Standards - Digital Literacy & Computer Science

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

DLCS18.K.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

Knowledge

Students know:
  • how to identify sources of information.
  • the difference between fiction and non-fiction.

Skills

Students are able to:
  • identify sources as people, print, electronic.
  • understand the meaning of fiction and non-fiction.

Understanding

Students understand that:
  • they may get information from people, books, computers, etc.
  • some information is real and some is not.

Vocabulary

  • fiction
  • non-fiction

Aligned Learning Resources

Choosing Reliable Sources
Digital Literacy and Computer Science (2018) Grade(s): KG

DLCS18.K.6

Recognize ways in which computing devices make certain tasks easier.

Examples: Communication, doctor’s visits/medical records, maps and directions.

Unpacked Content

Knowledge

Students know:
  • computing devices can be used to simplify many tasks in life.

Skills

Students are able to:
  • identify how computing devices can make tasks such as communicating, directions, and research easier.

Understanding

Students understand that:
  • computing devices can make tasks easier.

Vocabulary

  • communicate
  • map
  • directions
  • research

Aligned Learning Resources

Computer Science Fundamentals Unit 2 Course A Lesson 4: Sequencing with Angry Birds (2018)
Model It Up in Google Sheets
Technology: Virtually Martha
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

Knowledge

Students know:
  • how to identify appropriate factual information

Skills

Students are able to:
  • identify appropriate factual information and relevance to a topic.

    • Understanding

    Students understand that:
    • certain pieces of information are important and relative to a topic.
    • information they find may or may not be true.

    Aligned Learning Resources

    Choosing Reliable Sources
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.8

    Identify ways in which computing devices have impacted people’s lives.

    Example: Location services, instantaneous access to information.

    Unpacked Content

    Knowledge

    Students know:
    • ways in which computing devices have made many tasks easier.

    Skills

    Students are able to:
    • discuss ways in which computing devices have made many tasks easier.

    Understanding

    Students understand that:
    • Computing devices have made many tasks easier.

    Vocabulary

    • devices
    • tasks

    Aligned Learning Resources

    The Role of Technology
    Digital Literacy and Computer Science (2018) Grade(s): 2

    DLCS18.2.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • how to classify information as relevant.
    • how to classify information as nonfiction or fiction.
    • how to recognize important facts.
    • information is created for a specific purpose.

    Skills

    Students are able to:
    • identify information and determine relevancy.
    • identify non-fiction information to gather facts.
    • identify the difference between important facts and minor details.
    • identify the purpose for a piece of work.

    Understanding

    Students understand that:
    • they must determine when content is relative to a project that they are working on.
    • sometimes they may find information that is not true.
    • they must distinguish the important facts in a piece of work.
    • people create content for various purposes such as to inform, persuade, etc.

    Aligned Learning Resources

    Choosing Reliable Sources
    RUFF RUFFMAN: Ask Ruff Ruffman: Robot Alligator Edition
    Choosing Reliable Sources
    Checking Validity of Internet Sources
    Digital Literacy and Computer Science (2018) Grade(s): 2

    DLCS18.2.8

    Interpret ways in which computing devices have influenced people’s lives.

    Example: Discuss tasks completed daily in which some type of device is used to make the tasks easier (calculator, microwave to quickly heat food, mobile phone for instant communication).

    Unpacked Content

    Knowledge

    Students know:
    • digital devices have changed they way we live.

    Skills

    Students are able to:
    • explain how computing devices have changed the way we live.

    Understanding

    Students understand that:
    • computing devices have changed the way we live.

    Aligned Learning Resources

    Milo, the Science Rover: A LEGO WeDo 2.0 Activity
    Who Is In Your Online Community?
    Digital Literacy and Computer Science (2018) Grade(s): 3

    DLCS18.3.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • how to read a web address to validate authenticity.
    • locate the publisher of a website.
    • use context cues to define the purpose of digital content.

    Skills

    Students are able to:
    • read the domain name and extension of a web address to identify type of digital content.
    • identify the publisher of a website.
    • use context cues to define the purpsoe of digital content.

    Understanding

    Students understand that:
    • anyone can create digital content.
    • digital content may or may not be true.
    • every digital content has an author.
    • digital content has a purpose.

