Arizona K–6 technology standards

With teacher assistance, model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.

With teacher assistance, identify programs with sequences and simple loops, to express ideas or address a problem.

With teacher assistance, solve a problem by breaking it down into smaller parts.

With teacher assistance, develop plans that describe a program’s sequence of events, goals, and expected outcomes.

Programming is used as a tool to create products that reflect a wide range of interests, such as video games, interactive art projects,

and digital stories. Students could create a planning document, such as a story map, a storyboard, or a sequential graphic organizer,

With teacher assistance, using correct terminology, describe steps taken and choices made during program development.

With teacher assistance, model the way programs store and manipulate data by using numbers or other symbols to represent

With teacher guidance, select and operate an appropriate device to perform a task.

Use appropriate terminology in identifying and describing the function of common physical components of computing systems.

Discuss basic hardware and software problems.

With teacher guidance, collect and transform data using digital devices; Display data for communication in various visual formats.

Discuss patterns in data to make inferences or predictions.

Recognize that data can be collected and stored on different computing devices over time and retrieved later.

Discuss how people lived and worked before and after the implementation or adoption of new computing technology.

Work respectfully and responsibly with others online.

Keep login information private, and log off of devices appropriately.

Explain that a password helps protect the privacy of information.

With teacher guidance, students define computer networks and how they can be used to connect people to other people, places, information, and ideas.

Model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.

Identify programs with sequences and simple loops, to express ideas or address a problem.

Solve a problem by breaking it down into smaller parts.

With teacher assistance identify plans that describe a program’s sequence of events, goals, and expected outcomes.

Programming is used as a tool to create products that reflect a wide range of interests, such as video games, interactive art projects,

and digital stories. Students could create a planning document, such as a story map, a storyboard, or a sequential graphic organizer,

to illustrate what their end product will do. Students at this stage may complete the planning process with help from their teachers.

Model the way programs store and manipulate data by using numbers or other symbols to represent information.

With teacher guidance, select and operate appropriate devices and software to perform a task.

Use appropriate terminology in identifying and describing the function of common physical components of computing systems.

Identify basic hardware and software problems using accurate terminology.

Problems with computing systems have different causes. Students should be able to communicate a hardware or software problem

With teacher guidance, collect and transform data using digital devices; Display data for communication in various visual formats.

Identify patterns in data to make inferences or predictions.

Explain that a variety of data (e.g., music, video, images, and text) can be stored in and retrieved from a computing device.

Discuss how people live and work before and after the implementation or adoption of new computing technology.

Work respectfully and responsibly with others online.

Keep login information private, and log off devices appropriately.

Explain what passwords are and why we use them to protect personal information (e.g., name, location, phone number, home

With teacher guidance, students discuss how computer networks can be used to connect people to other people, places, information, and ideas.

Model daily processes by creating and following algorithms (sets of step-by-step instructions to complete tasks.

Develop programs with sequences and simple loops, to express ideas or address a problem.

Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

Programming is used as a tool to create products that reflect a wide range of interests, such as video games, interactive art projects,

and digital stories. Students could create a planning document, such as a story map, a storyboard, or a sequential graphic organizer,

to illustrate what an end product will do. Students at this stage may complete the planning process with help from their teachers. For

Model the way programs store and manipulate data by using numbers or other symbols to represent information.

Recognize that users have different needs and preferences for technology they used by selecting and operating appropriate

Understand how computing systems use both hardware (device) and software (program/app) to process information.

Explain basic hardware (device) and software (program/app) problems using accurate terminology.

Problems with computing systems have different causes. Students at this level do not need to understand those causes, but they

Collect and transform data using digital devices; Display data for communication in various visual formats.

Describe patterns in data to make inferences or predictions.

Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data.

Compare how people live and work before and after the implementation or adoption of new computing technology.

Work respectfully and responsibly with others online.

Keep login information private, and log off of devices appropriately.

Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized

Students can discuss how computer networks can be used to connect people to other people, places, information, and ideas.

Recognize and compare multiple algorithms for the same task and determine which are effective.

Create programs that include sequences, events, loops, and/or conditionals.

Decompose problems into smaller, manageable subproblems to facilitate the program development process.

With teacher guidance, use an iterative process to plan the development of a program by including others' perspectives and

Observe intellectual property rights and give appropriate attribution when creating or remixing programs.

