Skip to main content
California Department of Education Logo

Computer Science Standards




Results


Showing 1 - 3 of 3 Standards

Standard Identifier: 6-8.IC.20

Grade Range: 6–8
Concept: Impacts of Computing
Subconcept: Culture
Practice(s): Communicating About Computing (7.2)

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 Identifier: 9-12.IC.26

Grade Range: 9–12
Concept: Impacts of Computing
Subconcept: Culture
Practice(s): Communicating About Computing (7.2)

Standard:
Study, discuss, and think critically about the potential impacts and implications of emerging technologies on larger social, economic, and political structures, with evidence from credible sources.

Descriptive Statement:
For example, after studying the rise of artifical intelligence, students create a cause and effect chart to represent positive and negative impacts of this technology on society.

Standard Identifier: 9-12S.IC.28

Grade Range: 9–12 Specialty
Concept: Impacts of Computing
Subconcept: Culture
Practice(s): Communicating About Computing (7.2)

Standard:
Evaluate how computational innovations that have revolutionized aspects of our culture might evolve.

Descriptive Statement:
It is important to be able to evaluate current technologies and innovations and their potential for future impact on society. Students describe how a given computational innovation might change in the future and impacts these evolutions could have on society, economy, or culture. For example, students could consider ways in which computers may support education (or healthcare) in the future, or how developments in virtual reality might impact arts and entertainment. Alternatively, students could consider how autonomous vehicles will affect individuals' car ownership and car use habits as well as industries that employ human drivers (e.g., trucking, taxi service).

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881