    Vocabulary

    • validity
    • read a web address
    • publisher
    • domain name
    • extension

    Aligned Learning Resources

    Bias and Reliability
    Digital Content - Finding, Evaluating, Using, and Creating It
    Is Seeing Believing?
    RUFF RUFFMAN: Ask Ruff Ruffman: Robot Alligator Edition
    Digital Literacy and Computer Science (2018) Grade(s): 3

    DLCS18.3.11

    Identify resources in the community that offer technology access.

    Examples: Libraries, community centers, restaurants, education programs, schools, or hardware/software donation programs.

    Unpacked Content

    Knowledge

    Students know:
    • resources and locations are available in the community that offer free wifi connectivity and/or shared technology devices.

    Skills

    Students are able to:
    • idenfity resources or locations in the community that offer technology access and what type of access and resources they offer.

    Understanding

    Students understand that:
    • resources are available within the community to access wifi and/or use shared technology devices.

    Vocabulary

    • wifi
    • shared technology
    Digital Literacy and Computer Science (2018) Grade(s): 3

    DLCS18.3.12

    Identify and discuss ways that access to technology helps empower individuals and groups.

    Examples: Gives access to information; provides the ability to communicate with others around the world; enables people to buy and sell things.

    Unpacked Content

    Knowledge

    Students know:
    • access to technology connects individuals and groups to communicate with others with similar interest, share knowledge and resources, and connect with others to meet needs.

    Skills

    Students are able to:
    • explain ways having access to technology empowers individuals and groups locally and/or globally.

    Understanding

    Students understand that:
    • technology access enables you to connect with others you would not be able to connect without technology, work together to meet needs of individuals and/or groups, and obtain information easily or share resources.

    Vocabulary

    • empower

    Aligned Learning Resources

    This Is Me!
    Your Rings of Responsibility
    RUFF RUFFMAN: Technology and You!
    Technology: Virtually Martha
    Digital Literacy and Computer Science (2018) Grade(s): 4

    DLCS18.4.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • how to read a web address to validate authenticity.
    • how locate the publisher of a website.
    • context cues can be used to define the purpose of digital content.

    Skills

    Students are able to:
    • read the domain name and extension of a web address to identify type of digital content.
    • identify the publisher of a website.
    • use context cues to define the purpose of digital content.
    • determine who links to the digital resource.

    Understanding

    Students understand that:
    • a web address gives information about the creator or purpose.
    • every website has a publisher or author.
    • context cues can be used to identify the purpose.
    • external links show others that link to the digital content.

    Vocabulary

    • validity
    • read a website
    • domain name
    • extension
    • publisher
    • external links

    Aligned Learning Resources

    Bias and Reliability
    Digital Content - Finding, Evaluating, Using, and Creating It
    RUFF RUFFMAN: Ask Ruff Ruffman: Robot Alligator Edition
    Digital Literacy and Computer Science (2018) Grade(s): 4

    DLCS18.4.11

    Discuss the digital divide as unequal access to technology based on differences such as income, education, age, or geographic location and locate resources in the community that can give people access to technology.

    Unpacked Content

    Knowledge

    Students know:
    • everyone does not have the same level of access to technology due to a variety of possible reasons.
    • communities have free access to technology at various locations such as public libraries, schools, and businesses.

    Skills

    Students are able to:
    • discuss why people do not always have access to technology based on income, education, age, or geographic location.
    • discuss locations within the community that can give people access to technology.

    Understanding

    Students understand that:
    • everyone does not have the same level of access.
    • resources are available within the community to give people access they might not have otherwise.

    Vocabulary

    • digital divide
    • unequal access
    • income
    • geographic location
    • access

    Aligned Learning Resources

    Who Has Access?
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • how to read a web address to validate authenticity.
    • locate the publisher of a website.
    • use context cues to define the purpose of digital content.

    Skills

    Students are able to:
    • read the domain name and extension of a web address to identify type of digital content.
    • identify the publisher of a website.
    • use context cues to define the purpsoe of digital content.

    Understanding

    Students understand that:
    • anyone can create digital content.
    • digital content may or may not be true.
    • every digital content has an author.
    • digital content has a purpose.

