|1.||Online etiquette is something that is slowly disappearing as society changes. Though this may not be huge enough to develop an entire core standard around, maybe it can be integrated into cybersecurity and computer networks to ensure that future generations don't communicate only with "LOL" and "OMG" - we need to help improve the literacy of those who are in the mid- and upper-classes who utilize technology essentially every day (which includes a majority of Americans) as well as the underserved populations and lower-income individuals.|
|2.||Design process is mentioned not not emphasizes. Design process needs to be brought forward.|
|3.||Computer science standards should mirror the technology standards set forth in the NGSS and the cross cutting concepts. Technology is an important component of a high quality STEM education.|
|4.||Coding (not sure if this is applicable to this area)|
|5.||Yes and no. There needs to be a greater push to include graphic design, photography, and 3D graphics.|
|6.||Artificial intelligence and machine learning -- technical aspects as well as societal impact.|
|7.||Having a clear distinction between computer science, coding, information technology, and cybersecurity. These all get lumped under "computer science" in K-12, but it's not this way in industry. It's confusing for 18 year olds who are trying to figure out where they want to focus their careers.|
|8.||K-12 computer science standards should include explicit guidance for disciplinary integration of computing into the sciences, at least. Ideally in mathematics and the social sciences as well. A case could be made for integration into language arts--coding is writing, after all, and syntax and semantics are key elements.|
|9.||Interface/integration with most/all fields.|
|10.||Technology is continually changing so the curriculum will also need to continually change.|
|11.||Digital divide causes a wider difference between those who understand Computer Science and those who don’t.|
|12.||well, while you may have intended this to go in one of the above sections, basic software proficiency is sorely lacking in my students. while I know it's a challenge to avoid promoting a product brand, let's face it, being able to operate word processors, spreadsheets, slideshow presentations, and database software can be a success/no success issue for many career paths|
|13.||Teaching students the long term data collection of their own "academic" resume. Effects their long term academic goals.|
|14.||KNOWLEDGE OF THE PROGRAMS USED BY THE SCHOOL DISTRICT|
|15.||History of computers|
|16.||"Emerging technologies" is an area that may not fit into other categories. It could possibly be integrated in Impacts of Computing. But specifically, there should be some area to address the rapid pace and development of technologies that do not fit in a specific category. Artificial Intelligence comes to mind.|
|17.||Instead of "Impacts of Computing", I believe students early on should be exposed to the pervasiveness of computing, meaning they should know how widely computing impacts all of the systems they depend on - from the hospital to the school to their cars to the airplanes they ride in. Perhaps this is what was meant by Impacts of Computing, but they should be exposed to this pervasive of chips and software and everywhere it is and where it will go...|
|18.||A major deficit in students entering college is their lack of appreciation or awareness of discrete mathematics. I would trade 10 students who have taken AP Calculus for 1 who has taken AP Discrete Math (does AP Discrete Math even exist?). Discrete mathematics, logic, and proof are things that students have a very hard time dealing with.
Software engineering concepts, such as treating software like hardware with requirements and guarantees, is also something that is not appreciated by students entering college.
|19.||[No Answer Entered]|
|20.||Computational thinking and its impacts on subjects even outside of CS|
|21.||That could be addressed with other educators developing a curriculum|
Sending an email
Basic programs on a computer
|24.||Application, innovation, and research of technology in real life. Technology career paths.|
|25.||Some understanding of important applications that leverage basic CS should be encouraged by the standard, even if the particular applications chosen are not pre-specified. Also, rudimentary discussion of computational complexity.|
|26.||We have to get funding and resources in schools to make this happen.|
|27.||In the context of Social Studies or any content, understanding how to cite internet sources and determining the quality of a website when accessing/collect information.|
|28.||Digital editing is a great tool. The ability to create visually appealing flyers, photos, videos, and presentations is a must.|
|29.||We are sometimes taught "bases" in math class (or at least we were when I went to school), but with no practical application. I think base 2 and base 16 should be taught in depth, with practical examples of how these bases apply to computers in storing and performing arithmetic and logical operations, and representing numbers, characters, colors, images, videos, etc.|
|30.||K-5 -- coding of robots. Students learn best when they are playing.
6-8 -- every student should be required to take a basic computer concepts course for a minimum of a semester.
