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Impacts of ComputingK123456789101112Indicator
Where does this fit in your curriculum?
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To learn and gain proficiency toward meeting the standard, students will be able to....
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With teacher support, identify classroom tasks that use a computer and do not use a computer using a T chart; for example reading ebooks compared to paper books, online learning games compared to worksheetsI/DM K-1.IC.1: Identify and discuss how tasks are accomplished with and without computing technologyI = Introduce
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With teacher support, identify tasks at home that use and do not use a computer; include technology such as online/device gaming vs board/card gamesI/DMD = Develop
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With teacher support, identify new technologies used at home or school. Such as AI driven devices, Ring Camera, Gaming devicesI/DM
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Using pictures, compare and contrast current year technology used in the classroom to play online games to technology from 10 years agoID/MM = Master
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Discuss how to complete a task with or without a computer; for example, mailing a letter vs emailID/M
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As a class, discuss current jobs that require the use of technologyI/DM2-3.IC.1: Identify and analyze how computing technology has changed the way people live and work.
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Identify how technology has changed those jobsI/DM
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Create a T-chart to identify how technology changes the way tasks are completed at home such as watching TV and playing games or using a telephone/mobile phoneI/DM
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Through discussion, analyze why completing tasks at school are more efficient when using technology; such as using a platform such as SeeSaw to complete work vs using paperID/M
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As a class, create a list of technologies that have a local, national, or global impact.I/DDM4-6.IC.I: Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
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Research current technologies to learn about the specific technology and how society uses such technology; for example social media platforms or technologies used in the home such as doorbell technology.IDM
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Research how assistive technology helps all of society when accessing websites, using mobile devices or computersID/MM
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Create an artifact (digital or traditional), on a specific technology include impact on society at a local, national, global levelIDM
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Identify the trade-offs when using social media and define the impact on communication, convenience and privacy.I/DD/M7-8.IC.1: Compare and Contrast tradeoffs associated with computing technologies that affect individuals and the society.
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Research how technology has impacted certain industries both negatively and positivelyI/DD/M
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Research the impact of AI on society detailing the specific trade-offs in regards to equity, convenience, and privacyID/M
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Create an artifact (digital or traditional), on the impact of certain technologies or industries on individuals and society including trade-offs in regards to equity, convenience, and privacyID/M
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Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies Students identify how increase of access to technology impacts society in a possitive/negative manner, including socially, emotionally, financially, and safety.II/DI/DD/M9-12.IC.1: Evaluate the impact of computing technologies on equity, access, and influence in a global society.
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Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies - Research how inequity of technology access impacts under-represented populations-local, regional, national, internationalII/DI/DD/M
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Curricular Area: Computer Science, Government, Humanities, Social Studies Develop pros and cons of using virtual technology to meet for specific needs such as a doctor.II/DI/DD/M
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Curricular Area: Business - Research the shift in accessibility teachnology provides and the economic impact for stakeholdersII/DI/DD/M
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Curricular Area: Computer Science, Business, Government, Humanities, Social Studies - Gather data to evaluate if visiting a virtual professionals is equitable to visiting at office.II/DI/DD/M
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Curricular Area: Computer Science, Business, Government, Humanities, Social Studies - Create artifact (digital or traditional), on the impact of computing technologies on a local, regional, national, or international society. Focus can be socially, emotionally, financially and safety.II/DI/DD/M
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With teacher support, have students create a chart that defines public and private information.ID/MK-1.IC.2 Identify and explain classroom and home rules realted to computing technologies.
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With teacher support, discuss passwords and why they are privateID/M
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With teacher support, students identify elements of a safe passwordID/M
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Discuss and define appropriate usage of technology such as computers/mobile devices, using chart paper or creating signage for classroom using images.ID/M
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As a class, discuss why the rules are needed, i.e. they keep us safe.I/DD/M2-3.IC.2: Compare and explain rules related to computing technologies and digital information.
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With teacher support, develop rules for classroom computer/device usage.I/DD/M
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With teacher support, the classroom computer/device rules to rules for other non-technology classroom rules.I/DD/M
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Create artifact (digital or traditional) with classroom computer/device usage rulesID/M
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Identify vocabulary related to laws, such as regulationI/DD/MM4-6.IC.2: Explain how laws impact the use of computing technologies and digital information.
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Explain how laws impact current technology usage for students, such as illegal postings or threats to othersIDM
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Research current laws about digital information, computing, and the Internet using key wordsID/MM
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Create an artifact (digital or traditional), that illustrates how a specific law impacts studentsID/MM
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Identify internet and digital technology regulatory lawsI/DD/M7-8.IC.2: Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information.
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Discuss consequences of laws and regulations on usersI/DD/M
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Discuss consequences of laws and regulations on developersI/DD/M
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Using current technologies such as TikTok, Chat GPT or music intellectual property, research how laws and regulations impact users and developersID/M
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Create an artifact (digital or traditional), that illustrates the impact laws and regulation of a specific technology on a specific stakeholder ID/M
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Curricular Area: Business, Computer Science, Debate, Government, Social Studies Identify internet and digital technology regulatory laws for specific technology determined by teacher or studentII/DDD/M9-12.IC.2: Debate laws and regulations that impact the development and use of computing technologies and digital information.
