Core Practice: Creating Computational Artifacts
 
 Survey Title:Computer Science Standards Development - Public Survey
 
 Survey Properties:
 
 Total Respondents:1401
 Responses By Question Analysis:
 

 
 1.  County
  Response Total Response Percent
Apache Response equal to 1 3 1%
Cochise Response equal to 3 11 3%
Coconino Response equal to 2 8 2%
Gila Response equal to 0 2 0%
Graham Response equal to 0 2 0%
Greenlee Visual spacer 0 0%
La Paz Visual spacer 0 0%
Maricopa Response equal to 65 269 65%
Mohave Response equal to 1 3 1%
Navajo Response equal to 2 10 2%
Pima Response equal to 16 65 16%
Pinal Response equal to 3 12 3%
Santa Cruz Response equal to 2 7 2%
Yavapai Response equal to 1 6 1%
Yuma Response equal to 3 11 3%
Out of State Response equal to 2 7 2%
Total Respondents  416 100%
 
 2.  Visitor Role
  Response Total Response Percent
K-12 Teacher Response equal to 65 269 65%
K-12 Administrator Response equal to 8 35 8%
K-12 Parent/Guardian Response equal to 5 19 5%
K-12 Student Visual spacer 0 0%
Higher Education Response equal to 6 26 6%
Retired Educator Response equal to 2 10 2%
Business Representative Response equal to 3 12 3%
Community Member Response equal to 4 18 4%
Elected Official Response equal to 0 1 0%
Media Response equal to 0 1 0%
Other Response equal to 6 25 6%
Total Respondents  416 100%
 
 3.  How important is it to develop standards that include the practice of Creating Computational Artifacts?(Computational artifacts include programs, simulations, visualizations, digital animations, robotic systems, apps, etc.) Standards for Creating Computational Artifacts would help students plan the development of computational artifacts, create an artifact, and modify an existing artifact.
Response TotalResponse Percent
Very Important 16451%
Important 12138%
Unimportant 309%
Very Unimportant 41%
Total Respondents319
(skipped this question) 1082
 4.  Please add any comments about developing standards that include the practice of Creating Computational Artifacts.
1.Visualizations, animations, apps, robots, and simulations are only going to continue increasing in value and impact. Especially with convenience as a top priority for so many Americans, this is something that can be of great use if extensive knowledge is there and theory goes into developing these types of artifacts.
2.Allowing for creativity to shine through will create opportunities to learn across many different learning modalities.
3.This is the new frontier and needs to be the emphasis in the curriculum.
4.First they can learn to read and modify code, then they learn to code from scratch. This is highly motivating and engaging for students. The more they do the more they will want to do. The ability to write simple programs that output interesting representations or simulations will go a long way toward motivating all of the other aspects of computational literacy that you want them to develop.
5.Not for all students.
6.This is not appropriate at the elementary level.
7.Focus on product is important to process and solution.
8.Students at all levels should foster the potential to be able to create and design.
9.This is not applicable to elementary age students.
10.Elective.
11.The application of concept/procedure learning reveals the depth of students' knowledge.
12.I was a bit perplexed about the the heading "Creating Computational Artifacts" Programs, simulations, digital animations and robotics are huge areas with tremendous potential for learning and career advancement.
13.It would certainly be useful from my perspective (as a higher education instructor in a computing discipline) to have this defined as it would help map students into the best entry points in computing disciplines. This has actually regressed in the last decade.
14.I don't have much clue what this question means. Having said that, students need to realize that software is READ far more than it is WRITTEN. They should approach every program as it they were approaching a term paper or a report on the job. Code should be a pleasure to read.
15.It's also important to see the applications of computing on real-life hardware (i.e. robots, simulations, etc.). Most students complain about the relevancy of math because they do not directly see its applications. Being able to expose students to the application of programming eliminates that abstraction.
16.Yes the artistic side of computers for those who have an artistic gift!
17.I think the best benefit of this practice is that it is hands-on, and could create interest. Not all of computer science is as hands-on.
18.That's all there are on hand held devices
19.Would this need to be a subset under areas like networking, computing, and programming?
20.not sure what this means, but if it is about version control systems then yes. if it is about how to become an app developer and get an app into an appstore, then no.
21.I believe there will be many new jobs and applications of this to solve problems and create new services.
22.I use this only for my technology club as they want in-depth knowledge.
23.Very few students will use this in the real world and even if they do they would go to a specialized school to learn this.
24.As fun as such projects are, they should only be done after we're sure the students understand the fundamentals. I would funnel such projects to extracurricular clubs and interest groups, rather than setting them as core curriculum.
25.This is the direction of a computerized future.
26.Creating computational artifacts is another application of computing beyond the confines of Computer Science to other curricular areas.
27.This should be encouraged for instructors but doesn't necessarily need standards for students. Perhaps this can be incorporated into Testing and Refining Artifacts
28.Refer to the College Board's and CTSA's standards for APCS Principles
https://www.csteachers.org/
29.Engaging for all ages and very real-world.
30.I'm not entirely clear on what you mean by "computational artifact". If that's just a fancy way of saying "hands on" then yes, that is a critical element of learning.
31.Use it or lose it? I'm marking this as unimportant because "computational artifacts" is something students should likely be doing all along in one form or another.