    Vocabulary

    • validity
    • read a web address
    • publisher
    • domain name
    • extension
    • external links
    • history of a website

    Aligned Learning Resources

    Bias and Reliability
    Digital Content - Finding, Evaluating, Using, and Creating It
    Reading News Online
    RUFF RUFFMAN: Ask Ruff Ruffman: Robot Alligator Edition
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.13

    Share knowledge of resources in the community that can give people access to technology.

    Example: student created print and/or digital resource to share WiFi or other connectivity opportunities within the community.

    Unpacked Content

    Knowledge

    Students know:
    • resources and locations that are available in the community that offer free wifi connectivity and/or acess to shared technology devices.

    Skills

    Students are able to:
    • share locations in the community that offer technology access and what type of access and resources they offer in a variety of communication formats.

    Understanding

    Students understand that:
    • resources are available within the community to access wifi and/or use shared technology devices.

    Vocabulary

    • wifi
    • shared technology

    Aligned Learning Resources

    Impact of Computing on Community
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.14

    Analyze the impact of social media on individuals, families, and society.

    Unpacked Content

    Knowledge

    Students know:
    • that social media can impact how individuals, families, and society interact.

    Skills

    Students are able to:
    • analyze the social media use of individuals, families, and society and discuss possible impacts.

    Understanding

    Students understand that:
      individuals, families, and society communicates with social media that can have a positive or negative impact.

    Vocabulary

    • analyze
    • impact
    • social media
    • society

    Aligned Learning Resources

    Behaving Ethically Online: Ethics and Empathy
    Finding my Media Balance
    How Do Different Social Media Platforms Affect Your Mood?
    #IceBucketChallenge Raises $62 Million for ALS Research
    The Rise of Social Networking
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.15

    Explore and predict how advances in computing technologies affect job opportunities and/or processes now and in the future.

    Unpacked Content

    Knowledge

    Students know:
    • advances in computing technologies can affect job opportunities positively and negatively.
    • advances in computing technology have affected current processes as well as those in the future.

    Skills

    Students are able to:
    • identify and discuss how advances in computing technologies affect job opportunities
    • identify and discuss how advances in computing technologies affect processes now and in the future

    Understanding

    Students understand that:
    • with new computing advances, job opportunities can change.
    • advances in computing technologies affect processes now and in the future.

    Vocabulary

    • predict
    • advances
    • computing technologies
    • processes

    Aligned Learning Resources

    Robotics in Medicine
    Digital Literacy and Computer Science (2018) Grade(s): 6

    DLCS18.6.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • not all information shared is valid; some information is skewed to sway readers' opinions.

    Skills

    Students are able to:
    • research information to confirm whether the given information is true and unbiased.

    Understanding

    Students understand that:
    • individuals and/or groups can manipulate information to meet an agenda.
    • it is important to verify information.

    Vocabulary

    • validity

    Aligned Learning Resources

    Computer Science Discoveries Unit 2 Chapter 2 Lesson 12: Sources and Search Engines
    Computer Science Discoveries Unit 2 Chapter 1 Lesson 1: Exploring Websites
    Bias and Reliability
    Digital Content - Finding, Evaluating, Using, and Creating It
    Evaluating Online News
    Confronting Confirmation Bias
    Who Are You Online?
    Finding Credible News
    Creating Comics
    Fact vs. Fiction in the Media
    Why Do Hyperpartisan News Sites Exist?
    Is It Real? Using Reverse Image Search
    Digital Literacy and Computer Science (2018) Grade(s): 6

    DLCS18.6.14

    Discuss digital globalization and Internet censorship.

    Examples: Software that scans a website for posts about potential threats; a person’s ability to order a product directly from a manufacturer in another part of the world; a student in Africa can take an online math course created in the United States; web-hosting company prevents posting of content.

    Unpacked Content

    Knowledge

    Students know:
    • most information posted on the internet can be viewed by most of the world.
    • some countries and companies limit access to information.

    Skills

    Students are able to:
    • identify positives and negatives of digital globalization.
    • identify positives and negatives of internet censorship.

    Understanding

    Students understand that:
    • most information posted on the internet can be viewed by most of the world.
    • some countries and companies limit access to information.

