users with disabilities
9-12.IC.6 Create accessible computational artifacts that meet standard compliance requirements or otherwise meet the needs of users with disabilities
At this level, considering accessibility becomes part of the design process and awareness of professionally accepted accessibility standards.
Ideas:
Explore accessibility features and how it will help people learn languages
9-12.IC.7 Investigate the use of computer science in multiple fields.
9-12.IC.7 Investigate the use of computer science in multiple fields.
At this level, the focus is on making connections between computer science and the fields of interest of individual students.
Ideas:
Explore careers by 'talking' to an AI chatbot. Change the language to your target language
Computational Thinking
Computational Thinking
9-12.CT.1 Create a simple digital model that makes predictions of outcomes.
9-12.CT.1 Create a simple digital model that makes predictions of outcomes.
The focus is on using data to build alternative numerical models that can best represent a data set.
Ideas:
9-12.CT.2 Collect and evaluate data from multiple sources for use in a computational artifact.
9-12.CT.2 Collect and evaluate data from multiple sources for use in a computational artifact.
The emphasis is on designing and following collection protocols. Data sources include, but are not limited to sensors, web or database scrapers, and human input.
Ideas:
Explore recipes in other languages and work in groups to translate the ingredients and instructions
9-12.CT.3 Refine and visualize complex data sets to tell different stories with the same data set.
9-12.CT.3 Refine and visualize complex data sets to tell different stories with the same data set.
The emphasis is on refining large data sets to create multiple narratives depending upon the audience. Large data sets require use of a software tool or app to cross reference, analyze, refine, and visualize subsets of the data.
Ideas:
Explore data around how many people speak different languages
Create a presenation to raise awareness about language endangerment
Explore role playing around possible future multilingual societies
9-12.CT.4 Implement a program using a combination of student-defined and third-party functions to organize the computation.
9-12.CT.4 Implement a program using a combination of student-defined and third-party functions to organize the computation.
The focus is on having students think about how to decompose a programming problem into functions and procedures, including working around the constraints imposed by specific functions or features provided in a library.
Ideas:
Explore the differences in greetings in different cultures
Try coding around language exploration
9-12.CT.5 Modify a function or procedure in a program to perform its computation in a different way over the same inputs, while preserving the result of the overall program.
9-12.CT.5 Modify a function or procedure in a program to perform its computation in a different way over the same inputs, while preserving the result of the overall program.
The focus is on understanding that the same abstract concept can be performed in different ways in a program, as long as the same inputs yield the same results.
Ideas:
Explore text to speech software with languages
9-12.CT.6 Demonstrate how at least two classic algorithms work, and analyze the trade-offs related to two or more algorithms for completing the same task.
9-12.CT.6 Demonstrate how at least two classic algorithms work, and analyze the trade-offs related to two or more algorithms for completing the same task.
The focus of this standard is a high-level understanding that algorithms involve tradeoffs, especially related to memory use and speed. Students should understand that classic algorithms are solved problems that can be reused.
Ideas:
Create digital town representations and label the parts in the target language. Then, have students 'code' how to travel from one location to another
9-12.CT.7 Design or remix a program that utilizes a data structure to maintain changes to related pieces of data.
9-12.CT.7 Design or remix a program that utilizes a data structure to maintain changes to related pieces of data.
The focus is on updating the elements or components within a named instance of a data structure, without changing the value associated with the name itself.
Ideas:
explore data structures within a target language
Use School AI Chatbots to explore language
9-12.CT.8 Develop a program that effectively uses control structures in order to create a computer program for practical intent, personal expression, or to address a societal issue.
9-12.CT.8 Develop a program that effectively uses control structures in order to create a computer program for practical intent, personal expression, or to address a societal issue.
The focus is on combining different forms of repetition and conditionals, including conditionals with complex Boolean expressions.
Ideas:
Explore study guides that use AI
9-12.CT.9 Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior.
9-12.CT.9 Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior.
