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Performance Standards: Computer Science Kindergarten- Post 1

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Performance Standards: Computer Science Kindergarten- Post 1

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I was not aware that there were standards for computer science in K-2 students. Over the last several years of my educational experience, I have had the most experience with Indiana's Early Childhood Foundations. The school that I work at is a private school, so we don't necessarily hold fast to every aspect of Indiana's state standards. As I continue to seek opportunities for growth, I plan to review these standards occasionally and consider them in my teaching.

Though our school, as a whole organization, does not incorporate the use of technology in the kindergarten classrooms, I believe there are ways for me to support some of the standards in my environment.

K-2.CD.1 | Use standard input and output devices to operate computers and other technologies.

A couple times during the school year, my K students have the opportunity to use computers for state standardized testing. To effectively incorporate this standard, I will plan for opportunities that allow students to first become familiar with the use of the mouse, touch screen, and other computer functions. It always baffled me that they were required to take these major tests on devices that they generally didn't know how to operate.

Computer science is being prioritized because of how rapidly our use of it continues to grow in the world around us. It continues to evolve and become a natural part of our students lives, essentially being a skill for survival. There are a wide variety of organizations, like the Computer Science Teachers Association, and initiatives, like Computer Science Week, that aim to bring awareness to the topic. The Department of Education, nationally & locally, have provided educator, parents, and administration with valuable resources, and even grant funding for tech-ideas, professional development, and school curriculum.

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PS.5 | Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Mathematically proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. Mathematically proficient students identify relevant external mathematical resources, such as digital content, and use them to pose or solve problems. They use technological tools to explore and deepen their understanding of concepts and to support the development of learning mathematics. They use technology to contribute to concept development, simulation, representation, reasoning, communication and problem solving.

As parent of a 1st grade mathematician, I think the Starfall online resources are phenomenal for this age group. If I taught this age group, outside of our school, I would consider allowing students the opportunity to engage in activities found on this site.

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The most relative use of social media for my teaching, would be the use of social media groups. At this time, our school has private Facebook groups, specific to each campus. It allows families, teachers, and school leaders to connect in one central place. I have seen this group used to advertise school related information, organize play dates, requests for academic support (i.e. tutoring), prayer requests (faith based school), and other non formal uses.

Though students in our elementary school do not directly engage in the use of social media, their parent do. While I enjoy the idea of creating a group blog page, or classroom Instagram thread, I believe there are significant issues with privacy and appropriate use. Thankfully, our school has a strict social media policy. It does not seem appropriate for kindergarten students, however, I believe it could be appropriately used with older students.

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Collaborative Classrooms:

I find the concept of collaborative classrooms to be intriguing. As a student, I never enjoyed group or partnered projects. The traditional way of working along side someone required being in the same place, at the same time, working on the same things. However, digital media and technology has allowed educators to truly innovate the way students work together. Platforms such as Padlet, Google Docs, Canva, & Prezi support the idea of everyone working together, in their own capacity and convenient to them.

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Prior to the next school year, I would like to dig deeper into EdTech philosophies and gain a deeper understanding of the push behind the use of technology in teaching. This course is certainly giving me a great head start and has introduced me to a significant amount of information.

While there is no one specific tool that I can share with you, I do hope to find innovations that even my minimal technology using school would approve of. To grow in this area, I plan to seek out professional development opportunities relating to EdTech concepts.