Earners will need to demonstrate their understanding of transmitting information securely across networks with appropriate protection. In addition, earners will show how to effectively support student learning in protecting their personal data. Earners will also need to demonstrate how they participate in computer science Professional Learning Communities to collaborate with peers, celebrate successes, share lessons learned, and address challenges.
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 Cybersecurity microcredential is one of two microcredentials that make up the Networks & Internet stack. The Networks & Internet stack is one of six microcredential stacks which when completed will lead to a Computer Science Teacher Master Distinction.
The verification of the identity of a person or process.Computing device:
A physical device that uses hardware and software to receive, process, and output information. This may include computers, mobile phones, and computer chips.Computing system:
A collection of one or more computers or computing devices, together with their hardware and software, integrated for the purpose of accomplishing shared tasks. Although a computing system can be limited to a single computer or computing device, it more commonly refers to a collection of multiple connected computers, computing devices, and hardware.Cybersecurity:
The protection against access to, or alteration of, computing resources through the use of technology, processes, and training.Data:
Information that is collected and used for reference or analysis. Data can be be digital or nondigital and can be in many forms, including numbers, tests, show of hands, images, sounds, or videos.Encryption:
The conversion of electronic data into another form, called ciphertext, which cannot be easily understood by anyone except authorized parties.Network:
A group of computing devices (e.g., personal computers, phones, servers, switches, routers, etc.) connected by cables or wireless media for the exchange of information and resources.Software:
Programs that run on a computing system, computer, or other computing device.Packet:
The unit of data sent over a network.Password:
A string of characters used to verify the identity of a user during the authentication process. Password is an example of one authentication factor.Router:
A device or software that determines the path that data packets travel from source to destination.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)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.
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.
Please complete "02. ANALYZE – Networks & the Internet – Cybersecurity" 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/3ZV2ljs.
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 the proficiency scale. The checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential.
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/2TL9fKw. 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.
Participate in computer science professional learning communities – CSTA 3f The teacher participates in computer science PLCs to collaborate with peers, celebrate successes, share lessons learned, and address challenges.
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.
CSTA Wyoming's website so teachers can join.
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.
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.
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.
“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 scale is provided as a resource for learners to view micro-credential criterion and the performance descriptor levels for demonstration of mastery.
Analyze the student and teacher standards aligned with the Networks & the Internet – Cybersecurity 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 five-page article explains the basics of cybersecurity and introduces reasons for why the field of cybersecurity is important and continuing to grow.
This article explains the five most common types of cyber attack that everyone should know about if they go online.
This video explains important cybersecurity vocabulary and other terminology.
This curriculum is designed for a high school computer science course focused on cybersecurity. Each of the units have activities that could be used with or without prior coding knowledge so the course is customizable to the needs of the given students/teacher.
This unplugged activity uses storytelling and game techniques to teach about malware attacks and anti-malware software.
This short article highlights each pillar of the CIA triad and concludes with a discussion of some challenges for the triad.
This is a collection of videos on various cybersecurity topics.
This is an introductory activity to ciphers and encryption techniques.
This six-minute video details public and private key cryptography as computer science and cybersecurity has evolved.
Representing symbols, characters and letters that are used worldwide is no mean feat, but unicode managed it - how? Tom Scott explains how the web has settled on a standard.
This video discusses how banks, Facebook, Twitter and Google use epic numbers - based on prime factors - to keep our Internet secrets. This is RSA public-key encryption.
This is a list of videos that support navigation of the Midas platform. Including how to submit micro-credentials for review.
This video helps for unpacking the Wyoming Computer Science standards as part of the micro-credential.
This video provides best practices in Google Drive organization for the micro-credentials.
This video gives pointers on completing the CSTA CS teacher standard analyze task for the 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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