In this course you’ll focus on how “smart” devices have changed how we interact with others in personal ways, impacting how we stay connected in our increasingly mobile society. This will be done through a series of paired teaching sections, exploring a specific “Impact of Computing” in your typical day and the “Technologies and Computing Concepts” that enable that impact, all at a K12-appropriate level. This course is part of a larger Specialization through which you’ll learn impacts of computing concepts you need to know, organized into 5 distinct digital “worlds”, as well as learn pedagogical techniques and evaluate lesson plans and resources to utilize in your classroom. By the end, you’ll be prepared to teach pre-college learners to be both savvy and effective participants in their digital world. In this particular digital world (relationships), you’ll explore the following Impacts & Technology pairs -- Impacts (Keep me connected in a mobile society):, personal relationships, facebook, circle of friends Technology and Computing Concepts: algorithms, software engineering evolution, heuristics, computer runtime, big O notation, P vs NP Impacts (Making geography-based connections): findings friends, maps, geolocation Technology and Computing Concepts: data and binary, image encoding, pixels, how color pickers work, filters, blurs In the pedagogy section for this course, in which best practices for teaching computing concepts are explored, you’ll learn about the current CSTA K-12 CS Standards and practice using them to review and apply to lesson plans, as well as how to apply the ICAP framework to connect your students’ engagement to active learning outcomes, such as through peer instruction. In terms of CSTA K-12 computer science standards, we’ll primarily cover learning objectives within the “impacts of computing” concept, while also including some within the “networks and the Internet” concepts and the “data and analysis” concept. Practices we cover include “fostering and inclusive computing culture”, “recognizing and defining computational problems”, and “communicating about computing”.
K-12 CSTA Computer Science Standards
Loading...
来自 University of California San Diego 的课程
Teaching Impacts of Technology: Relationships
个评分
University of California San Diego
个评分
课程 3（共 6 门，Specialization Teaching Impacts of Technology in K-12 Education）
从本节课中
Impacts of Computing and Supporting Interactive Learning
This week we'll introduce the Computer Science K-12 Framework and the Computer Science Teachers Association K-12 Computer Science Standards which are starting to frame state K-12 Computer Science standards in the US. We'll guide you in finding and developing a lesson plan for a particular grade band around a resource for learning about the impact of technology on culture. Next we'll learn a bit about further differentiating and defining "active learning" using the ICAP (interactive, constructive, active, passive) learning framework and see how Peer Instruction can be used to scaffold interactive learning experiences.
与讲师见面
Beth SimonAssociate Teaching Professor
Education Studies
So, what are standards?
Standards help us define what it is that all students thinking
and running in K-12 should know and be able to do.
And as we're talking about computer science we're talking about in
the discipline of computer science.
And this is actually a major issue, in that,
we want to say that computer science is a discipline just like math,
or biology, or reading that all students need to know and be able to do.
This again, it's something that you should understand.
A lot of people say, but wait a minute.
Computer Science, that's a specialty thing.
Why is it that everyone needs to know?
I mean only some people are going to become software engineers.
We don't make everyone take mechanical engineering in K-12.
So, why is it that we say that computer science should be for everyone?
Well, let's take the example of math,
because I used that example earlier.
We do ask all students to learn math in primary and secondary education.
We ask them to be able to add,
maybe do multiply fractions and percentages and why is that?
Well, it's not because we're like, 2Oh!
There's this career option out there for you
and after you can go out and become an adder.
Don't you need to learn addition because you might want to do that."
No, that's not it at all.
We know that every career and that every citizen in our global world needs to have
basic mathematical knowledge in order to function and in order to
enable them to study
other disciplines and careers which might be of particular interest to them.
But everyone has a basic need and knowledge to have these skills,
because they're a critical part of society and being a productive person in society.
So, we take the same approach about computer science,
but this is something you should just understand that a lot of people don't understand.
And especially in the educational system in the K-12 educational system,
computer Science or computers has really often been viewed differently.
