Current through February 27, 2024
By the beginning of high school, pupils must know and be able
to do everything required in the previous grades for computer education and
technology, including, without limitation, computer science and computational
thinking, offered in public schools. Instruction in high school in computer
education and technology, including, without limitation, computer science and
computational thinking, must be designed so that pupils meet the following
performance standards by the completion of high school:
1. For the areas of creativity and
innovation, demonstrate creative thinking, build knowledge and develop
innovative products and processes using technology, as demonstrated by the
ability of the pupil to:
(a) Independently or
in collaboration with other pupils, apply prior and newly acquired knowledge to
develop new ideas, products or processes using digital tools;
(b) Create an original work using digital
tools, including, without limitation, tools for planning, researching, editing
and producing the original work;
(c) Develop digital models or simulations to
answer questions or solve problems; and
(d) Use technology to conduct research,
conduct experiments and report data from the experiments to determine trends
and possibilities and use evidence to make and justify predictions.
2. For the areas of communication
and collaboration, use digital media and environments to communicate and work
in collaboration with other pupils, including pupils outside of the classroom,
to support the learning of the pupil and the learning of other pupils, as
demonstrated by the ability of the pupil to:
(a) Collaborate electronically with other
pupils, persons and experts to create and publish digital products for real
audiences;
(b) Create digital text,
images, sound and video for use in a communication;
(c) Critique the appropriateness of digital
formats for specific audiences and purposes;
(d) Interact electronically with groups of
persons who are culturally diverse for specific purposes;
(e) Contribute electronically to a group
project that identifies a problem, present solutions to the problem and
evaluate those solutions; and
(f)
Choose and justify a method of electronically interacting with other persons
for a specific goal or purpose.
3. For the area of fluency of research and
information, gather, evaluate and use information, as demonstrated by the
ability of the pupil to:
(a) Use digital tools
to plan, organize and critique research-based inquiries;
(b) For a research project, use digital tools
to plan a timeline, track the progress of the project and cite the sources the
pupil used for the project;
(c) Use
techniques of advanced searches to locate, access, synthesize and evaluate
information in multiple sources to create an original product for a real
audience;
(d) Use digital tools to
organize and compare information with main ideas and supporting
documents;
(e) Use digital
resources to assemble and evaluate facts, opinions and points of view that are
appropriate for a specific task;
(f) Evaluate how other pupils use resources
that are appropriate for a specific task;
(g) Use multiple digital tools to analyze
data and critique theories and hypotheses; and
(h) Evaluate digital formats for reporting
results to a variety of audiences and justify the use of those
formats.
4. For the
areas of critical thinking, problem solving and decision making, use critical
thinking skills to plan and conduct research, manage projects, solve problems
and make informed decisions using the digital tools and resources that are
appropriate for the specific task, as demonstrated by the ability of the pupil
to:
(a) Identify a complex issue, develop a
systematic plan for the investigation of the issue and present innovative
solutions to the issue;
(b) Analyze
the capabilities and limitations of different digital planning tools for
developing solutions or completing a project;
(c) Choose and apply digital tools to
collect, organize and analyze data to evaluate theories or test hypotheses;
and
(d) Use multiple processes to
consider diverse perspectives on a problem that arises in an everyday
situation, use digital resources to derive original solutions to the problem
and assess the potential of those resources to address the social, lifelong
learning and career needs.
5. For the area of the appropriate use of
technology, understand human, cultural and societal issues relating to
technology and practice legal and ethical behaviors when using technology, as
demonstrated by the ability of the pupil to:
(a) Articulate the concepts and issues
concerning intellectual and digital property rights;
(b) Compare the similarities and differences
between the acceptable use of technological resources at school and in the work
environment;
(c) Extrapolate how
technology will affect the ability of the pupil to collaborate, learn and
produce in postsecondary education and in a career;
(d) Analyze the capabilities and limitations
of current and emerging technologies and assess the potential of those
technologies to address personal, societal, lifelong learning and career needs;
and
(e) Model appropriate behaviors
in the use of technology while leading a group of pupils through a
collaborative project using current and emerging technologies.
6. For the areas of technological
operations and concepts, demonstrate an understanding of technological
concepts, systems and operations, as demonstrated by the ability of the pupil
to:
(a) Describe the components of
technological systems and how those components interact;
(b) Critique the selection of digital tools
based on the efficiency and effectiveness of those tools;
(c) Analyze and troubleshoot common hardware
and software issues to optimize learning and productivity; and
(d) Analyze the capabilities and limitations
of current and emerging technologies based on the potential of those
technologies to address personal learning, career needs and societal
issues.
