C-1.1 I show and explain the plan I followed, the information I gathered, or the work I created.
(examples: text, images, sound, multimedia presentations, email, tables, spreadsheets, animation, web pages...)
sa1.1 logs on and off ICT devices
sa1.2 opens applications and files (examples: using Start menu, My Computer, desktop icons...)
sa1.5 navigates within an application (examples: using icons, menus, keyboard shortcuts...)
sa2.2 manages electronic files and folders
sb1.2 recognizes and presses keys on the keyboard (examples: uses one finger, uses both hands, hunts and pecks, uses correct hand position while watching the screen, demonstrates speed and accuracy...)
sb2.1 selects and uses peripherals to find / record / manipulate / save / print / display information (examples: microphones, digital cameras, video cameras, electronic whiteboards, digital microscopes, joysticks, touch screens, storage devices, compact flash memory, data projectors, TVs, printers...)
C-2.1 I discuss my work with others at a distance by using electronic communication tools.
(examples: email, Internet, threaded discussions, videoconferences, chats, instant messages, camera phones, blogs, podcasts, online whiteboards...)
sa1.11 sends and receives text messages and electronic files using rules of etiquette (examples: not typing in all capital letters, filling in subject line…)
C-3.1 I communicate with a wide audience and collect feedback to improve my work.
John Evans on 27 Feb 18"For better or worse, computing is pervasive, changing how and where people work, collaborate, communicate, shop, eat, travel, learn and quite simply, live. From the arts to sciences and politics, no field has been untouched. The last decade has also seen the rise of disciplines generically described as "computational X," where "X" stands for any one of a large range of fields from physics to journalism. Here's what Google autocomplete shows when you type "computational." (You can try it for yourself!) But the big question is: Does current K-12 education equip every student with the requisite skills to become innovators and problem-solvers, or even informed citizens, to succeed in this world with pervasive computing? Since the turn of this century, the "4C's of 21st century" skills-critical thinking, creativity, collaboration and communication-have seen growing recognition as essential ingredients of school curricula. This shift has prompted an uptake in pedagogies and frameworks such as project-based learning, inquiry learning, and deeper learning across all levels of K-12 that emphasize higher order thinking over rote learning. I argue that we need computational thinking (CT) to be another core skill-or the "5th C" of 21st century skills-that is taught to all students."
