Standards - Digital Literacy & Computer Science

2018 - Digital Literacy & Computer Science Course of Study Document
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.20

Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task.

Examples: Sorting alphabetically, finding a path across a cluttered room.

Unpacked Content

Knowledge

Students know:
  • the similarities and differences in human/computer performance of similiar tasks.
  • the benefits and disadvantages of human/computer performances of similar tasks.
  • the characteristics of human performance/computer performance of tasks.

Skills

Students are able to:
  • compare and contrast human and computer performance on similar tasks.
    • to understand whether human or computer is better suited to the task.

Understanding

Students understand that:
  • at times, human or computer may be better suited for a similar task.
  • there are similarities and differences in human and computer performance on similar tasks.

Vocabulary

  • human and computer relationship
  • human and computer performance
  • compare and contrast

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 2 Lesson 6: Processing
Sorting Algorithms
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.21

Explain advantages and limitations of technology.

Example: A spell-checker can check thousands of words faster than a human could look them up; however, a spell-checker might not know whether underserved is correct or if the author’s intent was to type undeserved.

Unpacked Content

Knowledge

Students know:
  • some advantages of technology.
  • some limitations of technology.

Skills

Students are able to:
  • explain advantages and limitations of technology.

Understanding

Students understand that:
  • technology use has advantages and limitations.

Vocabulary

  • advantage
  • limitation
  • technology
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.20

Explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.

Examples: Global Positioning System [GPS] to navigate, text-to-speech feature to read aloud from a digital resource, translate a digital resource to a different language.

Unpacked Content

Knowledge

Students know:
  • technology is used to help a variety of users with many tasks.

Skills

Students are able to:
  • explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.

Understanding

Students understand that:
  • technology is used to help a variety of users with a variety of tasks.

Vocabulary

  • hardware
  • applications
  • Global Positioning System

Aligned Learning Resources

Listen to Color
Digital Literacy and Computer Science (2018) Grade(s): 5

DLCS18.5.27

Define social engineering and discuss possible defenses.

Examples: Phishing, impersonating

Unpacked Content

Knowledge

Students know:
  • how to identify social engineering.
  • possible defenses against social engineering.

Skills

Students are able to:
  • define social engineering and discuss possible defenses.

Understanding

Students understand that:
  • social engineering is a strategy used to manipulate information, people, and social outcomes.
  • there are possible defenses against social engineering.

Vocabulary

  • social engineering

Aligned Learning Resources

What Is Clickbait and How Can You Avoid It?
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.28

Define assistive technologies and state reasons they may be needed.

Unpacked Content

Knowledge

Students know:
  • that people have differing abilities and that technologies exists to aid users in overcoming challenges.

Skills

Students are able to:
  • define 'assistive technology'.
  • explain reasons one may use an assistive technology.

Understanding

Students understand that:
  • being different doesn't have to be a difficulty.

Aligned Learning Resources

Inventing "Assistive Devices" That Give People Their Independence
Invent Apps That Help Others and Build Empathy
Discover AI in Daily Life
Out of My Mind: Learning About the Impact of Assistive Technologies Through Literature
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.29

Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Unpacked Content

Knowledge

Students know:
  • that artificial intelligence is the use of computer systems to perform tasks normally requiring human intelligence and include services such as visual perception, speech recognition, decision
  • making, and translation between languages.

Skills

Students are able to:
  • identify examples of artificial intelligence.

Understanding

Students understand that:
  • while artificial intelligence is designed to aide, it also has negative side effects.

Vocabulary

  • artificial intelligence

Aligned Learning Resources

Machine Learning & Artificial Intelligence: Crash Course Computer Science #34
Computer Vision: Crash Course Computer Science #35
Scientist Profile: Robotic Soccer Scientist
Scientist Profile: Roboticist
Scientist Profile: Mars Rover Engineer
Artificial Intelligence: What Is It and Where Is It?
Real or Artificial?
Artificial Intelligence in Your Everyday Life
Artificial Intelligence/Science and Star Wars
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.28

Classify types of assistive technologies.