9-12 -- Every school needs to either offer a Computer Science program of 2 years either as an academic program or CTE porgram.
|31.||Peer Review of computer projects, beyond (or before) scoring & grading by the teacher...|
|32.||They should include an element that connects programming to objects - Arduino, Rasp Pi, Adafruit etc.. especially for younger students|
|33.||Provide options for students to be creative, design and have fun. Include a leveled approach to teaching so that students can build concepts as they move up the grades. Age appropriate artifacts and projects would be good suggestions to include to help reinforce high quality curriculum selection.|
|34.||Although I am loath to mention it, "computer applications" has been removed from many of our schools, and students are losing the benefit that those courses provided... knowledge of basic use of a computer. We may believe that students are now born with this knowledge since they use computers from an early age, but that use is not the same as the use required for academic purposes. Equity is another challenge that this has caused... students without access to computing resources at home are being left behind because it takes them more time to use the tools in the classroom.|
|36.||typing needs to be taught desperately|
|37.||please align with the K12 Computer Science Framework & the CSTA standards from computer science|
|38.||spreadsheets and word processing should be embedded but not main focus.|
|39.||Beyond the use and deployment of more technology, there needs to be the underlying fundamentals of critical thinking, strategy, and cognitive decision making that impact computer science and technology.|
|40.||Those titles pretty much cover it all. Let me know if I can help. I've taught the APCS A and APCS P curriculum for the last 20 years. Jeremy Woodward (email@example.com)|
|41.||I think critical thinking skill, reading comprehension, and writing literacy are important in a computer science curriculum as well. Those are all factors in implementing, documenting, and communicating about technology that happen everyday in a technology driven workforce. Being able to "code" is merely one skill and one area of activity.|
|42.||This is less about missing critical concepts and more about how you should be thinking about writing these standards as whole.
They should GET OUT OF THE WAY of teaching currently tested and founded standards. As I've been pointing out all the way through my feedback, many of the concepts and topics that need to be covered in Computer Science can be rather quietly integrated into other fields.
We should want computer illiterate or fearing teachers to be able to fit CompSci fundamentals into their normal daily lessons. They don't even have to call them out as CompSci related.
When I have discussed this with teacher and educational antiquates two points keep coming up.
1) There is no money. They see this as just another unfounded and unwelcome top down mandated on top of all the other "stuff" they are being required to do by their school, district, or state.
2) More importantly THERE IS NO TIME! There is no more time left in a school day for anything but the current "tested" standards. Unless the ADE can create Time-Turners (from the JK Rowling "Harry Potter" book series), there really isn't any more time to cram in another set of un-tested and UNFOUNDED subjects. And even if you could find the funding, most individual teachers still don't have the time to take it on. "They'll do it after school if they get paid" is NOT a reasonable assumption.
From first hand experience working as staff at an elementary school, and working after-school (weekend staff) to a 21s CCLC grant program, most teachers passed on getting involved. When the day was over they wanted to go home... to do more classroom prep/followup work in most cases.
Computer technology and science education is fortunately something that can, and should, be setup in such a way that it integrates with existing "Core" curriculum. The whole point of computer technology is support what already exists and to make it more efficient/effective.
I was personally investigating this style of integration about a year ago, seeing about bringing the Microsoft's Project Spark program (now defunct) to schools as a way of getting CS and "Game" development into the Core curriculum with as minimal disruption as possible.
If CompSci in the school is not using or reinforcing a current Core standard, then it is a waste of the already scant time available.
|43.||Though it could probably be lumped into the Impacts of Computing section, Security is an important issue that is not mentioned here. Note that there is a difference between safety and security. Safety is making sure that your actions do not cause harm to yourself or others while security is making sure that others' actions cannot harm you.|
|44.||You must make a distinction between the computing science aspects of digital society and the application of computer science as an important supporting study in all STEM-related areas.|
|45.||Understanding how to determine the veracity of information sources is a crucial skill for the 21st century.|
|46.||Basics of computer use should start in kindergarten.|
|47.||Computational Thinking, including the design process and problem solving.|
|48.||User Experience - making website, software, tools and data reports easy to read/navigate/understand for the end users/customers.|
|49.||Computational thinking- it's a way to solve problems, not just specific to technology that could be useful in all areas. Similar to #12 but could be integrated easier into other areas of the curriculum.|
|50.||Students should know basic keyboarding (typing) in the early grades and know how to produce a informative, narrative and expository text using the computer.
It is not just for games, could be used to look up research, how to highlight and move text from one mode to another.
