DRAFT 2/3/2016. Use this link (goo.gl/1ar12y) to access the recording of the review period launch webinar.

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1 Preface to the draft DRAFT 2/3/2016 The goal of the K-12 CS framework is to identify the core concepts and practices of K-12 computer science, and include statements that detail powerful ideas in computer science for students exiting grades 2, 5, 8, and 12. The framework will provide guidance to states or districts to design their own standards, curriculum, assessments, or teacher preparation programs. This effort is not about developing standards: other organizations (CSTA/states/districts) will do that using this framework to inform their work. Thank you for supporting the development of the framework by reviewing an early draft of the 9-12 grade band concepts and practices. The purpose of this review is to include feedback from a diverse range of voices and stakeholders. There will be two review periods over the next 2 months and you may participate in one or both. 1. Feb 3-17, draft of 9-12 grade band concepts and K-12 practices 2. March 14-April 1, draft of K-12 grade band concepts and K-12 practices with progressions If you haven t already, please sign up for framework updates. Before you begin this review, please visit the following resources to understand the background of the framework. About: FAQ: Presentation (online, ppt) Use this link (goo.gl/1ar12y) to access the recording of the review period launch webinar. The end result of the framework project will be a K-12 progression of concepts and practices in computer science. This draft only contains the 9-12 grade band concept statements. As you review the end of that progression, the 9-12 grade band, please keep in mind that the K-8 progression that leads into 9-12 is currently under construction. The initial idea for the K-8 progression is provided for the benefit of understanding the 9-12 grade band statements. Your review will focus on the 9-12 grade band. After this round of review feedback is collected, the writers will revise the 9-12 grade band and detail the K-8 progression. Note: The final document will not be an exhaustive list of all that can be taught in K-12 computer science, but instead a baseline set of core concepts and practices for all students. There are concepts that were purposefully excluded as there are many things that students could learn that aren t core to a foundational experience in CS. Expectedly, there are students who are currently going beyond these concepts and practices. The 5 core concepts represent the knowledge areas that span K-12 computer science, while the 7 core practices represent the behaviors that can be applied in almost any of the 5 core concept areas. A practice should have broad importance across CS. Students should engage in this practice within multiple concept areas. This is a very early draft for the purposes of engaging the community early in the development process. It can improve, and that is where you can help! DRAFT 2/3/2016 1

2 Review Lenses: DRAFT 2/3/2016 As you review the framework draft, use one or more of the following lenses to focus your feedback. Place a check next to each lens you will be focusing on as you review each section of the framework. Your selections below will not affect the presentation of the review guide. Pick lenses which resonate with your background and expertise. Importance: Is this a core idea of computer science? Is it important and essential for all students? How does it make for a CS literate person? What benefit does it have for the person and society? Powerful in application: Is knowing the concept or performing the practice useful? Useful for solving problems, illuminating other ideas downstream, and helpful for understanding a larger body of knowledge? Do they elicit extensions, interdisciplinary connections, and show potential for transfer? Relevance and Clarity: Are the statements understandable by teachers and relevant to students? If you are new to computer science, do you feel like the framework s structure and statements are approachable/inviting? Diversity: How well do the framework statements describe a diverse, equitable, and accessible vision of computer science? Research: Are the statements supported by research? How can the statements be revised to reflect CS education research? Do the statements point to possible areas of research? Developmentally-appropriate: Is it developmentally appropriate and suitable for the high school layer? Interdisciplinary: Is a framework statement useful and applicable outside of the domain of CS as well? Are there opportunities to make interdisciplinary connections? Does this complement concepts and practices in Math, Science, etc? College and Career readiness: How well do the concepts and practices contribute to career and college readiness? DRAFT 2/3/2016 2

