Search the California Content Standards

Standard:
Compare how people lived and worked before and after the adoption of new computing technologies.

Descriptive Statement:
Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes. For example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3) Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)

Standard:
Work respectfully and responsibly with others when communicating electronically.

Descriptive Statement:
Electronic communication facilitates positive interactions, such as sharing ideas with many people, but the public and anonymous nature of electronic communication also allows intimidating and inappropriate behavior in the form of cyberbullying. Responsible electronic communication includes limiting access to personably identifiable information. Students learn and use appropriate behavior when communicating electronically (often called "netiquette"). For example, students could share their work on a classroom blog or in other collaborative spaces online, taking care to avoid sharing information that is inappropriate or that could personally identify themselves to others. (CA CCSS for ELA/Literacy W.K.6, W.1.6, W.21.6) Alternatively, students could provide feedback to others on their work in a kind and respectful manner. They could learn how written words can be easily misinterpreted and may seem negative when the intention may be to express confusion, give ideas, or prompt further discussion. They could also learn to identify harmful behavior on collaborative spaces and intervening to find the proper authority to help. (CA CCSS for ELA/Literacy W.K.5, W.1.5, W.2.5) (HSS 1.1.2)

Standard:
Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately.

Descriptive Statement:
People use computing technology in ways that can help or hurt themselves and/or others. Harmful behaviors, such as sharing passwords or other private information and leaving public devices logged in should be recognized and avoided. Students keep login information private, log off of devices appropriately, and discuss the importance of these practices. For example, while learning about individual responsibility and citizenship, students could create a "privacy folder" to store login information, and keep this folder in a secure location that is not easily seen and accessed by classmates. Students could discuss the relative benefits and impacts of choosing to store passwords in a folder online versus on paper. They could also describe how using the same login and password across many systems and apps could lead to significant security issues and requires even more vigilance in maintaining security. (HSS K.1) Alternatively, students can write an informational piece regarding the importance of keeping login information private and logging off of public devices. (CA CCSS for ELA/Literacy W.K.2, W.1.2, W.2.2)

Standard:
Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

Descriptive Statement:
New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)

Standard:
Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

Descriptive Statement:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)

Standard:
Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts.

Descriptive Statement:
Computing technologies enable global collaboration and sharing of ideas. Students solicit feedback from a diverse group of users and creators and explain how this input improves their computational artifacts. For example, students could seek feedback from classmates via user surveys, in order to create an idea and then make a claim as to how to improve the overall structure and function of their computational artifact. Using the feedback students could write an opinion piece supporting their claim. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1) Alternatively, with guidance from their teacher, students could use video conferencing tools, shared documents, or other online collaborative spaces, such as blogs, wikis, forums, or website comments, to gather and synthesize feedback from individuals and groups about programming projects. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1)

Standard:
Describe reasons creators might limit the use of their work.

Descriptive Statement:
Ethical complications arise from the opportunities provided by computing. With the ease of sending and receiving copies of media on the Internet, in formats such as video, photos, and music, students consider the opportunities for unauthorized use, such as online piracy and disregard of copyrights. The license of a downloaded image or audio file may restrict modification, require attribution, or prohibit use entirely. For example, students could take part in a collaborative discussion regarding reasons why musicians who sell their songs in digital format choose to license their work so that they can earn money for their creative efforts. If others share the songs without paying for them, the musicians do not benefit financially and may struggle to produce music in the future. (CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1) Alternatively, students could review the rights and reproduction guidelines for digital artifacts on a publicly accessible media source. They could then state an opinion with reasons they believe these guidelines are in place. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)

Standard:
Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.

Descriptive Statement:
Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students consider current events related to broad ideas, including privacy, communication, and automation. For example, students could compare and contrast the impacts of computing technologies with the impacts of other systems developed throughout history such as the Pony Express and US Postal System. (HSS.7.8.4) Alternatively, students could identify tradeoffs for both personal and professional uses of a variety of computing technologies. For instance, driverless cars can increase convenience and reduce accidents, but they may be susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but may create more software engineering and cybersecurity jobs.

Standard:
Discuss issues of bias and accessibility in the design of existing technologies.

Descriptive Statement:
Computing technologies should support users of many backgrounds and abilities. In order to maximize accessiblity, these differences need to be addressed by examining diverse populations. With the teacher's guidance, students test and discuss the usability of various technology tools, such as apps, games, and devices. For example, students could discuss the impacts of facial recognition software that works better for lighter skin tones and recognize that the software was likely developed with a homogeneous testing group. Students could then discuss how accessibility could be improved by sampling a more diverse population. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1)

Standard:
Collaborate with many contributors when creating a computational artifact.

Descriptive Statement:
Users have diverse sets of experiences, needs, and wants. These need to be understood and integrated into the design of computational artifacts. Students use applications that enable crowdsourcing to gather services, ideas, or content from a large group of people. At this level, crowdsourcing can be done at the local level (e.g., classroom, school, or neighborhood) and/or global level (e.g., age-appropriate online communities). For example, a group of students could use electronic surveys to solicit input from their neighborhood regarding an important social or political issue. They could collaborate with a community artist to combine animations and create a digital community collage informing the public about various points of view regarding the topic. (VAPA Visual Art 8.5.2, 8.5.4)