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Curricular Area: Business, Computer Science, Debate, Government, Social Studies Identify stakeholders for specific a technologiesIDD/MM
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Curricular Area: Business, Computer Science, Debate, Government, Social Studies Research the impact of regulatory laws on stakeholders for a specific technologyIDD/MM
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Curricular Area: Business, Computer Science, Debate, Government, Social Studies Create an artifact (digital or traditional) that states and supports a claim about a law related to a specific technology and its impact on stakeholdersIDD/MM
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With teacher support, tour the classroom and identify computing technologyI/DMK-1.IC.3: Identify computing technologies in the classroom, home and community.
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With teacher support, tour the library or other school location and identify computing technologyI/DM
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With teacher support, compare and contrast computing technology in school to that at homeI/DD/M
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With teacher support, use images of common tools and resources and have students identify if they are a computing technologyI/DD/M
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As a class, discuss society and students role within societyID/M2-3.IC.3: Discuss and explain how computing technology can be used in society and the world.
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With teacher support, identify how technology can be good for societyID/M
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With teacher support, identify a specific technology and how that technology solved a problemID/M
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Research a specific technology and how it has changed to suit societies needs. For example; the telephone for a home example and chalkboards for a school exampleID/M
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Create an artifact (digital or traditional) that illustrates how a technology solves a need in society. In this case society can be classroom/home based.ID/M
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As a class, discuss current events that involve computing technologies I/DDM4.6.IC.3: Explain current events that involve computing technologies.
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Identify the impact of the technology on the local, national or global current eventI/DDM
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Identify stakeholders the impact of the technology on stakeholdersI/DDM
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Create an artifact (digital or traditional) that details a specific current event and draw connection to a technology related to the eventIDM
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Discuss ethics and how it applies to computing technologiesI/DD/M7-8.IC.3: Identify and discuss issues of ethics surrounding computing technologies and current events.
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Research current events that highlight breech of ethics in computing technologiesID/M
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Develop list of ethics deemed appropriate for using technology in the school environmentI/DM
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Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Discuss ethics in computing technology pulling from current eventsII/DDD/M9-12.IC.3: Debate issues of ethics related to real world computing technologies.
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Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Research a specific ethical dilema involving computing technologiesII/DDD/M
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Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Develop a stance on a specific ethical dilema related to computing technologiesII/DDD/M
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Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Create an artifact (digital or traditional) defending stance on a specific ehtical dilemaII/DI/DD/M
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With teacher support, create a list of areas/spaces student interact and discuss differences of those spacesI/DD/MK-1.IC.4: Identify public and private spaces in our daily lives.
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With teacher support, detail how and if students can access private or public spaces (technology driven or not)I/DD/M
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With teacher support, define appropriate behavior for different area/spacesID/M
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With teacher support, identify private and public digital spaces (at home and school)I/DD/M2-3.IC: Identify public and private digital spaces.
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With teacher support, create a list of public and private informationI/DD/M
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Create artifact (digital or traditional) that illustrates information that is and is not safe to share in public ID/M
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Identify stakeholders who have access to different technology resources used at schoolI/DDM4-6.IC.4: Explain who has access to data in different digital spaces.
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Identify stakeholders who have access to different technology resources used at homeI/DDM
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Identify stakeholders who have access to different technology resources used at different local, national and global companiesI/DDM
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As a class, discuss appropriate information to be shared via social mediaIDD/M
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Create a resource that details what a student stakeholder group should keep private and publicIDM
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As a class, discuss how data is collected through technologyI/DM7-8.IC.4: Identify and discuss issues related to the collection and use of public and private data.
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As a class, identify various technologies that collect data such as Apps, Search Engines, shopping online, and AI.I/DM
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As a class, identify how data collection could be biasedID/M
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Create an artifact (digital or traditional) that illustrates the use of digital data and acceptable use of digital data highlighting ownership, safety, and responsibilityID/M
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Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies As a class, discuss the positives and negatives of digital data collection, including personal and societal trade-offsII/DDM9-12.IC.4: Assess personal and societal tradeoffs related to computing technologies and data privacy.
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Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies As a class, discuss the ethics of computing technologies gathering personal dataII/DDM
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Curricular Area: Business, Computer Science Research which current technologies gather personal dataIDDD/M
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Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies Create an artifact (digital or traditional) that illustrates how data collection impacts culture, policies, and ethics with supporting evidence of personal and societal trade-offsIDDD/M
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K-1.IC.5: STANDARD begins in grade band 2-3
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With teacher support, identify devices and computer applications used in the classroomI/DM2-3.IC.5: Identify and discuss factors that make a computing device or software application easier or more difficult to use.
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With teacher support, identify devices and computer applications used at home or other locations students frequentI/DM
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As a class, discuss how classroom, home or other locations devices and applications work through "programming" I/DD/M
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As a class, discuss how devices and computing technologies can gather data and make predictions and suggestions through users habits. For example: recommendations of streaming programsID/M
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As a class, discuss how algorithms influence what is seen in specific websites and applicationsI/DDM4-6.IC.5: Explain how computer systems play a role in human decision-making.
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As a class, discuss what computing technologies students use personally or at school that may utilize AI technologyI/DDM
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Research decision making decisions through AI and how it impacts the way we live and workI/DDD/M
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As a class, discuss how AI works with the technologies they useI/DM7-8.IC.5: Analyze potential sources of bias that could bbe introduced to complex computer systems and the potential impact of these biases on individuals.
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Identify known biases in specific technologiesI/DM
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Research biases in technology and how it impacts individuals and societyI/DD/M