3 Core Concept: Computing Devices and Systems Computing systems include a broad range of devices that incorporate hardware and software to process information using a variety of inputs and outputs. The term is not limited to computers themselves, but rather includes many everyday objects that contain computational components that sense and act on the world. Complex systems are built from simple components that interact under the control of an operating system in an ever-changing world of technology. Learning progression context: The Computing Devices and Systems concept statements focus on building understanding of how hardware and software drive the functionality of computing systems. In early grades, concept statements will focus on observable and personal experiences of computing devices, such as identifying the function of the external and visible parts of a computing system with a basic understanding of how individual parts connect and interact. In the middle grades, students will begin to explore the inner workings of computer systems and discuss the many ways that computing devices are contained in everyday objects. Students will be asked to describe how these systems impact our lives and investigate the interdependence of hardware and software. During high school, students will strengthen their understanding of complex computer systems, particularly with respect to the hierarchy within computer systems. Students will use problem solving strategies and consider design implications including how the design of hardware and software impacts usability, accessibility, security, the environment and different cultures. Subconcept Statement Devices Devices Systems Systems Design Grade Band Computing devices may be integrated with biological, mechanical, and communication systems. The broad variety of computational devices that collect, store, analyze, and act upon information impacts the safety, privacy, and lifestyles of people worldwide. These devices and their applications are continually evolving and are often catalysts for or instruments of change Computing devices require continual diagnosis, maintenance, and upgrades. Effectively maintaining and troubleshooting complex devices is not only a critical skill, but is also essential for sustainability and cost-saving efforts. Researching and applying solutions found in existing knowledge-base resources -- such as APIs, PLCs, flow diagrams, technical forums, and user manuals -- and recognizing patterns play an important role in troubleshooting A computing system is comprised of an integrated collection of computer components -- which include hardware, software, firmware, storage, and input-output devices -- that work together in a hierarchy to process information. At its most basic layer, a computing system operates through binary calculations conducted by transistors; at more advanced layers, a computing system is capable of performing high-level tasks, including the ability to interact with other computing systems An operating system allows computer components to work together. Without an operating system, computing devices have minimal, if any, utility. The complexity, capability, and compatibility of an operating system impacts the functionality of a computer system The selection and configuration of hardware and software determine the accessibility, utility, efficiency, and security of a computer system. Designing human-friendly computing systems that incorporate aesthetic, cultural, environmental, and ergonomic considerations, while also balancing accessibility and security issues, presents continual challenges DRAFT 2/3/2016 3

4 Core Concept: Networks and Communication With the very first computing devices, knowledge and information became a very powerful thing. Sharing of that early knowledge gained from computing was a challenge. Networking and communication systems were designed to facilitate the interconnecting of devices and sharing of information. The practices of networking and computing now encompass reliability, authentication, confidentiality, security, acceptable use, filtering, cryptography, and mitigating security concerns and system breeches. A computer or computing system can no longer exist in isolation with the age of the Internet, and with demand for immediate connectivity of large numbers of new devices, this is an area that will continue to see lots of growth and innovation. Without networks and communication, the rest of the computing world would be isolated and the speed of innovation would be much slower. Learning progression context: Connectivity is fundamental for both producers and consumers of computing technology. The Networks and Communication concept strand focuses on physical topologies, protocols, and routing. Early childhood students will link their understanding of real-life situations to the beginning theory of networking. Middle level students will expand their theoretical understanding by learning about specific hardware and software used. High school students will further their understanding of networking concepts and apply that understanding to developing solutions to real-life connectivity problems and access equity concerns. Subconcept Physical Topologies Protocols Routing Switching Statement Grade Band Access to digital information is becoming a basic necessity. The proliferation of distributed networks and the hierarchical nature of all networks, including the Internet, support the continual increase in both the number of devices connected and the information that individuals seek. The connection methods devices use adapt and scale based on needs Protocols are designed, refined, and selected based on the desired result of communication among devices. Protocols are developed or updated as additional devices need to be connected and the security concerns, regulation, and standardization of devices change Transmitted data may be passed between many devices before reaching its final destination. Computing devices choose paths to transmit data based on a number of factors including routing algorithms, distance, security, redundancy, speed, error handling, and amount of information supported As the size and complexity of networks grow, so does the need for systems to prioritize, distribute, load balance, be redundant, perform Quality of Service, provide gateways, be resilient and adaptable; through the use of Access and Distribution Layer Switching DRAFT 2/3/2016 4

