Digital Literacy and Computer Science (DLCS) …

1 2016 Massachusetts Digital Literacy and Computer Science ( dlcs ). curriculum framework june 2016. Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906. Phone 781-338-3000 TTY: Relay 800-439-2370. This document was prepared by the Massachusetts Department of Elementary and Secondary Education Mitchell D. Chester, Commissioner Board of Elementary and Secondary Education Members Mr. Paul Sagan, Chair, Cambridge Mr. James Morton, Vice Chair, Boston Ms. Katherine Craven, Brookline Dr. Edward Doherty, Hyde Park Dr. Roland Fryer, Cambridge Ms. Margaret McKenna, Boston Mr. Michael Moriarty, Holyoke Dr. Pendred Noyce, Boston Mr. James Peyser, Secretary of Education, Milton Ms. Mary Ann Stewart, Lexington Mr. Donald Willyard, Chair, Student Advisory Council, Revere Mitchell D. Chester, , Commissioner and Secretary to the Board The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public.

2 We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual orientation. Inquiries regarding the Department's compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148-4906. Phone: 781-338-6105. 2016 Massachusetts Department of Elementary and Secondary Education Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the Massachusetts Department of Elementary and Secondary Education.. This document printed on recycled paper Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906. Phone 781-338-3000 TTY: Relay 800-439-2370. Table of Contents Commissioner's Foreword .. i ii Digital Literacy and Computer Science Education for All Students ..1. Guiding Principles for Effective Digital Literacy and Computer Science Education ..3.

3 Digital Literacy and Computer Science ( dlcs ) Overview ..7. Description of Description of Practices ..11. dlcs Kindergarten to Grade Grades 3 to 5 ..19. Grades 6 to 8 ..24. Grades 9 to 12 ..30. Glossary ..36. Commissioner's Foreword Dear Colleagues, In the last decade, changes in technology, communication, and the information life cycle have contributed to significant changes in our world. Increasingly, people are becoming technology creators as well as technology users. Meaningful participation in modern society requires fluency in the uses of, impact of, and ability to manipulate technology for living, learning, and working. Given this context, knowledge and skills included in the Digital Literacy and Computer Science ( dlcs ) standards are essential for all students. Student of all backgrounds should be prepared for personal and civic efficacy in the twenty-first century and should have the opportunity to consider innovative and creative technology-based careers of the future. I am pleased to present to you the 2016 Massachusetts Digital Literacy and Computer Science ( dlcs ) curriculum framework .

4 The standards presented here: Address core concepts in four key domains: Computing and Society, Digital Tools and Collaboration, Computing Systems, and Computational Thinking. Integrate practices necessary to successfully act in a technological world. Present coherent progressions of core concepts and practices from grades K to 12. Complement other Massachusetts curriculum Frameworks. The dlcs framework is a significant step forward from the state's prior Instructional Technology and 2008 Technological Literacy standards. The dlcs framework incorporates and updates expectations for Technological Literacy , reframes those as Digital Literacy , and adds expectations for Computer Science , which is now such a critical aspect of our daily lives. I would like to thank all of the individuals and groups that provided input, reviewed comments, and suggested edits to the standards. I believe that the ability to effectively use and manipulate technology to solve complex problems is the new Literacy skill of the twenty-first century.

5 The dlcs framework provides guidance and resources intended to help educators and professionals prepare students across the Commonwealth for such success. Sincerely, Mitchell D. Chester, Commissioner of Elementary and Secondary Education 2016 Massachusetts Digital Literacy and Computer Science curriculum framework i Acknowledgments The 2016 Massachusetts Digital Literacy and Computer Science ( dlcs ) curriculum framework is the result of the contributions of many educators and professionals across the state. The Department of Elementary and Secondary Education wishes to thank all of the Massachusetts groups that contributed to the development of these standards and all of the individual teachers, administrators, professionals, faculty, and parents who took the time to provide thoughtful comments during the public comment periods. The Department collaborated with the Massachusetts Computing Attainment Network (MassCAN), an alliance of organizations supporting Computer Science in school, and Massachusetts Computer Using Educators (MassCUE), the state's professional organizations for technology educators.

6 A review panel, representing diverse perspectives relevant to both Digital Literacy and Computer Science , was essential in guiding this work. Review Panel Members Robert Ackerman Principal, Lane School, Bedford W. Richard Adrion Professor of Computer Science , University of Massachusetts Amherst Kris Aho Technology/Engineering Teacher, Collins Middle School, Salem Delcie Bean President, Paragus Strategic IT, Springfield Ayora Berry Global Schools Manager, PTC Inc., Needham David Birnbach School Committee Member, Andover Executive Director of the Boston-Area Advanced Technological Deborah Boisvert Education Connections (BATEC), University of Massachusetts Boston Principal, George Brackett Associates; Co-founder of the Codman George Bracket Academy Charter Public School, Boston Shelley Chamberlain Executive Director of MassCUE, Waltham Mark Check Museum of Science , Boston Coordinator - C&I Technology and Education Technology, Kim Cochrane Framingham State University Sandra Cole Principal Systems Engineering, MITRE Corporation, Bedford Benjamin Davison Quantitative User Experience Researcher, Google, Inc.