    Vocabulary

    • digital globalization
    • internet censorship

    Aligned Learning Resources

    Internet Censorship: For Your own Good?
    Digital Literacy and Computer Science (2018) Grade(s): 6

    DLCS18.6.15

    Identify emerging technologies in computing.

    Unpacked Content

    Knowledge

    Students know:
    • how to research for emerging technologies.

    Skills

    Students are able to:
    • gather information about new products.
    • share information in a legal and responsible way.

    Understanding

    Students understand that:
    • technology is ever
    • changing.

    Aligned Learning Resources

    Computer Science Discoveries Unit 6 Chapter 1 Lesson 1: Innovations in Computing (18-19)
    Registers and RAM: Crash Course Computer Science #6
    How Computers Compute: MIT's Science Out Loud
    Kismet: The Social Robot
    RoboSnail
    Robotics in Medicine
    Tech Industry Looks to Robots to Tackle Problems but Finds Hurdles on the Way
    Examine the Benefits of Utilizing the Online Resource Musescore
    Digital Literacy and Computer Science (2018) Grade(s): 7

    DLCS18.7.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • not all information shared is valid; some information is skewed to sway readers' opinions.

    Skills

    Students are able to:
    • research information to confirm whether the given information is true and unbiased.

    Understanding

    Students understand that:
    • individuals and/or groups can manipulate information to meet an agenda.
    • it is important to verify information.

    Vocabulary

    • validity

    Aligned Learning Resources

    Computer Science Discoveries Unit 2 Chapter 2 Lesson 12: Sources and Search Engines
    Computer Science Discoveries Unit 2 Chapter 1 Lesson 1: Exploring Websites
    Digital Content - Finding, Evaluating, Using, and Creating It
    Is It Fair?
    Evaluating Online News
    Confronting Confirmation Bias
    Creating Comics
    Fact vs. Fiction in the Media
    Why Do Hyperpartisan News Sites Exist?
    Is It Real? Using Reverse Image Search
    Digital Literacy and Computer Science (2018) Grade(s): 7

    DLCS18.7.13

    Compare and contrast information available locally and globally.

    Example: Review an article published in the United States and compare to an article on the same subject published in China.

    Unpacked Content

    Knowledge

    Students know:
    • culture, government, and media can affect how data is shared and presented.

    Skills

    Students are able to:
    • research a topic, finding web resources authentic to a geographic location for the purposes of comparing that data to information available locally: within our country, state, county.

    Understanding

    Students understand that:
    • many factors drive what information is shared by media.
    • data shared may not be unbiased, accurate, or truthful.

    Aligned Learning Resources

    Newseum
    Is It News?
    Getting to the Source
    Digital Literacy and Computer Science (2018) Grade(s): 7

    DLCS18.7.14

    Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

    Unpacked Content

    Knowledge

    Students know:
    • all technologies impact society in some way.

    Skills

    Students are able to:
    • identify impacts of emerging technologies.

    Understanding

    Students understand that:
    • emerging technologies can have both positive and negative impacts to societies (Ex: a technology can improve efficiency but reduce the number of jobs available).

    Aligned Learning Resources

    Computer Science Discoveries Unit 6 Chapter 1 Lesson 1: Innovations in Computing (18-19)
    Kismet: The Social Robot
    RoboSnail
    Robotics in Medicine
    Tech Industry Looks to Robots to Tackle Problems but Finds Hurdles on the Way
    Examine the Benefits of Utilizing the Online Resource Musescore
    How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan
    The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
    My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
    Digital Literacy and Computer Science (2018) Grade(s): 7

    DLCS18.7.15

    Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

    Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

    Unpacked Content

    Knowledge

    Students know:
    • to research the unique perspectives of a targeted population for a created digital artifact.

    Skills

    Students are able to:
    • select the best format to share created content with others from varying locations: globally, not locally.

    Understanding

    Students understand that:
    • governments, geography, and physical or mental limitations can inhibit one's access to digital content.

    Aligned Learning Resources

    Computer Science Discoveries Unit 4 Chapter 1 Lesson 1: Analysis of Design (18-19)
    Computer Science Discoveries Unit 4 Chapter 1 Lesson 2: Understanding Your User (18-19)
    Computer Science Discoveries Unit 4 Chapter 1 Lesson 3: User-Centered Design Micro Activity (18-19)
    Computer Science Discoveries Unit 4 Chapter 1 Lesson 5: Feedback and Testing (18-19)
    Computer Science Discoveries Unit 4 Chapter 1 Lesson 7: Project - Paper Prototype (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 8: Designing Apps for Good (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 9: Market Research (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 10: Paper Prototypes (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 11: Prototype Testing (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 12: Digital Design (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 14: Testing the App (18-19)
    Global Collaboration
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • not all information shared is valid; some information is skewed to sway readers' opinions.

    Skills

    Students are able to:
    • research information to confirm whether the given information is true and unbiased.

    Understanding

    Students understand that:
    • individuals and/or groups can manipulate information to meet an agenda.
    • it is important to verify information.

    Vocabulary

    • validity

    Aligned Learning Resources

    Computer Science Discoveries Unit 2 Chapter 2 Lesson 12: Sources and Search Engines
    Computer Science Discoveries Unit 2 Chapter 1 Lesson 1: Exploring Websites
    Digital Content - Finding, Evaluating, Using, and Creating It
    Is It Fair?
    Evaluating Online News
    Confronting Confirmation Bias
    This Just In!
    Fact vs. Fiction in the Media
    Why Do Hyperpartisan News Sites Exist?
    Is It Real? Using Reverse Image Search
    Do Synthetic Soccer Fields Cause Cancer?
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.13

    Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

    Unpacked Content

    Knowledge

    Students know:
    • at one time, trades and goods were limited to mostly advanced economies; with changes in digital globalization, services and data are more readily available to all economies not affected by censorship.

    Skills

    Students are able to:
    • identify positive and negative implications of digital globalization and internet censorship.

    Understanding

    Students understand that:
    • digital globalization has provided opportunities to countries less advanced than some larger countries.
    • internet censorship occurs locally and abroad.

    Vocabulary

    • digital globalization
    • Internet censorship

    Aligned Learning Resources

    Global Collaboration
    Getting to the Source
    Bot or Not? How Fake Social Media Accounts Could Influence Voting
    What Is Net Neutrality and What Will the Internet Look Like Without It?
    False Equivalence: Why It's so Dangerous
    Censorship | Wide Angle: Window into Global History
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.14

    Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

    Unpacked Content

    Knowledge

    Students know:
    • technology will always have positive and negative effects on others; it is important to examine the benefits and costs associated with implementing new technology.

    Skills

    Students are able to:
    • analyze current events related to computing.
    • analyze the effects of current events related to computing on education, the workplace, individuals, communities, and global society.

    Understanding

    Students understand that:
    • it is important to examine the benefits and costs associated with implementing new technology.

    Aligned Learning Resources

    Computer Science Discoveries Unit 6 Chapter 1 Lesson 1: Innovations in Computing (18-19)
    Global Collaboration
    Search Signals: Understanding Your Top Hits
    This Just In!
    Examine the Benefits of Utilizing the Online Resource Musescore
    How Plugged In Are You?-- Part 1 of Unplug: The Digital Diet Plan
    The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
    My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.15

    Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

    Unpacked Content

    Knowledge

    Students know:
    • that one's access to resources can alter the outcome of an artifact.

    Skills

    Students are able to:
    • use empathy and/or someone else's perspective when critiquing works.

    Understanding

    Students understand that:
    • all people have unique perspectives that should be considered.

    Aligned Learning Resources

    Computer Science Discoveries Unit 4 Chapter 1 Lesson 1: Analysis of Design (18-19)
    Computer Science Discoveries Unit 4 Chapter 1 Lesson 2: Understanding Your User (18-19)
    Computer Science Discoveries Unit 4 Chapter 1 Lesson 4: User Interfaces (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 8: Designing Apps for Good (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 9: Market Research (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 10: Paper Prototypes (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 11: Prototype Testing (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 12: Digital Design (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 13: Linking Screens (18-19)
    Computer Science Discoveries Unit 4 Chapter 2 Lesson 14: Testing the App (18-19)
    Global Collaboration
    Digital Literacy and Computer Science (2018) Grade(s): 09-12

    DLCS18.HS.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • not all information found online is valid.
    • some information is shared online to promote an agenda.
    • all information has a purpose.

    Skills

    Students are able to:
    • assess the validity of digital content.
    • identify the purpose of digital content.

    Understanding

    Students understand that:
    • not all information available digitally is accurate, valid, and/or unbiased.
    • some users/groups misrepresent information in an effort to skew perceptions.

    Aligned Learning Resources

    Digital Content - Finding, Evaluating, Using, and Creating It
    Is It Fair?
    Confronting Confirmation Bias
    The Big Data Dilemma
    Hoaxes and Fakes
    Challenging Confirmation Bias
    Clicks for Cash
    Filter Bubble Trouble
    Creating Comics
    Fact vs. Fiction in the Media
    Why Do Hyperpartisan News Sites Exist?
    Is It Real? Using Reverse Image Search
    Digital Literacy and Computer Science (2018) Grade(s): 09-12

    DLCS18.HS.21

    Explain how technology facilitates the disruption of traditional institutions and services.

    Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

    Unpacked Content

    Knowledge

    Students know:
    • that is important to assess the economic impact of technology on tradition institutions and services.

    Skills

    Students are able to:
    • identify technology changes in everyday life that have changed how people interact with the world (example: music on CD and radio
    • > streaming music services like Spotify and XM satellite radio).

    Understanding

    Students understand that:
    • technology changes quickly in an attempt to improve the quality and efficiency of life but may cause some disruptions as transitions to new methods take place.

    Vocabulary

    • uber
    • rideshare
    • digital currencies
    • retail
    • college
    • university

    Aligned Learning Resources

    Clicks for Cash
    Debating the Privacy Line
    Filter Bubble Trouble
    Robots: Crash Course Computer Science #37
    Educational Technology: Crash Course Computer Science #39
    The World Wide Web: Crash Course Computer Science #30
    Digital Literacy and Computer Science (2018) Grade(s): 09-12

    DLCS18.HS.22

    Research the impact of computing technology on possible career pathways.

    Examples: Government, business, medicine, entertainment, education, transportation.

    Unpacked Content

    Knowledge

    Students know:
    • computing technology can impact careers both positively and negatively.

    Skills

    Students are able to:
    • recognize that changes in technology will affect future career opportunities (examples: taxi cabs vs. ride sharing; self-driving vehicles vs. over
    • the
    • road trucking; change in space needed at colleges as students transition to online courses).

    Understanding

    Students understand that:
    • being mindful of changes in technology can make one aware of potential changes in future industry.

    Vocabulary

    • computing technology

    Aligned Learning Resources

    Robots: Crash Course Computer Science #37
    The Singularity, Skynet, and the Future of Computing: Crash Course Computer Science #40
    Early Computing: Crash Course Computer Science #1
    Electronic Computing: Crash Course Computer Science #2
    Alan Turing: Crash Course Computer Science #15
    The Cold War and Consumerism: Crash Course Computer Science #24
    The Personal Computer Revolution: Crash Course Computer Science #25
    Information Technology: Training & Careers
    Careers in Video Game Development
    Hot Shots & Hot Jobs: Cyber Security Analysts Fight Crime
    How Will Robots Affect Your Career Options?
    Careers That Use Technology
    Digital Literacy and Computer Science (2018) Grade(s): 09-12

    DLCS18.HS.23

    Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

    Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

    Unpacked Content

    Knowledge

    Students know:
    • how to discuss positive and negative effects of computing innovations in multiple contexts.
    • that changes in computing innovations can have a range of effects in many contexts.
    • how to communicate their beliefs about computing innovations and the effects caused by advances.

    Skills

    Students are able to:
    • recognize that innovations can have both positive and negative consequences.
    • identify positive and negative effects of innovation.
    • communicate support for or against innovation.

    Understanding

    Students understand that:
    • advancements can also have drawbacks.
    • we are in a state of change that will require adaptation and education to be a constant.

    Vocabulary

    • innovation
    • ethics
    • social
    • economic

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    Psychology of Computing: Crash Course Computer Science #38
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