5 Core Concept: Data and Information Knowledge about data and information is an important part of modern computing education. The Data and Information concept strand is focused on the collection, aggregation, storage, management, and communication of data as information. Using data involves considerations of scale, security, and abstraction. Learning progression context: The Data and Information concept is specifically focused on the collection, storage, and usage of data to inform society. Early in the study of data, concept statements will focus on foundational definitions and opportunities for students to collect, store, and evaluate data drawn from local environments or personal experiences. As students get older, the evaluation and judgement of tools, methodologies, and outcomes will increase in sophistication. Students will be asked to collect or produce data as well as manipulate, visualize, describe, and make predictions based upon it. Students will develop an increasing sophistication of the type of data that is automatically collected about them, and how that data changes the world they interact with daily. Sub-concept Collections Statement Data can be collected through a variety of methods to document events, phenomena, or observations for later study. The people performing collection and the methods and devices used for collection impact the data observed and recorded. Grade Band 9-12 Storage Once collected, data can be stored using computers in a variety of ways. The choices we make about how that data is represented, organized, and physically recorded has impacts on cost, speed, and reliability, as well as accessibility and security Transformations Data often needs to be transformed from its raw state to be easily understood. Data can be transformed through mathematical expressions, aggregation (sum/average of rows/columns), rearrangement, and visualization. The type of transformation can influence the people who view the data. Models Inference Models are simplified representations of phenomena under consideration. Their relative simplicity promotes reasoning about the topic's important features. Deciding what features, phenomena, and behaviors to omit is just as important as deciding what features to include. Models may include data descriptions, mathematical relationships, and algorithms. A useful model can explain relationships, simulate systems, and predict outcomes. Data about prior events can be used to predict future events based upon computational models of varying complexity. The accuracy of the prediction depends on the choice of factors and the amount and diversity of data used to produce the model DRAFT 2/3/2016 5

6 Core Concept: Programs and Algorithms Students will learn to use computational techniques to solve compelling real-world problems and as tools for creative expression. They will develop the knowledge and skills to identify the data and computation in a problem, develop algorithms, recognize patterns, apply abstraction, design data structures, select control structures, and create programs that are modular, scalable, and understandable by both humans and computers. In a broader context, students will learn the concepts necessary to engage in an algorithmic approach to problem solving that may or may not involve a computer. Learning progression context: At early levels, students will develop foundational understandings of data, algorithms, and programs. They will apply computational techniques to age-appropriate concrete problems such as sequencing, item classification, and writing basic programs. Over time, students will develop a more nuanced understanding of the algorithms, data, and control that comprise computer programs. For example, understanding of control will progress from sequence and iteration, to branching and nesting, to procedures and recursion. Likewise, students will use increasingly sophisticated abstraction, passing through simple problem decomposition and using existing data structures and parameterized functions, to designing functions, abstracting with parameters, and designing new data types. At upper levels, concepts will include the benefits and limitations of varying programming environments and the tradeoffs associated with design decisions. Sub-concept Algorithms Data types and structures Control Modularity Models and simulations Statement Grade Band Many problems can be expressed computationally using algorithms. To select from competing algorithms, programmers consider factors such as runtime and space, especially as the size of the input grows. Identifying and analyzing current real-world algorithms allows one to envision future problems and solutions in a more realistic way Types allow programmers to think of problems in terms of data and variables. Programmers use abstraction to define new data types, combine data with operations, and hide implementation details. Collections of data or data structures provide simple interfaces coupled with specific efficiency properties. [introduced at earlier grade bands: data representation, primitive data types, and operations associated with types] 9-12 Control constructs determine when sequences of instructions are executed. Recursion is a control technique in which a procedure calls itself. This is appropriate when problems can be expressed in terms of smaller versions of themselves. Selecting from different control structures that can be used to solve the same problem introduces a tradeoff between runtime efficiency and code readability. [introduced at earlier grade bands: sequence, iteration, branching, events, nesting, and competing control structures] 9-12 Large programs are broken up into procedures in order to better organize the code and to allow the programmer to effectively reuse the same code many times. Procedures become even more useful by generalizing their purpose with parameters. Object-based design uses modularized units containing both data and the procedures that operate on that data Computational models are abstractions of complex processes that represent specific attributes of the real world. These models and simulations create a simpler view of the world, in order to accelerate the iterative refinement cycle (development, simulation, and analysis) or to support systematic investigation that would not be possible in the natural world. The use of programming concepts (e.g., algorithms, data, and control) impacts the design and construction of these models DRAFT 2/3/2016 6