7 , Cambridge Lauren Dietz Instructional Technology Specialist, Newton Public Schools David Digiammerino Technology Teacher, Millis Public School Jennifer Dimmick Library Teacher, Newton South High School Katheryn Fisler Professor of Computer Science , Worcester Polytechnic Institute Carla Fitzgerald Social Studies Teacher, Marshal Middle School, Billerica Robert Ford Director of Technology, Lincoln Public Schools, Lincoln Rayna Freedman Teacher/ITS, Jordan and Jackson Elementary, Mansfield ii 2016 Massachusetts Digital Literacy and Computer Science curriculum framework Jen Goree Software Portfolio and Project Manager, The Concord Consortium Wendy Haskell Director of Technology and Library/Media, Falmouth Public Schools Senior Program Director, Educational Technology, Boston Public Diane Hauser Schools John Heffernan Technology Teacher, Williamsburg School, Williamsburg Business Teacher, Montachusett Regional Vocational Technical Linda Herbison School, Fitchburg Sue Howard Instructional Technology Specialist, Concord Public Schools Software Developer, Ab Initio; AP Computer Science Teacher, Eric Jewart Cambridge Rindge & Latin High School Research Scientist, Center for Educational Computing Initiatives, MIT, Kimberle Koile Cambridge Nancy Lanza-Welsh Computer Teacher, Richardson Middle School, Dracut Jeffery LeBoeuf Teacher, Worcester Technical High School Michael Looney curriculum Chair, Technology Department, Mashpee High School Fred Martin Associate Professor, University of Massachusetts Lowell Chad McGowan Teacher, Ashland High School Hamed Nilforoshan CEO AlNoor Games.

8 Student, Wellesley High School Jessica Parson Jarboe Mathematics and Computer Science Teacher, Milton High School Computer Science Teacher, STEM Coordinator, Winchester Public David Petty Schools Alec Resnick Director, Sprout & STEAM Academy Director of Education and Outreach, Broad Institute of MIT and Vivian Siegel Harvard, Cambridge Computer Science Faculty and Department Chair, MassBay Susanne Steizer-Escobar Community College, Wellesley Peter Wong Director of University Relations, Museum of Science , Boston Department of Elementary and Secondary Education (ESE) and Education Development Center (EDC; MassCAN) Staff Marilyn Decker Director, Science , Technology/Engineering and Mathematics, ESE. Anne DeMallie Computer Science and STEM Integration Specialist, ESE. Jake Foster Director, Science , Technology/Engineering and Mathematics, ESE. Ken Klau Director, Digital Learning, ESE. Andrea Cote Coordinator of Professional Learning Services and Accessibility, ESE. Principal Investigator Focusing on Strategic Initiatives in STEM.

9 Joyce Malyn-Smith Workforce & Human Development, EDC. 2016 Massachusetts Digital Literacy and Computer Science curriculum framework iii Kelly Powers Project Director, MassCAN, EDC. Jim Stanton Executive Director, MassCAN, EDC. Organizations and Key Documents Referenced CSTA K-12 Computer Science Standards, 2011: Massachusetts Technology Literacy Standards, April 2008. Standards for the 21st Century Learner, October 2007: ISTE Standards, 2007: Computing at School, 2013: College Board's Computer Science Principles: https://secure- iv 2016 Massachusetts Digital Literacy and Computer Science curriculum framework Digital Literacy and Computer Science ( dlcs ) Education for All Students Vision Digital Literacy and Computer Science ( dlcs ) knowledge, reasoning, and skills are essential both to prepare students for personal and civic efficacy in the twenty-first century and to prepare and inspire a much larger and more diverse number of students to pursue the innovative and creative careers of the future.

10 The abilities to effectively use and create technology to solve complex problems are the new and essential Literacy skills of the twenty-first century. Digital Literacy and Computer Science standards in this framework articulate critical learning outcomes for Kindergarten through Grade 12 to help prepare students for success in world. The standards represent the core elements of Digital Literacy and Computer Science and are intended to drive coherent, rigorous instruction which results in the mastery and application of Digital Literacy and Computer Science knowledge, reasoning, and skills. Key Features 1. The dlcs standards include core concepts in four strands: Computing and Society, Digital Tools and Collaboration, Computing Systems, and Computational Thinking. 2. The dlcs standards articulate practices necessary for success. The practices cultivate the internalization of dispositions that skillful people in Digital Literacy and Computer Science apply in reasoning, creation, and problem solving.