This microcredential represents the knowledge of how to teach the use of computing in a secondary classroom to support student learning of the fundamentals of digital citizenship and appropriate use of digital media in the early grades. As students progress, they learn about the legal and ethical issues that shape computing practices. Legal and ethical considerations of using computing devices influence behaviors that can affect the safety and security of individuals. Please locate "01. PROFICIENCY SCALE – Impacts of Computing – Safety, Laws, and Ethics" in the resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this microcredential.
To earn this microcredential you will process through the ADDIE learning model producing evidence that demonstrates your knowledge of the Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers. Through the ADDIE learning model you will analyze standards, design/develop and implement a lesson, collect student work artifacts, and evaluate your professional practices.
The safety, laws, and ethics microcredential is one of three microcredentials that make up the impacts of computing stack. The impacts of computing stack is one of six microcredential stacks which when completed will lead to a Computer Science Teacher Master Distinction.
The design of products, devices, services, or environments for people with disabilities. Accessibility standards that are generally accepted by professional groups include the Web Content Accessibility Guidelines (WCAG) and Accessible Rich Internet Applications (ARIA) standards. [Wikipedia]Algorithm:
A step-by-step process to complete a taskComputational artifact:
Anything created by a human using a computational thinking process and a computing device. A computational artifact can be, but is not limited to, a program, image, audio, video, presentation, or web page file.Computer science:
The study of computing principles, design, and applications (hardware and software); the creation, access, and use of information through algorithms and problem-solving; and the impact of computing on society.Culture:
A human institution manifested in the learned behavior of people, including their specific belief systems, language(s), social relations, technologies, institutions, organizations, and systems for using and developing resources.Cultural practices:
The displays and behaviors of a culture.Equity:
The state, quality, or ideal of being just, impartial, and fair.Marginalized groups (in computer science):
The people who are commonly denied involvement in computer science, including women and non-binary people, Indigenous and Native peoples, Black people, Latinx, English language learners, students with disabilities, students who are neurodivergent, students from low socioeconomic backgrounds, and students who live in urban and rural areas.Privilege:
The advantage or immunity, and related influence, that is granted or available only to a particular person or group.Self efficacy:
An individual’s belief in his or her ability to succeed in specific situations or accomplish a task.Systemic barriers:
Systemic barriers include the lack of computer science offerings, scheduling conflicts, prerequisite courses, school funding and resources, lack of qualified and experienced teachers, inadequate access to technology, additional course requirements for English learners and students with disabilities, and students being pulled out from computer science classes for additional services.Unconscious bias:
Prejudice or unsupported judgments in favor of or against one thing, person, or group as compared to another, in a way that is usually considered unfair.Universal design for learning (UDL):
A framework for designing curriculum to be broadly accessible to all students. (See UDL for Learning Guidelines + Computer Science/Computational Thinking in the resources)Complete knowledge:
All of the skills listed in the proficient level of the Wyoming Computer Science Content and Performance Standards (see the resources) for the chosen standard.K–14:
Refers to computer science standards ranging from kindergarten into postsecondary education.Scope and sequence:
Scope refers to the topics and areas of development within a curriculum, and sequence is the order in which those skills are taught.Grade band:
The computer science standards are written in grade bands (K–2, 3–5, 6–8, and 9–12). The standard committee (CSSRC) determined the standard to be met by the end of the grade band. In grades 9–12, there are level 1 and level 2 standards. Level 1 standards include introductory skills. Level 2 standards are intended for students who wish to advance their study of computer science.Chosen grade band:
The teacher or earner can choose which secondary grade band and standard to focus their lesson around.Supporting computer science standard:
There is a difference between supporting standards and performance standards. All students are expected to be instructed on supporting computer science standards, taught within the context of the performance standards. Supporting standards do not need to be assessed through the district assessment system. If no supporting standards are listed on the "Micro-credential Map by Grade Band" in the resources, this area becomes N/A.Performance standards:
The Wyoming Content and Performance Standards serve several purposes. They articulate a set of expectations for what students should know and be able to do, enabling them to be prepared for college and career success; to live a life that contributes to the global community. These expectations are communicated to students, parents, educators, and all other Wyoming stakeholders, and provide a common understanding among educators as to what students should learn at particular grades. Standards do not dictate methodology, instructional materials used, or how the material is delivered. (See Wyoming Computer Science Content and Performance Standards in the resources.)Modalities of assessment:
Modalities of assessment include written assessment, oral assessment, performance tasks or visual representations.Forms of assessment:
These include formative, summative, or student self-assessment.Systemic barriers:
These include the lack of CS offerings, scheduling conflicts, prerequisite courses, school funding and resources, lack of qualified and experienced teachers, inadequate access to technology, additional course requirements for English learners and students with disabilities, and students being pulled out from CS classes for additional services. [CSTA Teacher Standards]Social and psychological factors:
These factors include biased beliefs about who can and cannot succeed in CS, isolation of underrepresented students, stereotype threat, lack of diverse representation in curriculum, and lack of diverse STEM role models and peer support networks. These factors can impact students’ perceived ability, aspirations, and performance. [CSTA Teacher Standards]
This microcredential collection provides earners with the opportunity to document their knowledge and skills in teaching computer science to students in grades 6–12. The content provides resources to support understanding.