The emphasis is on perseverance and the ability to use different test cases on their programs and identify what issues are being tested in each case.
Ideas:
Explore how coding is a language and how its structures are similar to the sentence structures we use in English
9-12.CT.10 Collaboratively design and develop a program or computational artifact for a specific audience and create documentation outlining implementation features to inform collaborators and users.
9-12.CT.10 Collaboratively design and develop a program or computational artifact for a specific audience and create documentation outlining implementation features to inform collaborators and users.
The focus is on the collaborative aspect of software development, as well as the importance of documenting the development process such that the reasons behind various development decisions can be understood by other software developers.
Ideas:
Use online tools to explore vocabulary and culture.
Work together to explore and documents online around cultural discoveries
Networks and Systems Design
Networks and Systems Design
9-12.NSD.1 Design a solution to a problem that utilizes embedded systems to automatically gather input from the environment.
9-12.NSD.1 Design a solution to a problem that utilizes embedded systems to automatically gather input from the environment.
The emphasis is on designing (but not necessarily creating) solutions with embedded systems. Systems can be biological, mechanical, social, or some other type of system. Designs could include written descriptions, drawings, and/or 3D prototypes.
Ideas:
Explore different tools around sensors (weather terms etc)
9-12.NSD.2 Explain the levels of interaction existing between the application software, system software, and hardware of a computing system.
9-12.NSD.2 Explain the levels of interaction existing between the application software, system software, and hardware of a computing system.
Knowledge of specific advanced terms of computer architecture and how specific levels work is not required. Rather the progression, in general terms, from voltage to binary signal to logic gates and so on to the level of human interaction, should be explored.
Ideas:
Learn the vocabulary of a computer in another language and discuss how the parts work together
9-12.NSD.3 Develop and communicate multi-step troubleshooting strategies others can use to identify and fix problems with computing devices and their components.
9-12.NSD.3 Develop and communicate multi-step troubleshooting strategies others can use to identify and fix problems with computing devices and their components.
Some examples of multi-step troubleshooting problems include resolving connectivity problems, adjusting system configurations and settings, ensuring hardware and software compatibility, and transferring data from one device to another.
9-12.NSD.4 Describe the components and design characteristics that allow data and information to be moved, stored and referenced over the Internet.
9-12.NSD.4 Describe the components and design characteristics that allow data and information to be moved, stored and referenced over the Internet.
The focus is on understanding the design decisions that direct the coordination among systems composing the Internet that allow for scalability and reliability. Discussions should consider historical, cultural, and economic decisions related to the development of the Internet, as well as the core components of servers and routers.
Ideas:
Learn the vocabulary related to the internet and data transfer. Discuss what each componenet does in the target language.
9-12.NSD.5 Describe how emerging technologies are impacting networks and how they are used.
9-12.NSD.5 Describe how emerging technologies are impacting networks and how they are used.
The focus is on discussing how specific emerging technologies impact networks in terms of scale, access, reliability, and security, and user behavior.
Ideas:
Debate language translaters and programs for efficiency and accuracy.
Cybersecurity
Cybersecurity
9-12.CY.1 Determine the types of personal and organizational information and digital resources that an individual may have access to that needs to be protected.
9-12.CY.1 Determine the types of personal and organizational information and digital resources that an individual may have access to that needs to be protected.
The emphasis is on identifying both personal information and organizational information, and devices and embedded systems, that an individual may have access to and that adversaries may want to compromise, obtain, or leverage.
Ideas:
Explore the vocabualry of common cybersecurity terms in your target language
9-12.CY.2 Describe physical, digital, and behavioral safeguards that can be employed to protect the confidentiality, integrity, and accessibility of information.
9-12.CY.2 Describe physical, digital, and behavioral safeguards that can be employed to protect the confidentiality, integrity, and accessibility of information.
The emphasis is on considering the CIA Triad when recommending safeguards for a specific application or device.
Ideas:
Research safeguarding information in the context of learning and using world languages
9-12.CY.3 Explain specific tradeoffs when selecting and implementing security recommendations.