If they take a photo with a digital camera, or scan one, they've now created a "computational artifact". You just have to call it out and then use it. Do the students do any voice recordings for presentations? What about other forms of digitized multi-media?

Anything they produce using a computer has computational impacts. See interdisciplinary collaboration in response #23 and 25.
32.A lot of these categories are interrelated and all of them are important. I don't see how you have others and not this one, so I say it is very important.
33.Standards other than correct software practices are more likely to stifle creativity.
34.Businesses today, more and more, want to see what a perspective employee has done, and less what their degree or certification says.
35.[No Answer Entered]
36.I think these would be the manifestations of a lot of the other goals of the standards.
37.This seems like something that would only apply to students that really had an interest in computer science and it sounds difficult to find teachers that could implement. May be more than high school program can achieve?
38.I am not sure how important this is for ALL students but certainly important to society that folks can work in this environment
39.More sophisticated application and advancement in computation capacity only increases the needs and opportunities to apply these capabilities.
40.I can understand why it is appropriate for a student to learn these higher level computing skills, however, this might be best suited to those students in career pathways that would require the use of these skills.
41.What role will this have in regards to the Arizona State Technology standards that many of us are already teaching?
42.new wave of advancement
43.We are fortunate to have an 8 week robotic unit each year. My kids love this area of learning and I wish we could provide them with a longer session.
44.So long as you don't try to overdo it too early. There is a fine line between teaching programming, and teaching students to hate programming. I really think that programming in a language that isn't simplified (blockly) should happen in high school.
45.Important, but hard to do when the school doesn't have the funding to things like robotics.
46.2nd-12th
47.give them the time to do it and the equipment and peripherals that will be needed to actualize their creations - otherwise, not much point.
48.This is absolutely integral for students today.
49.Answered in #26
50.These are the standards that will attract students to this area of study.
51.These compliments the AP CS Principles requirements and creating portfolios
52.This area is very important, it is the wave of the future.
53.These standards would be helpful in that the logical sequence of teaching these topics is important.
54.All students should get the opportunity to have access to the development of robotic systems, animation, and artistic representations.
55.code has great lower level programing activities. Tynker does too.
56.This is skill that is expected in the workplace and higher ed and should be stressed.
57.protect based learning
58.Helps with different learning styles. Helps students to see a concrete result.
59.All grade levels should be exposed to this
60.Again, this should be done as an embedded project in core classes.
61.This standard will create a hardship on teachers unless combined with another core subject.
62.Hands on learning really helps with knowledge acquisition and retention
63.I'm repeating myself - avoid standards in this...
64.Required artifacts change. Focus should be on effective communication, but might be best addressed as coordination with language and writing curriculums
Total Respondents  64