Introduction to
Innovative Designer
6-8
Alabama Course of Study
Digital Literacy and Computer Science
Co-Presenters
Aimee Bates
Technology Integration Specialist, Cullman City Board of Education
Aimee began her career teaching math at Cullman Middle School. She has served as a 21st Century Fellow with Alabama Best Practices, has served on the Governor’s Commision on Quality Teaching, and was a Digital Literacy Computer Science Course of Study Committee member. She was named Cullman Area Teacher of the Year in 2006. She is currently assisting teachers across her district as a technology integration specialist and is beginning her 15th year in education. She is married and is a mom to 4 boys ages 21, 20, 6, and 3.
Email: abates@cullmancats.net
Ashley Waring
STEAM Teacher - Hoover City Board of Education, Code.Org CSF Facilitator, DLCS Companion Site Creator - ALEX.
Fueling her passion for spreading CS for all students, Ashley serves as a Code.org CS Fundamentals Facilitator and served on the Alabama Digital Literacy and Computer Science Course of Study Committee and Task Force. She was selected to be an inaugural CS for All Teachers Community Ambassador and co-created the DLCS COS resource website for teachers. She is a K- 5 STEAM teacher at Rocky Ridge Elementary School in Hoover in addition to being a technology facilitator for her school and district.
Email: waringwhizkid@gmail.com
ISTE Standards for Students
Computing education in K–12 schools includes computer literacy, educational technology, digital citizenship, information technology, and computer science. As the foundation for all computing, computer science is “the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society” (Tucker et. al, 2006, p. 2).
Grades Overview
Students in Grades 6-8 are developing more independence physically, socially, and emotionally as they seek their places in an increasingly digital and global society. Many of these students will begin developing their global online presence for the first time. In these grades, students are becoming proficient digital citizens, while continuing to build on a strong foundation in computer science principles. The goals of the content strands at this level demonstrate this balance.
Recurring Standards
Safety, Privacy, and Security
Identify, demonstrate, and apply personal safe use of digital devices.
Legal and Ethical Behavior
Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.
Impact of Computing
Analyze the potential impact of computing.
Systems
Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.
Collaborative Research
Locate, curate, and evaluate information from digital sources to answer research questions.
Digital Tools
Produce, review, and revise authentic artifacts using appropriate digital tools.
Innovative Designer
As Innovative Designers, students leverage human and computer partnerships within a design process, creating useful and thoughtful solutions to problems.
Strands include Human/Computer Partnerships and Design Thinking.
Innovative Designer
Human/Computer Partnerships
Innovative Designer - Human/Computer Partnerships
Sixth Grade
28. Define assistive technologies and state reasons they may be needed.
LESSON SAMPLE: http://tryengineering.org/lessons/adaptivedevices.pdf
29. Define artificial intelligence and identify examples of artificial intelligence in the community.
Examples: Image recognition, voice assistants.
Innovative Designer - Human/Computer Partnerships
Seventh Grade
28. Classify types of assistive technologies.
Examples: Hardware, software, stylus, sticky keys.
29. Compare and contrast human intelligence and artificial intelligence.
Innovative Designer - Human/Computer Partnerships
Eighth Grade
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.
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.
Innovative Designer
Design Thinking
Innovative Designer - Design Thinking
Sixth Grade
30. Discuss and apply the components of the problem-solving process.
Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.
Innovative Designer - Design Thinking
Seventh Grade
30. Apply the problem-solving process to solve real-world problems.
Innovative Designer - Design Thinking
Eighth Grade
29. Create an artifact to solve a problem using ideation and iteration in the problem-solving process.
Examples: Create a public service announcement or design a computer program, game, or application.
LESSON SAMPLE: https://www.calacademy.org/educators/lesson-plans/our-hungry-planet-design-thinking-challenge
http://www.pbs.org/newshour/extra/lessons-plans/lesson-plan-killer-robots-battle-invasive-species/
Support and Resources
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�Request Code.org Computer Science Fundamentals training �bit.ly/CSFrequest
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Support and Resources