Core Practice: Communicating About Computing
 
 Survey Title:Computer Science Standards Development - Public Survey
 
 Survey Properties:
 
 Total Respondents:1401
 Responses By Question Analysis:
 

 
   Demographic Information
 
 2.  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%
 
 3.  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%
 
 4.  How important is it to develop standards that include the practice of Communicating About Computing? Standards for Communicating About Computing would help students select, organize and interpret large data sets; describe, justify and document computational processes and solutions; and articulate ideas responsibly by observing intellectual property rights and giving appropriate attribution.
Response TotalResponse Percent
Very Important 13643%
Important 14646%
Unimportant 299%
Very Unimportant 62%
Total Respondents317
(skipped this question) 1084
 5.  Please add any comments about developing standards that include the practice of Communicating About Computing.
1.Intellectual property rights caught my eye- this is of extreme importance. The rest is important but I don't feel extreme detail is needed in data interpretation and evaluation - the basics are likely better for students who maybe only half of the total population will end up graduating from a university. Important but not essential.
2.All of these are important because they can all be applied to real-life work. Additionally, it will make for a better learning experience since students will know they are doing the work they can use later in their lives.
3.Students need to respect intellectual rights just as they understand copyright. Beginning at an early age, this is extremely beneficial and can definitely be used in other core content areas.
4.Data without interpretation and explanation is a meaningless exercise. Of course they need to be able to explain what it means.
5.This is not appropriate at the elementary level.
6.Difficult to solve problems or even define them without communication.
7.important, but limited
8.Presenting project results in a group setting amongst peers and staff for articulation of computer data to real world implementation.
9.This is not applicable to elementary age students.
10.Elective.
11.Clear communication (both in code and with data) is key.
12.In the business software world, it is very important for programmers to communicate their design and construction of a program in front of stakeholders. I do it all the time in my software job. Starting early can reduce the amount of socially anxious students who end up becoming computer programmers in the real world.
13.At the higher level education.
14.This is key; you may have a great idea or product, but it's not of much use without the ability to communicate about it well.
15.Would this need to be a subset under areas like networking, computing and programming? I would assume this communication can be tied/related to the language arts standards for the grade level- expecting not just written communication, but other methods of communication as well.
16.not sure if this should be in a CS standard per se, or elsewhere as part of a science standard.
17.I believe this will just happen as the other areas are focused on.
18.Lets let the K12 prepare students with a strong foundation rather than dirty the water with useless standards
19.Some of this may differ by content area...
20.Communicating about computing is very important... this is how our students will get jobs. Explaining a programming solution, a past project, etc. is key for job interviews. Being able to use computers to organize and interpret large data sets is a foundational part of this. In a world of big data, keeping track of data points from many sources is a huge part of computing today.
21.Intellectual property rights are important. The rest is fluff.
22.Refer to the College Board's and CTSA's standards for APCS Principles
https://www.csteachers.org/
23.Documentation is key. If you can't communicate what you are doing you won't be successful. You could write the best "code" in the world, but if you can't communicate to others why its the best code in the world it is less effective.
24.Considering we have need to open up the creation of educational standards about computing kind of sells this one itself.

Being able to communicate about computing, and how it can be effectively utilized in other disciplines is very important. Especially when the typical response is "its Greek to me, just make it work," when taking to someone who isn't especially computer literate.

However lets not confuse "intellectual property rights and attribution" in that. IP Rights and Attribution is a wider issue that also impacts the language arts and (rarely at a grade school level) the sciences. I've had horror stories of lawyers and legal scholars who self-plagiarize without proper self-citation, and that it is almost accepted participate in many legal journal publications to allow bad citation and just plagiarism if the article writer is considered prestigious enough.
25.You cannot have good collaboration without good communication.
26.Inability to demonstrate critical thinking processes that explains potential answers to questions is a major problem in today's workforce.
27.[No Answer Entered]
28.Good skill for all students to be able to articulate their findings. Again, provide resources!! And, get them to teachers continually!! We have such high turnover rates that some times we forget to continually disseminate in this state!
29.Important however not critical to everyone
30.This will be an increasingly critical area in business and education!
31.This is a skill that they will need at the university. I beleive it should be taught.
32.Industry continues to comment that we are doing a poor job preparing students for their needs.
33.What role will this have in regards to the Arizona State Technology standards that many of us are already teaching?
34.Collaboration and Communication is key.
35.as above
36.Results and learning should be shared with others, especially when done in the context of project based learning and authentic experiences. It is the motivation that drives the learning. We begin to see each others as teachers and not just learners.
37.High School level.. I can't see using this with my kiddos
38.Answered in #1-29
39.These compliments the AP CS Principles requirements and creating portfolios
40.Communication is one of the top 10 job skills
41.Important topic, but cold be embedded within other curriculum areas, such as social studies and language arts.
42.project based learning
43.Also reinforces math standards and gives students real world skills.
44.Most likely would work best embedded into core classes.
45.This would be key to obtaining funding for your ideas and products, so yes it is needed.
46.This is important but I would avoid adding it to the standards (again - if the standards become too large and complex, they become useless in my view).
47.Multiple aspects listed above. Intellectual property and attribution must be a separate and very important topic
Total Respondents  47