Computing devices communicate with each other across networks to share information. This microcredential represents the knowledge of how to teach network communication and organization in a secondary classroom to support student learning of how computers connect them to other people, places, and things around the world in the early grades. As students progress, they gain a deeper understanding of how information is sent and received across different types of networks. Please locate "01. PROFICIENCY SCALE – Networks & Internet – Network Communication & Organization" under 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 network communication & organization 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.
Complete "02. ANALYZE – Computing Systems – Devices" 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/3ZWtfY1.
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/3BRgMIL. This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential: https://bit.ly/3FiHKfn.
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3BRgMIL. 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.
Use accessible instructional materials – CSTA 2e The teacher evaluates tools and curricula to improve accessibility for all students. Teacher leverages resources to improve accessibility for all students.
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 – Network Communication & Organization 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 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 page shows how web accessibility depends on several components working together, and how improvements in specific components could substantially improve web accessibility. It provides the foundation for understanding the different accessibility standards developed by the W3C Web Accessibility Initiative (WAI).
This three episode video series is on the rise of a global telecommunications network that changed the world forever. Beginning with computer networks, and how they grew from small groups of connected computers on LAN networks to eventually larger worldwide networks like the ARPANET and even the Internet we know today. They also discuss how many technologies like Ethernet, MAC addresses, IP Addresses, packet switching, network switches, and TCP/IP were implemented to new problems as our computers became ever-increasingly connected.
This is a series of eight videos from code.org featuring authentic computer science engineers explaining how the Internet works.
This unit reveals how the Internet was designed to connect billions of devices and people to one another. Learn how the different protocols of the Internet work and actually build them yourself using the Internet Simulator. Then consider the impacts the Internet has had, both good and bad, on modern life.
CS Matters by the state of Maryland shares their curriculum here. Number 3 includes Information and the Internet with 14 lessons, resources, and assessments.
This article breaks down a packet and how it is transmitted via the Internet. It includes helpful definitions as well as links to additional videos and websites on related Internet topics.
This curriculum is from Beauty and Joy of Computing and it includes four interactive labs to teach students how the Internet works.
In this introduction to networking from IBM, learn how computer networks work, the architecture used to design networks, and how to keep them secure.
CTE Online provides three lessons on NI.3 including Introduction to Computer Networking, Troubleshooting Computer Networks, and Creating a Functional Network with Cisco Packet Tracer.
This is an animated video that explains the difference between a hub, switch, and a router. It explains how a router works, how a switch works, and how a hub works.
In six short, introductory videos, you’ll get an inside look into foundational concepts of everything from wires to websites, taught by guest lecturers including the actual “Father of the Internet” Vint Cerf, Tumblr founder David Karp, and creators on teams at Google, Spotify, XBox, Symantec, and more.
Check out this unit from Khan Academy that will teach you all about the Internet. This unit covers how the Internet works. Learn about the physical layer (Ethernet, Fiber, WiFi), the protocols (IP, TCP, UDP, DNS, HTTP), the World Wide Web, and the digital divide.
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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