Download 2011 Technology Preview



A set of objectives or student learning outcomes for a
course or a set of courses.
Specifies the set of concepts and skills that the student
must learn i.e. what will be taught
Teaching strategies that will be used to communicate
the concepts to the students and ensure their mastery
i.e. how the concepts will be taught
The ACM curriculum for K-12 Computer Science


A curriculum framework that identified the primary
concepts that must be taught in K-12
A bi-level structure consisting of
1. A set of concepts to be interwoven in all subject areas in K-8
2. A set of three formal high school courses focusing exclusively on
computer science




Exploring Computer Science
Gaming
Media Computation
Storytelling with Alice




Appropriate for K10-12.
Develops high-level computing skills.
Real world, socially relevant, interdisciplinary,
and creative applications.
Provides teachers with:
◦
◦
◦
◦
Instructional curriculum material and teacher’s guide.
Professional development.
A coaching program.
Becoming a part of a learning community.
1.
2.
3.
4.
5.
6.
Human computer Interaction
Problem Solving
Web Design
Programming
Computing and Data Analysis
Robotics
The student will be able to:







Analyze the characteristics of Hardware components to
determine the applications for which they can be used.
Use appropriate tools and methods to execute internet
searches which yield requested data.
Evaluate results of web searches and the reliability of
information found on the internet.
Explain the differences between tasks that can and cannot
be accomplished with a computer.
Analyze the effects of computing on society within
economic, social, and cultural contexts.
Communicate legal and ethical concerns raised by
computing innovation.
Explain the implications of communication as data
exchange..
The student will be able to:









Name and explain the steps used in solving a problem
Solve a problem by applying appropriate problem-solving
techniques
Express a solution using standard design tools
Determine if a given algorithm successfully solves a stated
problem
Create algorithms that meet specified objectives
Explain the connections between binary numbers and computers.
Summarize the behavior of an algorithm
Compare the tradeoffs between different algorithms for solving
the same problem
Explain the characteristics of problems that cannot be solved by
an algorithm
The student will be able to:





Create web pages to address specified objectives
Create web pages with a practical, personal,
and/or societal purpose.
Select appropriate techniques when creating web
pages.
Use abstraction to separate style from content in
web page design and development.
Describe the use of a website with appropriate
documentation.
The student will be able to:







Use appropriate algorithm to solve a problem.
Design, code, test, and execute a program that
corresponds to a set of specifications.
Select appropriate programming structures.
Locate and correct errors in a program.
Explain how a particular program functions.
Justify the correctness of a program.
Create programs with practical, personal, and/or
societal intent.
The student will be able to:





Describe the features of appropriate data sets for specific
problems.
Apply a variety of analysis techniques to large data sets.
Use computers to find patterns in data and test
hypotheses about data.
Compare different analysis techniques and discuss the
tradeoffs among them.
Justify conclusions drawn from data analysis.
The student will be able to:





Identify the criteria that describe a robot and determine if
something is a robot
Match the actions of the robot to the corresponding parts
of the program
Build, code, and test a robot that solves a stated problem
Explain ways in which different hardware designs affect
the functions of a machine.
Describe the tradeoffs among multiple ways to program a
robot to achieve a goal.




Building upon students’ fascination with computer gaming to create
engaging environments for computer science concepts.
Teaching and learning of fundamental concepts can be embedded in
hands-on problem-solving and design activities focused on
designing and building a game.
A more thorough understanding of the algorithms, data structures,
and other topics in computer science could be achieved while
students are engaged in active learning.
Game Maker software provides an environment that is intuitive and
easy to use that introduces students to programming using an
objects-first approach. It allows developing games without previous
programming background; including a “drag-and-drop” interface
that is used to define objects and their actions.



Writing programs that manipulate pixels and
samples to create images, sounds, and animations
Media computation materials have now been
developed for use with Python, Alice, and Java, and
for introductory computing and data structures
classes.
Classes using Media Computations address the
same concepts as more traditional versions, but
using media as the focus





Used as the basis for the creation of innovative
curriculum for teaching introductory computing
courses.
The context of animation is used to excite students
about the possibilities of computing.
Students author their own 3-D animated movies
and design and build their own 3-D interactive
games as they learn to program.
Allows students to create programs using “dragand-drop” editor.
“Alice” software allows students to test their
algorithms visually.




Exploring Computer Science:
http://csta.acm.org/curriculum/sub/ExploringCS.h
tml
Game Maker:
http://www.yoyogames.com/
Media Computation:
http:// www.mediacomputation.org
Alice:
http://www.alice.org