7. For the areas
of algorithms and programming, demonstrate an understanding of algorithms,
program development, variables, control and modularity, as demonstrated by the
ability of the pupil to:
(a) Create a
prototype that uses algorithms to solve computational problems by leveraging
the existing knowledge and personal interests of the pupil;
(b) Systematically design and develop a
program for a broad audience by incorporating feedback from persons who use the
program;
(c) Evaluate licenses that
limit or restrict the use of a computational artifact when using resources,
including, without limitation, libraries;
(d) Evaluate and refine a computational
artifact to make the computational artifact more usable by all persons and
accessible to persons with disabilities;
(e) Design and develop a computational
artifact while working in a team role using collaborative tools;
(f) Document decisions made in the
development of a complex program using text, graphics, presentations or
demonstrations;
(g) Demonstrate the
use of both linked lists and arrays to simplify a solution by generalizing
computational problems rather than repeatedly using simple variables;
(h) Justify the selection of a specific
control structure given the trade-offs involving implementation, readability
and program performance inherent in the use of the control structure and
explain the benefits and drawbacks of the selection;
(i) Design and iteratively develop, by using
events to initiate instructions, a computational artifact for practical intent,
personal expression or to address a societal issue;
(j) Decompose a problem into smaller
components through systematic analysis, using constructs, including, without
limitation, procedures, modules or objects; and
(k) Create a computational artifact by using
procedures within a program, combinations of data and procedures or independent
but interrelated programs.
8. For the area of computing systems,
demonstrate an understanding of hardware, software, devices and
troubleshooting, as demonstrated by the ability of the pupil to:
(a) Compare levels of abstraction and
interactions between application software, system software and hardware
layers;
(b) Explain how abstraction
hides the underlying implementation details of computing systems embedded in
everyday objects; and
(c) Develop
guidelines that convey systematic troubleshooting strategies that other persons
can use to identify and fix errors.
9. For the areas of data and analysis,
demonstrate an understanding of storage, collection, visualization,
transformation, inference and models, as demonstrated by the ability of the
pupil to:
(a) Translate between different
representations that use bits to represent real-world phenomena, including,
without limitation, characters, numbers and images;
(b) Evaluate the trade-offs in how data
elements are organized and where data is stored;
(c) Create an interactive data visualization
or alternative representation using software tools to help others better
understand real-world phenomena; and
(d) Create a computational model that
represents the relationships among different elements of data collected from a
phenomenon, process or model.
10. For the area of the impacts of computing,
demonstrate an understanding of culture, social interactions, safety, law and
ethics, as demonstrated by the ability of the pupil to:
(a) Evaluate the ways computing impacts
personal, ethical, social, economic and cultural practices;
(b) Test and refine a computational artifact
to reduce bias and address problems that result in inequitable access to the
computational artifact;
(c)
Demonstrate the ways a given algorithm applies to multiple problems across
disciplines;
(d) Explain the
potential impacts of artificial intelligence on society;
(e) Use tools and methods for collaboration
on a project to increase the connectivity of persons across different cultures
and career fields;
(f) Explain the
beneficial and harmful effects that intellectual property laws can have on
innovation;
(g) Explain the privacy
concerns related to the collection and generation of data through automated
processes that may not be evident to the users of technology; and
(h) Evaluate the social and economic
implications of privacy in the context of safety, law or ethics.
11. For the areas of networks and
the Internet, demonstrate an understanding of cybersecurity, networking,
communication and organization, as demonstrated by the ability of the pupil to:
(a) Give examples that illustrate how
sensitive data can be affected by malware and other attacks;
(b) Recommend security measures to address
various scenarios based on factors such as efficiency, feasibility and ethical
impacts;
(c) Compare various
security measures, considering trade-offs between the usability and security of
a computing system;
(d) Explain
trade-offs when selecting and implementing cybersecurity recommendations;
and
(e) Evaluate the scalability
and reliability of networks by describing the relationship between routers,
switches, servers, topology and addressing.
Added to NAC by Bd. of
Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010; A by
R041-18AP,
eff. 6/26/2018
NRS
385.080,
385.114,
389.021,
389.520
