Big Ideas
Big Ideas
User needs and interests drive the design process.
Social, ethical, and sustainability issues are influenced by design.
Complex tasks require different technologies and tools at different stages.
Content
Learning Standards
Content
design opportunities
computer hardware
for example, central processing unit (CPU), random-access memory (RAM), read-only memory (ROM), cache, hard drive, solid-state drive (SSD), motherboard, power supply, video card, sound card, printer, monitor, scanner, keyboard, mouse, speakers, flash memory, universal serial bus (USB) (2, 3, C), megahertz, megabytes, gigabytes
, peripherals, internal and external components, and standards
distinctions between software types
for example, systems software, utility software, application software
, cloud-based and desktop applications
intermediate features of business applications
software tools for communicating, presenting, organizing, and formatting data
, including word processing, spreadsheets, and presentations
operating system shortcuts
for example, cut, copy, paste, print, print window, print screen, screen refresh
and command line operations for example, establishing file structures, copying, deleting, moving files
preventive maintenance
for example, physical and cloud data backup solutions, digital security measures, software updates, patches
of hardware and software
computer security risks
for example, malware, Trojans, viruses, phishing scams, identity fraud, ransomware
hardware and software troubleshooting
identifying problem, establishing a theory of probable cause, testing theory to determine cause, taking action, testing and preventing, reporting
wired and wireless computer networking
for example, network cards, routers, switches, cables, modems, network types
evolution of digital technology
for example, introduction of mobile devices, smartphones, tablets, Internet of Things
and the impact on traditional models of computing
risks and rewards
for example, data collection, personal information, privacy concerns, remote hacking, information as a commodity, personal safety, convenience, functionality
associated with big data, multi-device connectivity, and the Internet of Things
principles of computational thinking
key components include decomposition, patterns and generalizations, abstraction, and algorithmic thinking
introductory computer programming concepts and constructs
classes, objects, data types, constants and variables, expressions and instructions, order of operations, precedence of arithmetic operators, assignment and relational operators, decision and looping structures, Boolean operators, comparison operators, arithmetic operators
planning and writing simple programs, including games
- using visual problem-solving models
- using variables, expressions, and assignment statements to store and manipulate numbers and text in a program
- using decision structure for two or more choices
- effectively using looping structures
- distinguishing between syntax, logic, and run-time errors
impacts of computers and technology on society
global communication, social media, e-commerce, mobile payment solutions, globalization, human interactions, digital divide, crowdfunding, technology and social change, technology in humanitarian work, technology to assist people with diverse abilities
ethical considerations
may include big data use, equality of access, copyright and fair use, gender issues and technology, cyberbullying, white hat/black hat hacking, hacking for social causes, e-waste, recycling, conflict mineral exploitation
of technology use, including cultural appropriation use of a cultural motif, theme, “voice”, image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and environmental sustainability e-waste, recycling and disposal, power consumption, renewable energy, server farms
digital literacy
curating a positive online portfolio, digital footprints/dossier, safe online information sharing, cyberbullying, online empathy, reporting online hate/bullying, support and resources, appropriate and professional ways to engage in online forums/communication spaces
and digital citizenship
impacts of technology use on personal health and wellness
for example, cyber addictions; ergonomic issues; and other risks and potential side-effects of overuse of digital tools, including games, gambling, and social media
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in a period of researchseeking knowledge from other people as experts, secondary sources, and collective pools of knowledge in communities and collaborative atmospheres both online and offlineand empathetic observationmay include experiences and people, including users, experts, and thought leaders
Defining
- Identify potential users, societal impacts, and other relevant contextual factors for a chosen design opportunity
- Identify criteria for success, intended impact, and any constraintslimiting factors such as task or user requirements, materials, expense, environmental impactor possible unintended impacts
Ideating
- Screen ideas against criteria and constraints
- Critically analyze and prioritize competing factorsincluding social, ethical, and sustainabilityto meet community needs for preferred futures
- Maintain an open mind about potentially viable ideas
Prototyping
- Identify and use sources of inspirationmay include personal experiences; exploration of First Peoples perspectives and knowledge; the natural environment and places, including the land and its natural resources and analogous settings; cultural influences; people, including users, experts, and thought leadersand information
- Choose a form for prototyping and develop a planfor example, pictorial drawings, sketches, flow chartsthat includes key stages and resources
- Prototype, making changes to tools, materials, and procedures as needed
- Record iterationsrepetitions of a process with the aim of approaching a desired resultof prototyping
Testing
- Identify sources of feedbackmay include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals
- Develop an appropriate testconsider conditions, number of trialsof the prototype
- Conduct the test, collect and compile data, evaluate data, and decide on changes
- Iterate the prototype or abandon the design idea
Making
- Identify and use appropriate tools, technologiestools that extend human capabilities, materials, and processes for production
- Make a step-by-step plan for production and carry it out, making changes as needed
Sharing
- Decide on how and with whom to sharemay include showing to others or use by others, giving away, or marketing and sellingproductfor example, a physical product, a process, a system, a service, or a designed environmentand processes
- Demonstrate the product to potential users, providing a rationale for the selected solution, modifications, and procedures
- Use appropriate terminology
- Critically reflect on their design thinking and processes, and identify new design goals
- Assess their ability to work effectively both as individuals and collaboratively in a group, including ability to share and maintain an efficient collaborative workspace
Applied Skills
Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify the skills needed in relation to specific projects, and develop and refine them
Applied Technologies
Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks
Evaluate impacts
personal, social, and environmental
, including unintended negative consequences, of choices made about technology use
Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies