This micro-credential represents the use of computing culture in a secondary classroom to support the understanding that computing affects many aspects of the world. This includes supporting students in learning that computing affects many in both positive and negative ways and at local, national, and global levels, and that individuals and communities influence computing through their behaviors and cultural and social interactions, and in turn, computing influences new cultural practices. Please locate "01. PROFICIENCY SCALE – Impacts of Computing – Culture" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this micro-credential.
To earn this micro-credential 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 culture micro-credential is one of three micro-credentials that make up the impacts of computing stack. The impacts of computing stack is one of six micro-credential 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 task.Computational 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 a 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 on.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.Culturally relevant pedagogy (CRP):
Culturally Relevant Pedagogy is a teaching technique that incorporates the cultural resources of the learners that “empowers students to maintain cultural integrity, while succeeding academically" [Billings, 1995]
This micro-credential 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 micro-credential structure offers earners flexible pathways and timelines. Earners can complete the micro-credentials 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.
Evaluate how your activities promoted student learning.
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/3xMingf.
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 – Culture" 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/3zVqRUg.
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/2Urhzik.
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.
Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and this proficiency scale, found here: https://bit.ly/3qpUZ5J. This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential: https://bit.ly/3q1LOKq.
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3qpUZ5J. 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 and counteract personal bias – CSTA 3c The teacher examines how their personal characteristics influence their beliefs and assumptions about the students in their class, identifying their own biases. Teacher examines how their biases impact student success and classroom culture. Teacher explains how they continually work to identify and counteract their own biases in the classroom.
Design inclusive learning experiences – CSTA 4c The teacher uses universal design for learning, culturally relevant pedagogy, and other techniques to support all students in successfully accessing and engaging with content.
This lesson plan takes students grades 9-12 through learning about assistive technologies and how assistive technologies help those whose physical skills and abilities differ from their own.
Explore this video series to learn more about careers in computer science and technology.
Read this resource on how to discuss algorithmic biases in coding and avoid algorithmic biases when coding.
Read about this Seattle museum that has a working collection of vintage computers. There are descriptions of the vintage computers as well.
This presentation discusses how different demographic groups use technology.
Find reports, presentations, and fact tanks related to teens and technology here.
This article shares ten examples of how artificial intelligence is used in our everyday lives.
Learn about what inspired African American Association for Computing Machinery (ACM) members to pursue careers in computing, how underrepresentation shapes the experiences of African Americans in computing, and what can be done to combat racial bias in computing and technology.
Increase self-awareness and cultural competency, identify skills to speak up against and respond to prejudice, bias, and stereotypes, explore building allies, and define leading beyond the classroom.
Teachers concerned that they might be showing bias against students in marginalized groups can use this short checklist for self-assessment.
This article discusses different types of teacher biases that exist in the classroom and strategies to eliminate bias.
This resource shares essential elements of culturally responsive classroom management.
This resource discusses best practices for culturally responsive teaching.
This resource can help teachers implement practices that support students of all cultures.
Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The UDL guidelines can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Universal Design (UD) is a method for designing learning opportunities to be accessible to students from a wide range of backgrounds. This resource shares how the UD approach can be used in computing instruction.
This report raises awareness about the structural and social barriers for the target groups in computer science, based upon a holistic assessment - surveying students, parents, teachers, principals, and superintendents.
NYC can do more to expand access to tech careers by strengthening the city's tech skills-building ecosystem and preparing thousands more New Yorkers for the jobs of the future.
The study results indicate that perceived social support and adolescent ostracism experiences are able to predict Internet addiction to a significant extent (p<0.05). The research study also found a significant correlation between the factors of perceived social support from a friend and sex. Significant variability was identified among the levels of Internet addiction among grades, while no correlation was determined between the frequency of Internet use and Internet addiction.
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.
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.
Analyze the student and teacher standards aligned with the Impacts of Computing- Culture micro-credential. Aligned standards and instructions for selecting a focus standard are outlined below the task description. There are two parts to this task.
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.
In this video, the work place is examined on how it is changing because of technology. Some people are able to work remotely while traveling the world, while others are losing their jobs to robots.
This video provides examples of how various cities around the world use technology to solve problems. It showcases Seoul, Korea and how they use technology and data to improve their city. It also speaks with a company in Kenya who is creating an emergency contact system to save peoples lives. Lastly they visit with MIT in Boston and its effects on urban planning.
Courtney Thomas describes issues in AI and algorithmic discrimination. Courtney Thomas, Jr. is a student and activist working for equity amongst marginalized groups in Rochester. His research addresses topics of human decision-making, citizenship, and most recently, algorithmic discrimination; all around the ideal of rectitude.
This video shows that the potential for AI to help society is enormous; but at the same time we need to develop technology with a focus on ethics, access and fairness. This video explores the influence of AI on every aspect of life and underscores the importance of ethical oversight to prevent the creation of biased AI algorithms.
“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.
The Implicit Association Test (IAT) measures attitudes and beliefs that people may be unwilling or unable to report. The IAT may be especially interesting if it shows that you have an implicit attitude that you did not know about. For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science.
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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