For example, students could create an app to solve a community problem that connects to an online database through an application programming interface (API).Īt all levels, students should be able to use well-defined abstractions that hide complexity. Eventually, as students encounter complex real-world problems that span multiple disciplines or social systems, they should decompose complex problems into manageable subproblems that could potentially be solved with programs or procedures that already exist. Students can also break down a program into subgoals: getting input from the user, processing the data, and displaying the result to the user. For example, young students may think of an animation as multiple scenes and thus create each scene independently. As students progress, they should decompose larger problems into manageable smaller problems. For example, in a visual programming environment, students could break down (or decompose) the steps needed to draw a shape. In the early grade levels, students should focus on breaking down simple problems. For example, they can ask for the opinions of quieter team members, minimize interruptions by more talkative members, and give individuals credit for their ideas and their work.Īt any grade level, students should be able to break problems down into their component parts. They should use multiple strategies to make team dynamics more productive. Older students should strive to improve team efficiency and effectiveness by regularly evaluating group dynamics. As they progress, students should use methods for giving all group members a chance to participate. For example, when they disagree, they should ask others to explain their reasoning and work together to make respectful, mutual decisions. They should express their ideas with logical reasoning and find ways to reconcile differences cooperatively. Eventually, students should become more sophisticated at applying strategies for mutual encouragement and support. For example, with teacher support, students should begin to give each team member opportunities to contribute and to work with each other as co-learners. Early on, they should learn strategies for working with team members who possess varying individual strengths.
For example, they can test an app and recommend to its designers that it respond to verbal commands to accommodate users who are blind or have physical disabilities.Īt any grade level, students should work collaboratively with others.
Students should also begin to identify potential bias during the design process to maximize accessibility in product design. At the higher grades, students should become aware of professionally accepted accessibility standards and should be able to evaluate computational artifacts for accessibility. For example, they may notice that allowing an end user to change font sizes and colors will make an interface usable for people with low vision. Students should be able to evaluate the accessibility of a product to a broad group of end users, such as people with various disabilities. As students progress, they should consider the preferences of people who might use their products. For example, young learners, with teacher guidance, might compare a touchpad and a mouse to examine differences in usability. At any level, students should recognize that users of technology have different needs and preferences and that not everyone chooses to use, or is able to use, the same technology products.
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