9-12.CY.3 Explain specific tradeoffs when selecting and implementing security recommendations.
The focus is on making security recommendations and discussing trade-offs between the degree of confidentiality, the need for data integrity, the availability of information for legitimate use, and assurance that the information provided is genuine.
Ideas:
Explore how different countries implement cybersecurity measures and the trade-offs they face
Develop their language skills through reading, writing, speaking, and listening activities related to the topic of cybersecurity.
9-12.CY.4 Evaluate applications of cryptographic methods
9-12.CY.4 Evaluate applications of cryptographic methods
The focus is on analyzing the role that cryptography and data security play in events that have shaped history and impact the future.
Ideas:
Explore the way people communicate in different cultures
Research famous encryption methods used in history
Discuss encryption on language preservation, translation servies and cross cultural communication
9-12.CY.5 Recommend multiple actions to take prior and in response to various types of digital security breaches.
9-12.CY.5 Recommend multiple actions to take prior and in response to various types of digital security breaches.
The emphasis is on analyzing different types of breaches and planning appropriate actions that might be taken to prevent and respond to a security breach.
Ideas:
Use BreakoutEDU or escape rooms
Digital Literacy
Digital Literacy
9-12.DL.1 Type proficiently on a keyboard.
9-12.DL.1 Type proficiently on a keyboard.
The focus is to demonstrate proficient keyboarding skills by the end of 12th grade.
Ideas:
Explore how keyboards are different in other languages
9-12.DL.2 Communicate and work collaboratively with others using digital tools to support individual learning and contribute to the learning of others.
9-12.DL.2 Communicate and work collaboratively with others using digital tools to support individual learning and contribute to the learning of others.
Digital tools and methods should include both social and professional (those predominantly used in college and careers). Collaboration should occur in real time and asynchronously, and there should be opportunities for students to both seek and provide feedback on their thoughts and products.
Ideas:
Create campaigns around digital literacy in multiple languages
Note: There is no DL4 at this level. It is expected that students have reached mastery of using search tools.
Note: There is no DL4 at this level. It is expected that students have reached mastery of using search tools.
9-12.DL.4 Independently select advanced digital tools and resources to create, revise, and publish complex digital artifacts or collection of artifacts.
9-12.DL.4 Independently select advanced digital tools and resources to create, revise, and publish complex digital artifacts or collection of artifacts.
Mastery of this standard implies an ability to choose and use the technology tool or resource best suited for a task or purpose.
Ideas:
Cultural showcases
Use new or emerging tech to create artifacts
9-12.DL.5 Transfer knowledge of technology in order to use new and emerging technologies on multiple platforms.
9-12.DL.5 Transfer knowledge of technology in order to use new and emerging technologies on multiple platforms.
New technologies could include different tools for collaboration, creation, etc. that the student has not used before. Platforms could include devices running different operating systems or could be emerging STEAM technologies. Digitally fluent individuals can move between platforms and can use that knowledge when encountering new technology.
Ideas:
Use VR to explore culture and geography around the world
Explore AI chatbots and other emerging technologies to learn more about languages
9-12.DL.6 Actively manage digital presence and footprint to reflect an understanding of the permanence and potential consequences of actions in online spaces.
9-12.DL.6 Actively manage digital presence and footprint to reflect an understanding of the permanence and potential consequences of actions in online spaces.
Active management implies an understanding of how intentional and unintentional actions can affect a digital presence.
Ideas:
Create posters around digital footprints.
9-12.DL.7 Design and implement strategies that support safety and security of digital information, personal identity, property, and physical and mental health when operating in the digital world.
9-12.DL.7 Design and implement strategies that support safety and security of digital information, personal identity, property, and physical and mental health when operating in the digital world.
Strategies that support positive mental health in the digital world include both ways to avoid or handle cyberbullying and ways to interact positively and constructively with others in connected spaces.
Ideas:
Explore articles about digital media in your target language
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