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CS Standards for the 21st Century Student

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CS Standards for the 21st Century Student

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In reviewing the K-5 standards, we noticed that the standards were in direct alignment to what teachers were already requiring students to do in the general classroom (Comparing/Contrasting — English, Data Analysis/Tables — Math, Evolution of Technology — SS, etc.) The standards are applications/ real world concepts that students should learn in order to be digitally literate.

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Connections Between Key Concepts & Content

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Connections Between Key Concepts & Content

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Jonsey, Kerry, Sharon
-All the key concepts can be applied to any subject area in different ways such as problem solving, collaboration, analyzing, creating, and evaluating. These standards teach students how to be responsible digital citizens.

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Here's the summarized version of our post students for Science make a Venn-Diagram and format a writing assignment in Word/Excel and then email.
Math/Social Studies- use of charts and graphs, interpreting data.

GPS/GIS in Geography (CS 8.CS.1.1) students get experience in creating maps using data related to content.

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Trena, Juanita, and Carrie Ann

The key concepts are the overarching ideas by which all content can be taught in and through computer science. Embedding these standards into all content areas will encourage learning and enhance lifelong computational skills for real world application for our students.

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We considered overlap of integration in various content areas. Computer Science can be embedded into content. We discussed the profession of the standards and how will the implementation be impacted by the need for a grandfathering of skills.  We think the computer science standards could be supported or integrated in the school library where they overlap with the new AASL Library Standards. We see an overlap with any research.

Where will this lead for secondary computer science? Once the standards are implemented, will we see a shift in the required course credit? Is it possible that students will be able to take a different digital arts, etc.

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We discussed collectively how the key concepts relate to each of our content area. Once having that discussion, we look at the standards and key concepts and discussed what
it would look like in our classroom. We looked at computational thinking skills and discussed scaffolding to make connections on how our students can express their learning. We discussed  as well as using these key skills and concepts on how it can enhance our students abilities to be able to think critically. (Pamela, Pamela, and Herman)

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Use in writing,research h and communication.
Cross curricalar connections are obvious; implementation is another matter. Our group discussed the possibility of utilizing technology to increase student and teacher engagement thereby developing a relevant and accessable means in which to apply these coencepts. CONTEXT does matter.

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When the CS standards are seamlessly integrated into the content areas students are able to use a variety tool/resources to create authentic/ real world products/solutions.

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K5
Digital Literacy: K.DL.4.1
Using Seesaw students will identify alphabet by keying letter/number based on the recording of the teacher. Students will have an portfolio

Grade 5
Networks and the Internet
5.NI.2.3
Using this he internet to research science project. While conducting research student will record their finding recreating a collection of projects for others to view.

Grade 7
Digital Literacy
7.DL.1.1
Enhancing the Five “W”: Record video of students, this allows peer review and self-reflection.

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CS Standards Connections -Keasha, Leesha, Tiffany

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CS Standards Connections -Keasha, Leesha, Tiffany

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Content Enhancement - Enhance student knowledge with math and make connections to other content areas.

Specific content area connections: ELA, SS, Math

Implications for students: technology makes processes faster and easier in general, incorporating these standards gives students visuals and opportunities to create.

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We think that all of the CS Key Concepts, except Computing Systems, intertwine with all subjects and can be easily implemented in the classroom. We also think that classroom teachers are implementing these concepts more than they realize.

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Students were to use a Venn-Diagram to produce a visual about how they prepared for the day (what to wear, etc.).  Students would write paragraphs next to the venn diagram, and then type it up and send via email.  The topic was 6th grade Science, weather and timelines.

Math- reading and interpreting charts/data, same for Social Studies. Computer Science

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DIGITAL LITERACY ,NETWORKS AND THE INTERNET,
IMPACT OF COMPUTING: these connect to ELA and SS

COMPUTING SYSTEMS, DATA and ANALYSIS: These connect with math, science and social studies.

Because of the connections it makes it more feasible to integrate the subject matter.

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Digital literacy enhances web searches, simulations and documentation amongst students. It increases global collaboration efforts throughout classes.

Computing systems enhances standardization across subjects and grade levels. Having a variety of devices aid in communication and networking. This allows students to learn new hardware and softwares they have never been introduced to which makes more marketable.

Networks and Internet increases digital citizenship and helps students introduce themselves to other cultures. Students learn global collaboration and climates that they may not experience in their personal world.

Data and Analysis helps students identify patterns and allows them to apply to their personal situations. They understand how data analysis effects them on a personal level like shopping or searching.

Impacts of computing in their world is social media. They learn long term effects of actions on social media like hiring, relationships, etc. Social media has taken over and students must be aware of the actions online for themselves and others

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Digital Literacy- creating, critical thinking, collaborating, and communicating what they know using appropraiate tools and platforms
Computing Systems- knowledge of devices to solve scientific problems
Networks-Identify and define wi-fi structures and troubleshooting.
Data and Analysis- using technology to analyze and interpret data compiled from experiments
Algorithms- cyclical nature of science.

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We talked about three different areas: Kindergarten, High School CATE, and K-12 vertical planning. For Kindergarten, the digital literacy key concept seemed to be the most important and would easily align with all content areas. For HS CATE, the software applications can be used in all content areas ad real-world applications. Students also need to learn internet safety and being responsible online. It was also noted that students need to know proper keyboarding techniques so their speed and accuracy is increasing. The K-12 conversation was about looking at how the student should evolve from grade level to grade level, and the importance of teachers knowing what was expected the prior year.

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CS Key Concepts enhances Social Studies through using:

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CS Key Concepts enhances Social Studies through using:

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Digital Literacy to promote collaboration among students. For example, using Google Docs to analyze historical documents.
Computing Systems to know how use a variety of operating system to perform tasks. For example, instead of "Hey Siri", using GPS to nagivate from place to place.
Networks and the Internet  to connect with others from around the world. For example, using SKYPE and social media to chat.
Data and Analysis to build various representations to display data.
Algorithms and Programming to design mutliple ways to solve problems. For example, building a city using SIM CITY.
Impact of Computing to understand ethical and unethical internet practices.