7 Development process DRAFT 2/3/2016 There are several steps in the development process, including problem clarification, design, implementation, and testing. Teams creating computational artifacts must make important design decisions and iteratively refine them. Different programming environments have distinct resources and features. Selecting from different programming languages and libraries introduces tradeoffs between functionality, efficiency, design and implementation time, security, and personal experience or preference DRAFT 2/3/2016 7

8 Core Concept: Impacts of Computing The Impacts of Computing strand focuses on the cultural, social, legal, and ethical aspects of computing and how computing can extend human capabilities. Computing impacts cultural and social aspects of our world in diverse ways at the individual, local, national, and global levels. Computing is influenced by existing cultures and practices and can change or create new communities and social norms. The influence of computing can be both positive and negative. Learners should be able to identify, evaluate, and think critically about how computing is impacting their lives and the world around them. With the increasing presence of technology, learners should exhibit responsible computing practices and apply legal and ethical behaviors when engaging with computing technologies. Computing is a powerful force of innovation and has catalyzed new inventions while advancing existing technologies, and will continue to do so in the future. Learning progression context: See progressions below. Subconcept Statement K-8 Progression In early grades, students develop an understanding of what computing is and how computing impacts different facets of life on the local, national, and global levels. Students understandings of cultural practices grow as they progress academically and engage in deeper evaluations of the positive and negative impacts of computing, analysis of the trade-offs associated with advancements in computing, and prediction of future impacts of computing on global societies. Students learn that positive and negative impacts of computing are dependent upon contextual affordances and constraints. Grade Band Cultural Social Human Capability 9-12 Statement Computing design, development, and dissemination can actively address or perpetuate socioeconomic and geographic issues regarding access, equity, and power. Evaluating the diverse contexts and various scales of computing can cultivate a comprehensive understanding of its impacts and possibilities K-8 Progression In early grades, students learn that computing can connect people and support interpersonal communication. By creating ways for people to interact and communicate over distance (e.g., long distance), time (e.g., synchronous and asynchronous), and scales (e.g., one-to-one, group, and mass communication), computing affords sharing of creative expression, information, and digital artifacts. As they progress, students learn about how the social nature of computing affects institutions and various sectors (e.g., economic, entertainment, education, governmental/political). Community organizing is possible through social computing Statement Computing supports diverse forms of social interaction. Computing serves as both a medium for personal expression and a platform for connecting people, communicating information, and interacting with the world K-8 Progression In early grades, students learn that computers help individuals and families do things as they extend what is possible. Computers come in different shapes and sizes and are designed by people to meet wants and needs. Computers help people extend physical and mental capacity while also supporting creative expression and communication. When designers make devices, they do so with end users in mind. Children learn that they have a role in the computing world as both producers and consumers. In later grades, youth can learn about the diverse contexts related to computing. Users have different design 9-12 DRAFT 2/3/2016 8

