Earners will demonstrate their understanding of digital citizenship fundamentals and appropriate use of digital media. In addition, earners will show how to effectively support students in learning the legal and ethical issues that shape computing practices and the considerations of using computing devices influencing behaviors affecting the safety and security of individuals. Finally, earners will also demonstrate 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, including a reflection on how issues of equity manifest in their computer science teaching context.
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.
This micro-credential is intended for teachers in grades K-6. If you teach middle school or high school grades, you will want to work on the secondary level computer science micro-credentials. The Safety, Law, and Ethics 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 who experience disabilities. Accessibility standards that are generally accepted by professional groups include the Web Content Accessibility Guidelines (WCAG) 2.0 and Accessible Rich Internet Applications (ARIA) standards.Algorithm:
A step-by-step process to complete a task.Chosen Grade Band:
The teacher can choose which grade band and standard to focus their lesson around.Complete Knowledge:
Refers to all of the skills listed in the proficient level of the 2019 WY Computer Science Performance Standards (see in the resources) for the chosen standard.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 & software); the creation, access, and use of information through algorithms and problem solving, and the impact of computing on society.Creative Commons:
An internationally active non-profit organization that provides free licenses for creators to use when making their work available to the public. These licenses help the creator give others permission to use the work in advance under certain conditions.Cultural Practices:
The displays and behaviors of a culture.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.Equity:
The state, quality, or ideal of being just, impartial, and fair.Forms of Assessment:
These include formative, summative, or student self-assessment.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 be met by the end of the grade band. In grades 9-12, the standards provide level 1 and level 2 standards. Level 1 standards include introductory skills. The level 2 standards are intended for students who wish to advance their computer science studies.K-14:
Refers to Computer Science standards ranging from kindergarten into post-secondary education.Marginalized Groups (in CS):
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.Modalities of Assessment:
Modalities of assessment include written assessment, oral assessment, performance tasks, or visual representations.Performance Standards:
Performance standards are the standards all students are expected to learn and be assessed on through the district assessment system by the end-of-the-grade band. (see 2019 WY Computer Science Performance Standards in the resources)Privilege:
The advantage or immunity, and related influence, that is granted or available only to a particular person or group.Public Domain:
Public domain is a legal term that describes a work or product that is not protected by copyright.Scope and Sequence:
Scope refers to the topics and areas of development within a curriculum, and the sequence is the order in which those skills are taught.Self-Efficacy:
An individual’s belief in his/her ability to succeed in specific situations or accomplish a task.Supporting CS Standard:
All students are expected to be instructed on these CS standards, taught within the context of the performance standards. (see Micro-credential Map by Grade Band in the resources) If no supporting standards are listed on the map, this area becomes NA)Systemic Barriers:
Systemic barriers 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.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):
UDL is a framework for designing a curriculum to be broadly accessible to ALL students. (See UDL for Learning Guidelines + Computer Science/Computational Thinking in the resources)
This micro-credential collection provides earners with the opportunity to document their knowledge and skills in teaching computer science to students in grades K-6. The resources offer support understanding.
Earners are encouraged to participate in additional learning opportunities if more extensive learning is needed. Other 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. In addition, 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.
All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF.
This task requires an analysis of both computer science content standards and the CSTA Standards for Computer Science Teachers. Google Docs Template: https://bit.ly/39xS8TJ
This lesson plan shows the planned instruction of your computer science focus standard.
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.
Evaluate how effective your activities were at promoting student learning of the standards. Use specific examples from the artifacts you submitted in the Implement activity.
Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and the proficiency scale, found here. Proficiency scale: https://bit.ly/3HrVvrn
The checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential. Checklist: https://bit.ly/3HobV4a
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3HrVvrn. 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 – The teacher demonstrates accurate and complete knowledge of the content and skills of the standard being taught. CSTA 4a
Inform instruction through assessment – 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. CSTA 4g
Supporting Standards – The teacher identifies and explains the connection of supporting computer science standards to the standard being taught in their lesson.
Vertical alignment – The teacher explains the relationship of the standard in the scope and sequence of computer science standards directly above and below chosen grade band. CSTA 4b
Examine issues of equity in computer science – 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. CSTA 2a
This lesson from Common Sense Media will help your students learn about the rights and responsibilities they have when it comes to the images they create and use.
This research looked into the physical objects of a classroom and how they can foster or deter girls from wanting to join the CS class.
Pew Internet Research Analyst Kathryn Zickuhr discussed differences in how different demographic groups use technology. Comparing age, race, educational level, as well as technology growth over time. This would be a great resource to help students draw conclusions on equity and access to technology and the growth of household technology over the years.
A blog post that includes information on every related topic to copyright, fair use, and creative commons. Includes resources for teachers and students.
This chapter from the K-12 Computer Science Framework focuses on Equity in CS Education. It discusses topics such as lack of access, underrepresentation, effects on postsecondary and industry. It also includes practical approaches that educators can use to increase equity in CS.
This webpage is full of data on the digital divide. It includes great visuals for students and teachers to see the inequitable access to technology.
Collection of articles and blogs pertaining to copyright and how to teach it in your classroom.
This easy-to-read research looks into the access and barriers to CS Education. It provides visuals and real data from students, parents, teachers, and administrators on their access and viewpoints of CS.
Lesson from Copyright and Creativity that focuses on giving students a basic understanding of copyright and fair use.
This article looks into the decline of women in the CS field and the possible reasoning behind it. Teachers could use this to increase their background knowledge or read it with students to open up discussions of gender equality in CS.
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