Current through February 27, 2024
By the beginning of the eighth grade, 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 sixth grade,
seventh grade and eighth grade 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 the eighth grade:
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 apply prior knowledge to
develop new ideas, products or processes using digital tools;
(b) Create an original work in a digital
format to demonstrate personal or group expression;
(c) Use digital models and simulations to
answer questions or solve problems; and
(d) Use technology to track trends, predict
possibilities, and make and justify predictions using evidence, experiments and
collaboration.
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 with other pupils to
create and publish digital products for real audiences in a variety of digital
environments;
(b) Communicate
information and ideas using digital text, images, sounds and video;
(c) Create digital products in formats that
are appropriate for specific audiences and purposes;
(d) Use digital resources to communicate with
other pupils and persons from a variety of cultures and places;
(e) Contribute to a group project to produce
original works or solve problems; and
(f) Choose a method of interacting
electronically 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 and organize a research-based inquiry;
(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 for advanced searches to locate, access, synthesize and evaluate
information in multiple sources to create an original product;
(d) Use digital tools to organize information
with main ideas and supporting documents;
(e) Evaluate and compare facts and opinions
in different sources of digital content and describe the point of view of the
content;
(f) Choose and justify the
use of appropriate digital resources to accomplish a variety of
tasks;
(g) Use multiple digital
tools to collect and process data to test theories and hypotheses; and (h) Use
a variety of formats to report results and evaluate the strengths and
weaknesses 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) Use digital resources to identify a
problem that arises in an everyday situation and develop questions that will
guide the pupil in the investigation of the problem;
(b) Choose the appropriate digital planning
tools for a project and use those tools to complete the project;
(c) Use data, examine patterns and use
digital tools to research a problem that arises in an everyday situation and
present a solution to the problem; and
(d) Use multiple processes to explore
alternative solutions to and diverse perspectives on problems that arise in
everyday situations and use digital tools to present a solution to the
problems.
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) Model legal and ethical behaviors while
using information and technology, including, without limitation, properly
selecting, acquiring and citing a resource;
(b) Develop an argument for using
technological resources in a safe, legal and responsible manner;
(c) Explain the value of current and emerging
technologies to persons, society and the world;
(d) Assess the potential of current and
emerging technologies to address personal, societal, lifelong learning and
career needs; and
(e) Describe
principles of leadership and ways to use current and emerging technologies in a
responsible manner to foster leadership skills.
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) Explain the uses for and advantages of
technological systems;
(b)
Demonstrate keyboarding skills by completing a variety of assignments in a
timely manner;
(c) Choose and
justify the use of digital tools and resources to accomplish a variety of
tasks;
(d) Develop and apply
strategies for solving common hardware and software problems; and
(e) Apply prior knowledge of technology to a
current or emerging technology to answer a question that arises in everyday
situations.
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) Use a flowchart or pseudocode to address
a complex problem as an algorithm;
(b) Design a meaningful solution for an end
user which incorporates data gathered from collaboration by team members with
the end user;
(c) Incorporate
existing code, media and libraries into an original program and give proper
attribution;
(d) Systematically
test and refine a program using a range of test cases;
(e) Distribute tasks and maintain a project
timeline when collaboratively developing a computational artifact;
(f) Document a program to make the program
easier to follow, test and debug by others;
(g) Create clearly named variables that
represent different types of data and perform operations on the values of such
variables;
(h) Design and
iteratively develop a program that combines control structures, including,
without limitation, nested loops and compound conditionals;
(i) Decompose a problem into subproblems, and
a subproblem into parts, to facilitate the design, implementation and review of
a program; and
(j) Create a
procedure with parameters to organize code and make code easier to
reuse.
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) Design and evaluate a project that
combines hardware and software components to collect and exchange
data;
(b) Recommend improvements to
the design of a computing device based on an analysis of how users interact
with the device, noting that advantages may have disadvantages and unintended
consequences; and
(c)
Systematically identify and fix problems with a computing device and its
components.
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) Model an encoding scheme used by a
software tool to convert data, stored as bits, into a form that is more easily
understood;
(b) Collect data using
a computational tool and transform the data to make the data more meaningful
and useful; and
(c) Refine a
computational model based on the reliability and validity of the data generated
by the computational 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) Compare the tradeoffs associated with a
computing technology that affects the everyday activities and career options of
persons;
(b) Discuss and evaluate
issues of bias and accessibility in the design of an existing
technology;
(c) Collaborate with
many contributors when creating a computational artifact through the use of
strategies, including, without limitation, crowdsourcing or surveys;
(d) Identify the risks associated with
sharing information digitally; and
(e) Evaluate how legal and ethical issues
shape computing practices.
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) Explain how physical and digital security
measures protect electronic information;
(b) Apply multiple methods of encryption to
model the secure transmission of information; and
(c) Compare and contrast modeled protocols
used in transmitting data across networks and the Internet.
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