Earners are encouraged to participate in additional learning opportunities if more extensive learning is needed. Additional learning opportunities may include free online resources, postsecondary courses, and local courses.
The microcredential structure offers earners flexible pathways and timelines. Earners can complete the microcredentials in any order that aligns with their classroom timelines and availability. Micro-credentials offer earners the opportunity to submit evidence and receive evaluator feedback. Earners are encouraged to resubmit evidence until mastery is earned. Each resubmission will be reviewed and updated feedback will be provided.
Complete the ADDIE learning model by preparing evidence for each of the following tasks below: ANALYZE, DESIGN/DEVELOP, IMPLEMENT, and EVALUATE. Once completed upload evidence for review.
Please complete "02. ANALYZE – Impacts of Computing – Safety, Law & Ethics" in the resources section below. All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF. The resource can be found by following this link: https://bit.ly/3S3W82D.
Find "03. DESIGN/DEVELOP" in the resources section below. All instructions are included in the worksheet. Once you are finished with this task, upload your lesson plan in the evidence section as a PDF. The resource can be found by following this link: https://bit.ly/3QiOmAG.
Implement the set of activities or lesson plan you designed. Submit evidence of student learning for your focus standard. Include evidence of students that have met the standard and students that have not met the standard. Examples include videos of students working, completed student worksheets, etc. Annotate each piece of evidence to demonstrate how you facilitated student achievement of the standard.
Find "04. EVALUATE – Worksheet" in the resources section below. All instructions are included in the worksheet. The resource can be found by following this link: https://bit.ly/3PThjBX.
Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and this proficiency scale, found here: https://bit.ly/3s1uxo2. This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential: https://bit.ly/3M2sTcL.
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3dbggui. Provide a few sentences stating where the pieces of evidence that support the scores for each component are located.
If you are resubmitting, please indicate what changes were made in the documents (e.g., highlight, text color) and include "Resubmission #" with the resubmission number in the file title when you upload.
Content knowledge – CSTA 4a The teacher demonstrates accurate and complete knowledge of the content and skills of the standard being taught.
Inform instruction through assessment – CSTA 4g The teacher develops multiple forms and modalities of assessment to provide feedback and support. The teacher uses resulting data for instructional decision-making and differentiation.
Supporting standards The teacher identifies and explains the connection of supporting computer science standards to the standard being taught in their lesson.
Vertical alignment – CSTA 4b The teacher explains the relationship of the standard in the scope and sequence of computer science standards directly above and below chosen grade band.
Examine issues of equity in computer science – CSTA 2a The teacher examines how structural barriers and social and psychological factors contribute to at least one of the following: inequitable access, engagement, or achievement in computer science among marginalized groups. The teacher reflects on how issues of equity manifest in their own computer science teaching context.
This presentation discusses how different demographic groups use technology.
The Be Internet Awesome curriculum is a collaboration between Google, The Net Safety Collaborative, and the Internet Keep Safe Coalition. The curriculum gives educators the tools and methods necessary to teach digital safety and citizenship fundamentals in the classroom. The lesson plans included are best suited for grades 2nd–6th, but educators with both older and younger students have found value in the curriculum, particularly with key vocabulary, class discussions (aged up or down), and gameplay.