Examples: Hardware, software, stylus, sticky keys.

Unpacked Content

Knowledge

Students know:
  • assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc.
    • ).

Skills

Students are able to:
  • distinguish the needs addressed by different assistive technologies.

Understanding

Students understand that:
  • assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc.
    • ).

Vocabulary

  • assistive technology

Aligned Learning Resources

Inventing "Assistive Devices" That Give People Their Independence
Invent Apps That Help Others and Build Empathy
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.29

Compare and contrast human intelligence and artificial intelligence.

Unpacked Content

Knowledge

Students know:
  • benefits and risks exist when human or artificial intelligence is used to complete a task.

Skills

Students are able to:
  • identify situations in which human or artificial intelligence is better suited to a task.

Understanding

Students understand that:
  • benefits and risks exist when either human or artificial intelligence is used to complete a task.

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 2 Lesson 8: Propose an App
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.27

Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

Unpacked Content

Knowledge

Students know:
  • technologies exist to assist users with varying needs.

Skills

Students are able to:
  • research assistive technologies.
  • determine the possible uses of assistive technologies that can improve quality of life for users.

Understanding

Students understand that:
  • technologies exist or can be created to help people accomplish tasks they may not otherwise be able.

Vocabulary

  • assistive technology

Aligned Learning Resources

How to Come Up With Your Own Mobile App
Inventing "Assistive Devices" That Give People Their Independence
Invent Apps That Help Others and Build Empathy
Inside Science: Printable Prosthetic Hand
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.28

Develop a logical argument for and against artificial intelligence.

Examples: Students debate the use of artificial intelligence in self-driving vehicles. Students write a persuasive essay to argue for or against digital personal assistants.

Unpacked Content

Knowledge

Students know:
  • technology has helped many people in many ways and it can also cause harm.

Skills

Students are able to:
  • research artificial intelligence.
  • create an artifact (poster, speech, video, song, poem, pamphlet, presentation, etc.
    • ) that discloses a logical argument in support of or against the use of some form of artificial intelligence.

Understanding

Students understand that:
  • technology has limitations.
  • technology can be used in unintended ways that can cause harm or can help.

Vocabulary

  • artificial intelligence

Aligned Learning Resources

Machine Learning & Artificial Intelligence: Crash Course Computer Science #34
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.38

Systematically design and develop programs for broad audiences by incorporating feedback from users.

Examples: Games, utilities, mobile applications.

Unpacked Content

Knowledge

Students know:
  • it is vital to seek feedback from others on programs and products.
  • feedback can help make a program or product better.

Skills

Students are able to:
  • design and develop a program.
  • publish a program, seeking feedback.
  • make edits to a program based upon user feedback.

Understanding

Students understand that:
  • when designing a program, it is important to receive input from your target audience to ensure your product meets their expectations or need.

Aligned Learning Resources

Computer Science Principles Unit 5 Chapter 1 Lesson 5: Building an App: Clicker Game
Human Computer Interaction
Software Engineering
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.39

Identify a problem that cannot be solved by either humans or machines alone and discuss a solution for it by decomposing the task into sub-problems suited for a human or machine to accomplish.

Examples: Forecasting weather, piloting airplanes.

Unpacked Content

Knowledge

Students know:
  • how to identify a problem.
  • how to decompose a problem.
  • how to identify possible solutions to a problem.

Skills

Students are able to:
  • identify a problem that cannot be solved by humans or machines alone.
  • discuss possible solutions using decomposition.
  • identify subproblems for either a human or machine to solve.

Understanding

Students understand that:
  • problems exist that cannot be solved by a human or machine alone.
  • identifying subproblems can make a complex problem easier to solve.
  • humans and machines can work together to solve complex problems.

Aligned Learning Resources

Computer Science Principles Unit 4 Chapter 1 Optional Lesson: One-Way Functions - The Wifi Hotspot Problem
Complexity and Tractability

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