9 requirements, and inclusive design decisions, in turn, can promote universal design Statement Computing has extended the ability of humans to perform tasks, access and share information, creatively express ideas, interact with other humans and the environment, and develop solutions to problems. As such, computing can extend an individual s sphere of influence, productivity, and overall capability. K-8 Progression In early grades, students differentiate between responsible and irresponsible computing behaviors. Students learn that responsible behaviors can help individuals while irresponsible behaviors can hurt individuals. They examine legal and ethical considerations for obtaining and sharing information and apply those behaviors to protect original ideas. As students progress academically, they engage in legal and ethical behaviors to guard against intrusive applications and promote a safe and secure computing experience. Law and Ethics 9-12 Statement Laws impact many areas of computing in an effort to protect privacy, data, property, information, and identity. The legal oversight of computing involves tradeoffs; such laws can expedite or delay advancements and infringe upon or protect human rights. Ethical concerns also shape computing practices and professions. International variations in legal and ethical considerations should be examined DRAFT 2/3/2016 9

10 Core K-12 CS Practices DRAFT 2/3/2016 The seven practices of computer science are the behaviors and ways of thinking that computationally literate citizens use to fully participate in the modern data-rich and interconnected digital world. Students in grades K-12 should engage in all seven practices over each grade band with increasing sophistication over time. Practice Recognizing and representing computational problems Developing abstractions Creating computational artifacts Testing and iteratively refining Fostering an inclusive computing culture Communicating about computing Collaborating with computing Description Identifying problems where computational tools or techniques may be used to help solve the problem or inform a solution is a central computational practice. This includes knowing how and when to apply these techniques, analyzing the structure of the problem, decomposing it into its component parts (and identifying those parts that are appropriate for a computational solution), and beginning to assemble proposed solutions. Solving computational problems involves interpreting and analyzing computational results. In computer science, developing abstractions is a process used to effectively manage complexity in computational problems. The process involves eliminating extraneous information to focus only on relevant components, and generalizing key attributes and parameters of a problem so that the problem and solution are more general and can be applied to a wider variety of similar situations. The development of computational artifacts is an inherently creative process that embraces brainstorming, prototyping, and allowing oneself to explore a range of ideas which lead to the iterative testing and refinement of the artifact. The outcomes of this practice should be personally and socially relevant. Artifacts may include programs, hardware components, simulations, visualizations, digital animations, music, games, and websites. Testing and iterative refinement is the cyclical process of analyzing, evaluating a computed result against an expected result, and improving a version of a computational artifact. This process includes debugging (i.e., identifying faulty components within a program and fixing them) and optimizing performance, reliability, and usability for a diverse set of end users and changing societal and technological needs. Computationally literate citizens have the responsibility to learn about, recognize, and address the personal, ethical, social, economic, and cultural contexts in which they operate. Participating in an inclusive computing culture encompasses the following: building and collaborating with diverse computational teams, involving diverse users in the design process, considering the implication of design choices on the widest set of end users, accounting for the safety and security of diverse end users, and fostering inclusive identities of computer scientists. Computationally literate citizens use a variety of mechanisms to share information and insights about computer science. This includes communicating about their design processes, the elements and functionality of computational artifacts, and both the technical and societal implications of computational solutions. For example, they write clear comments on their code, document their work through technical writing, and create demonstrations that include visualizing multiple representations and account for the diversity of audience members. They attend to precision by using language in contextually appropriate ways (for example, the term "function" has meanings in both mathematics and computer programming). Computationally literate citizens recognize the value and effectiveness of collaboration in doing computational work and the importance of promoting an inclusive computing culture. Being able to collaborate effectively and efficiently includes recognizing when and how to leverage diverse perspectives and skills when developing computational artifacts and solving complex and open-ended problems. DRAFT 2/3/