People think of it in terms of digital literacy.
What are the digital literacies that our kids need to know to be involved in society.
I'm not saying there's not some overlap there,
but we're looking at it differently.
However, the math people, hundreds,
thousands of years we've been thinking iterating on as
a culture as a globe about what it is that students need to be able to do in math.
So, how do we know what that should be in computer science?
Because computer science has basically only been taught in
universities and with a focus on developing software engineers.
Luckily, we have this group that came together,
the K-12 Computer Science Framework.
Here is my own copy, right here. It's very thick.
And they think, they produced this framework which
tells us a lot about how we should start
thinking about teaching computer science in K-12.
Don't worry, we're not going to go through all of that,
but let me bring out two key things that they identified.
They say, we need to be able to identify both the concepts in
computer science and the practices of
computer science that students should be able to do.
So, remember we said standards are for what people should know.
That's the concepts. And be able to do, that is the practices.
So, let's take a look at these.
Take a moment and read
the five core concepts that the framework pulls out for computer science.
Were you expecting all those?
Yeah, that's more than just like programming.
A lot of people think computer science is programming.
Many people you will meet in
the world think computer science is programming, but it's not.
There are many things that go underneath it.
And in particular I want to point out this one, impacts of computing.
Huh! We've been doing a lot of that in this course.
That's because it's really really important.
So, we'll be applying this particular core concept as we go forward.
Secondly, there were the practices.
Again, quite a few here take a minute and read them all.
So, two different colors,
got a group up here around top, and a group around bottom.
The ones around bottom I'd say are generally what people
maybe more expect in terms of being able to do stuff on a computer.
And by the way,
computational artifact is a term that we use that's more generic than programming.
It does in fact encompass more things than just programs and it isn't
always necessary that computers be available and be used in doing these things.
There are many ways that you can especially at certain grade bands that enables
students to exhibit these practices without having to be using a computer.
But the three that are on the top: communicating about computing,
fostering and inclusive computing culture and collaborating about computing,
are what we would say the really core practices and concepts that allow a citizen
to be able to make use of their knowledge and their abilities on any other practices.
So, these are really important to us,
and they're going to come about a lot as we look about
particularly in this study the concept of impacts of computing.
So, the framework people,
they came up with the concepts,
these are they call them the Lego blocks,
the knowing of things.
They came up with the practices that is what are the doing of things.
But, you have to put these together in sometimes complex ways to identify standards,
and an individual standard that you would create would have
both a concept involved with it and at least one practice involved with it.
So, that these two together define a standard which takes what
students know and can do with that particular knowledge.
So, I'd like to show you some standards online resources,
a couple of different places.
There are many ways to view these because they're a little bit complex.
By the way, this is way better than most of
the other standards common core which is just big static documents.
But computer Science Teachers Association in conjunction building off the K-12 Framework.
Of course, we're computer science people, we are like,
hey, we can use interactive tables to view these more easily.
So, I'm going to show you a little bit about that.
So, let's take a look here.
If I am on the computer science teachers.org website and I go to standards,
you'll see here that you can read about,
you can click on the standards which is I have now,
you can get printable version.
We'll look at some of these others later.
But here are the computer science standards.
They produce them in Fall 2017,
and right now we've got all the standards listed.
This is an identifier.
It tells you what grade it's in,
it tells you the concept Computing Systems there's actually a sub concept and practice.
And the practices are long so we have to modify them to be one word.
But if you click down on any one of these,
you'll actually get more detail about it.
You don't need to necessarily go on and look at all these.
I just want you to know where they are,
so that if you are interested and of course then you can do cool things like, Oh!
I really only want to look at grades three through five,
or maybe I only want to look at three to five computing systems standards
and I'll find out that there are three.
Now another way that you can look at it,
is through a progression chart.
And the CSTA progression chart is listed here. It's really cool.
Interestingly, it only lists up through the 10th grade standards.
