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As a result of comparing essential and nonessential questions and studying the additional examples, you should now have an idea of what makes a question "essential." Here are seven defining characteristics.

"Despite a growing effort to implement computational thinking (CT) skills in primary schools, little research is reported about what CT skills to teach at what age. Therefore, the research questions that guide this study read: (1) How is age related to students' success in computational thinking tasks? (2) How are computational thinking tasks perceived by students? (3) How do students' experience learning with respect to computational thinking? 200 primary school students between the age of 6 and 12 participated in this study. These students got introduced to two CT subjects: abstraction and decomposition. We found that age seems to be related with these concepts, with an interaction effect for gender in the abstraction task. No differences found between young and older students in the constructs perceived difficulty, cognitive load, and flow indicate that young primary school students can engage in learning these CT skills."

We've trained a large-scale unsupervised language model which generates coherent paragraphs of text, achieves state-of-the-art performance on many language modeling benchmarks, and performs rudimentary reading comprehension, machine translation, question answering, and summarization-all without task-specific training.

A qualitative study across Europe. It only takes witnessing a few interactions within modern western families to realize how much the experience of childhood has changed. The change comes from different winds blowing on today's families' time but certainly, the use of digital technologies peaks out and its impacts on childhood, education, learning and safety has been at question over the last years.

There's a well-known thought experiment in the world of artificial intelligence that poses a simple, but potentially very scary, question: what if we asked a super-intelligent AI to make paperclips? This may not sound terrifying at first, but as Oxford philosopher Nick Bostrom (who first described the parable) explains, it all depends on how well we've trained the AI. If we've given it common sense, it might ask us: "How many paperclips do you want?" If it doesn't know to ask, it might just make paperclips forever. And, if it's a super-intelligent AI that we've accidentally forgotten to program with any human ethics or values, it might decide that the most efficient way to make paperclips is to wipe out humanity and terraform the planet into one giant paperclip-making factory.

The ISTE Standards for Students booklet is your guide to ISTE's leading-edge standards that empower learners who live, work and play in a technology-infused world. These standards amplify learning and empower student voice, preparing today's learners for the new literacies they face. The Student Standards are presented amid content that defines and characterizes them, and answers the important question: What do the Student Standards look like in practice?