Here are ready-to-teach free lessons to address K–12 digital citizenship.
This resource shares tips for protecting children from identify theft, including data security.
This guide is meant to help teachers utilize technology in the classroom while protecting their students’ privacy.
The Pew Research Center provides reports, fact tanks, and presentations on the topic online privacy and safety.
Data privacy has become one of the defining social and cultural issues of our era.
Two categories of questions that you can use to promote discussion on the topic of online privacy and data protection. Category A looks at the teachers’ privacy issues and can be used in the staffroom or with teacher development groups. Category B looks at general privacy and data protection issues and can be used in a classroom discussion with students.
Early disparities in prek–12 education limit the opportunities that all children have to engage with technology, take computer science and advanced STEM courses, and explore computing careers.
A classroom with a non-stereotypical look creates more inclusive signals of who belongs—increasing high school girls’ interest in computer science without deterring boys.
Computer science for all students requires that equity be at the forefront of any reform effort. When equity exists, there are appropriate supports based on individual students’ needs so that all have the opportunity to achieve similar levels of success. Equity is not just about whether classes are available, but also about how those classes are taught, how students are recruited, and how the classroom culture supports diverse learners and promotes retention.
Modern computer science is dominated by men but it hasn't always been this way. What happened to women in computer science?
UDL is a framework for designing curriculum to be broadly accessible to ALL students. Learn more about utilizing the UDL framework in computer science education.
This easy to read research looks into the access and barriers to computer science education. It provides visuals and real data from students, parents, teachers and administrators on their access and viewpoints of computer science.
These standards are designed to provide clear guidance on effective and equitable computer science instruction in support of rigorous computer science education for all K–12 students.
This article discusses how computational thinking skills were integrated and assessed in New York City elementary schools.
This article discusses different types of assessments and what to consider when choosing an assessment.
Step-by-step guide showing teachers how they can change their lessons or classroom based on data.
This scale is provided as a resource for learners to view micro-credential criterion and the performance descriptor levels for demonstration of mastery.
The computer science standards are written in grade bands (K–2, 3–5, 6–8, and 9–12). The standard committee (CSSRC) determined the standard to be met by the end of each grade band. In grades 9-12, there are level 1 and level 2 standards. Level 1 standards include introductory skills. Level 2 standards are intended for students who wish to advance their study of computer science. The teacher or earner can choose which grade band and standard to focus their lesson on.
Use this resource for the design/develop step of the ADDIE model.
Evaluate how effective your activities were at promoting student learning of the standards. Use specific examples from the artifacts you submitted in Implement and suggest any changes in practice or approach that you might make in the future based on your experience with this micro-credential.
Analyze the student and teacher standards aligned with the Impacts of Computing – Safety, Law & Ethics micro-credential. Aligned standards and instructions for selecting a focus standard are outlined below the task description. There are two parts to this task.
This report identified the issues and recommendations of K-12 computer science education in terms of equity and under representation such as gender, race, highpower, low-power, and rural districts.
This report provides new, detailed data on these disparities by student body demographics such as race, socioeconomic status, and primary language. The report also highlights low computer science enrollment in California's 20 largest school districts and offers recommendations to close these gaps in opportunity.
Performance Level Descriptors (PLDs) describe the performance expectations of students for each of the four (4) performance level categories: advanced, proficient, basic, and below basic. These are a description of what students within each performance level are expected to know and be able to do. All PLDs are found in this document.
In this video teens discuss how you really don't know who you are talking to if you are just talking to them online. It talks about the pros and cons of an online friend and how to be careful with what you share.
This brief video introduces three big ethical concerns about AI and it's uses.
This video explores the ethics of developing AI responsibly and fairly while respecting peoples' privacy and livelihoods.
“Unwrapping” is a simple method that all teachers in all grade levels can use to deconstruct the wording of any standard in order to know its meaning inside and out.
This resource includes a sample response for analyze, design/develop, implement, and analyze as well as a sample reflection prompt response for the devices micro-credential.
This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential.
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