Meaningful websites used throughout the school should be used during technology time.
|51.||Using computers in the work place; focus of transferable skills.|
|52.||I just want to reiterate that the goal should not be to create competent programmers. This happens as a byproduct of their working with computer programming. Instead, we should focus on developing logic and reasoning skills that are universally applicable in all contexts--and prepares students for college, career, and community.|
|53.||Efficient keyboarding skills and knowledge for using "Word" type programs|
|54.||Forward thinking to the future.|
|55.||Responsibility, safety, and privilege earned for using school equipment and family equipment.|
|56.||I didn't see keyboarding skills. This is a skill that has slowly been removed from school curriculum (especially at high school level) and replaced with "computers" or "technology" classes. With state testing and most jobs requiring accuracy, speed and skill in computer operations/keyboarding, this is so important. Without it, students can get left behind! They may know the material but if they can't get it "out to their fingers" through the keyboard they may fail state tests!! We need it taught! Not the old excuse of "these kids are always on their devices and they do 'just fine' cause they are so familiar! Again, basic resources to help teachers know what kids need to learn and how they should learn keyboarding should be required!! It isn't enough to just put them on a software program and expect them to learn to key. Thanks...|
|57.||Crime on the web, dark web, cyber bullying, legal implications, regulations, "Bots", trace-ability.|
|58.||Great overall topics. I think there is a lot you can cover and support with the ones you have listed.|
|59.||APPS and mobile devices|
|60.||Software development process|
|61.||object oriented programming|
|62.||Gainful employment after their studies in computer science as well as learning about different computer science fields (software engineering, artificial intelligence, etc.)|
|65.||History of computers and how fast things change making life long learning very important.|
|67.||Typing is very important for communication skills.|
|68.||Hardware + software (integration)|
|69.||Typing skills and skills on how to fix simple computer problems|
|71.||None that I can think of.|
|72.||I'm sure there is, but I can't think of one at this moment|
|73.||ITSE Standards for Computer Science Educators is a good reference.|
|74.||Mobile computing standards need to be addressed. As technology advances the need for developers and repair technicians is becoming increasingly important.|
|75.||Keyboarding - shoot for at least 25 WPM two-hand touch - and we need to include somewhat on the ethics of computing, full access/universal access to the web - and developing industrial applications - specifically telepresence and remote work.|
|76.||3D design and printing.|
|78.||It seems like there should be something that deals with communication. Maybe it could be embedded under Computing Systems.|
|79.||creativity, invention, teamwork, entrepreneurship|
|81.||The total computer cycle should be taught not just the one segment of programming.|
|83.||Look at Artificial Intelligence and data mining|
|84.||Neuro-Linguistic Programming impact|
|85.||Design thinking can be closely related to Computational Thinking.|
|86.||Using programs to create a visual is important through all their curriculum. Ideas such as incorporating designs, color, use of space, sounds, transitions, how to bring objects forward and back.
In addition knowing which program would be better for a project like word vs powerpoint is also important.
|87.||Typing, which used to be a standard but I don’t think it is now.|
|88.||Typing should be included as a standard.|
|89.||Perhaps history of computing, women in computer science and robotics|
|90.||Students need to understand how computing applies to real world situations. They need hands-on opportunities to learn how computer science can impact today's world. They need to be able to build things (inventions, robots) that might be motorized and controlled remotely by a device that they can write the programs for. These hands-on applications will not only show the possibilities of programming, but will serve to inspire students to possibly go into the computer science field as well!|
|91.||Consider a standard for paired programing. Students need to be able to work with others.|
|96.||The research, curation, storage,and dissemination of data.
Legal and ethical implications of using online-sourced data.
Collaboration using online tools.
|97.||Use of computing in projects that benefit the community and/or industry - Along the lines of EPICS - Engineering Projects in Community Service.|
|98.||It is important to include the "soft skills" that are required in computer science, such as perseverance, collaboration, communication.|
|99.||I wish that the mathematics of computing was a class offered as an alternative to Stats and Calculus.|
|100.||It may seem very basic but it is critical to develop proper keyboarding skills at the early elementary levels. The most common complaint I hear (I teach PK-3 Technology) from the upper grades is that children do not know how to type, when so many of their assignments require writing, keyboarding can become an unnecessary obstacle.|
|101.||I think what is more important than programming and algorithms is to teach computation thinking. This skill of how to think is how students learn and practice troubleshooting everything and anything. My car won't start, my TV isn't working, my email won't send, my printer won't print, my cooking isn't right, the sound won't play, my water isn't hot, my plants are dying...they need to know how to try to solve a problem, not just call someone for.|
|102.||Application in real programming languages, not just block or visual programming. Development of real skill in a language is vital.|
|103.||I believe that there should be a plan in place that includes keyboarding skill competencies and transfer of knowledge across difference software and applications. I think it should be highlighted outside of the computing systems category because basic computer usage skills are necessary for student success on technology integrated assignments and testing platforms.|