I'm actually going to show you a current draft of
the California computer science standards
which we currently have set up as a spreadsheet.
And you can access these,
I'll provide the URL later.
But this is still a draft and things will change.
But you'll see that we do use basically the same structure that this CSTA one has.
Let me show you the actual physical version.
It's hard, but see it's basically like a big placemat,
and we have these concepts down the side and it's two sided.
And it goes all the way across,
and again this is the CSTA.
Once it finishes at what ages 14 to 16.
That the end of grade one.
Here's the one for California.
And you guys are real working with some standards from here.
So, we've got computing systems networks and the Internet.
When we scroll over you can see we did them slightly differently.
We have grades 9 through 12 core,
meaning all students would know,
and then we identified a 9 through 12 specialty band,
which would be some students who might choose to take electives would be able to do.
Let's focus on where we're going next.
Down here, keeping scrolling,
we've got the impacts of computing concept,
and in our work next,
we're going to be looking at this first band of the culture concept across this level.
So, let's switch back and look at that.
So, here's a static version highlighting that as we go forward for our next activity,
you're going to be looking at developing
a final resource and developing a lesson plan that might address one of these standards.
And you'll have your choice about
which grade band you like to work with. So, you can imagine.
I want to be a K-2 teacher,
or maybe it's a 3-5 teacher or maybe you don't want to unnecessarily teach.
You want to figure out like what kind of a lesson would target those grades of students.
So, you'll be picking one of
these standards and finding a resource and developing lesson plan.
We'll take a minute to have you look at all of them and talk about the differences.
So, here are the first two standards the K-2 and the 3-5 standard.
Go ahead and take a minute to read them.
So, hopefully, these feel at least related to you.
The in K-2 students can compare
how people lived and worked before and after adoption of new computing technologies,
like our smartphone, like GPS, like somethings.
And we're like, "Hey, how was your life different and you
need to think about what K through second graders,
all K through second graders experience and know of technology in doing this.
So, probably not a good idea to talk about an ATM or a cash machine.
Because, I rather doubt that kindergartners or second graders are using ATMs.
Maybe they've seen their parents use it, or maybe not.
So, that might not be a good choice.
Third, fifth graders, they do something a little more.
They're discussing computing technologies that have changed the world,
but they're going to express how those technologies influence and
are influenced by cultural practices.
So, you can imagine different cultures and again,
we get it maybe they compare how they're influenced by different cultural practices,
maybe they just use their own,
but they're going a little bit further in
evaluating how those technologies have changed the world.
Let's get to the next great bands. Read these for a moment.
So, in Grade 6-8 here again is still about tradeoffs of technology's,
impacts of technologies, but particularly tradeoffs
affecting people's everyday activities in career options.
So, that's a little bit more in-depth than just how they do our culture.
And then finally in grades 9-12,
evaluate the ways computing impacts personal,
ethical, social, economic and cultural practices, all of those.
So, there is a lot more that you can get into it that around.
Finally, these are specialty standards
and the standards that in California we stated that,
maybe some students who are more interested in choose to take an elective might study,
but maybe not every student has to be able to do.
So, specifically stating beneficial effects,
improving beneficial effects, reducing harmful effects.
That's a little bit more of a practitioner model.
Looking at a particular computational effect,
that's an App, maybe it's a program,
maybe it's a piece of technology and saying,
how can we improve the beneficial effects and reduce harmful effects?
So, making a change. Second one,
involving how innovations have revolutionized,
that already have revolutionized our culture might evolve in the future.
So, this speaks to the next steps idea.
So, maybe these are standards that appeal to you.
But again, in our next activity,
you'll be working to develop materials that address one of these standards.
And if you're interested, here's the table of
contents for that really big K12 Computer Science Framework.
Again, don't need to go and read it,
but just wanted to give you an idea of what was
in that thing if you wanted to go and look more at it.
Personally, I like Chapter 2: Equity in Computer Science Education.