Intellectual property rights can vary by country, but copyright laws give the creator of a work a set of rights that prevents others from

copying the work and using it in ways that the creator may not like. Students should identify if ideas were borrowed or adjusted, and

credit the original creator. Students should also consider common licenses that place limitations or restrictions on the use of

Create programs that use variables to store and modify data.

Identify how internal and external parts of computing devices function to form a system within a single device and hardware that

Recognize that hardware (devices) and software (programs/apps) communicate in a special language that the computing system

can understand.

Identify and use common troubleshooting strategies to solve simple hardware and software problems.

Select tools from a specified list to collect, organize, and present data visually to highlight relationships and support a claim.

Use a computational tool to draw conclusions, make predictions, and answer questions utilizing a specified data set.

Recognize different file extensions.

Identify computing technologies that have changed the world.

With teacher guidance, brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and

Seek opportunities for local collaboration to facilitate communication and innovation.

Use material that is publicly available and/or permissible to use.

Identify real-world cybersecurity problems and how personal information can be protected.

Model how information flows in a physical or wireless path to travel to be sent and received is sent and received through a physical or wireless path.

Compare and refine multiple algorithms for the same task and determine which is the most effective.

Create programs that include sequences, events, loops, and/or conditionals.

Decompose problems into smaller, manageable subproblems to facilitate the program development process.

Modify, remix, or incorporate portions of an existing program into one's own work to add more advanced features.

Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.

Observe intellectual property rights and give appropriate attribution when creating or remixing programs.

Intellectual property rights can vary by country but copyright laws give the creator of a work a set of rights that prevents others from

copying the work and using it in ways that the creator may not like. Students should identify instances of remixing, when ideas are

borrowed and iterated upon, and credit the original creator. Students should also consider common licenses that place limitations or

Create programs that use variables to store and modify data

With teacher guidance, model how internal and external parts of computing connect multiple devices in a computing system.

Recognize that bits serve as the basic unit of data in computing systems and can represent a variety of information.

Hardware and software communicate in binary digits commonly represented in 0s and 1s. Students discuss how bits are a unit of data.

Develop and apply simple troubleshooting strategies to solve simple hardware and software problems.

Select tools to collect, organize, and present data visually to highlight relationships and support a claim.

Use a computational tool to manipulate data to draw conclusions, make predictions, and answer questions.

Recognize different file extensions and the different amounts of storage required for each type.

Identify and discuss computing technologies that have changed the world.

Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

Seek opportunities for local and nationally collaboration to facilitate communication and innovation.

Use material that is publicly available and/or permissible to use.

Discuss real-world cybersecurity problems and how personal information can be protected.

Model how information is decomposed, transmitted as packets through multiple devices over networks and reassembled at the destination.

Compare, test, and refine multiple algorithms for the same task and determine which is the most effective.

Create programs that include sequences, events, loops, and conditionals.

Decompose problems into manageable subproblems to facilitate the program development process.

Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more

Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.

Planning is an important part of the iterative process of program development. Students outline key features, time and resource

map.

Practice(s): Fostering an Inclusive Computing Culture, Creating Computational Artifacts: 1.1, 5.1

Describe choices made during program development using code comments, presentations, and demonstrations.

Recognizing that the data type determines the values that can be stored and the operations that can be performed on the data.

Analyze and model how internal and external parts of computing devices communicate as a system.

Explain how computing devices affect humans in positive and negative ways.

Model how information is transformed into binary digits to be stored or processed.

Hardware and software communicate in binary digits commonly represented in 0s and 1s. Information is transformed into binary

Apply potential solutions and solve simple hardware and software problems using common troubleshooting strategies.

Select tools to collect, organize, manipulate, and present data visually through multiple representations to highlight relationships and support a claim.

Use data to propose cause-and-effect relationships, predict outcomes, or communicate an idea.

Discuss different file extensions and how they are stored and retrieved on a computing device.

Discuss computing technologies that have changed the world.

Design ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

Seek opportunities for local and global collaboration to facilitate communication and innovation.

Use public domain or creative commons media, and refrain from copying or using material created by others without permission.

Identify solutions to real-world cybersecurity problems and how personal information can be protected.

Analyze the advantages and disadvantages of various network types.

Identify planning strategies such as flowcharts or pseudocode, to simulate algorithms that solve problems.

Design programs that combine control structures, including nested loops and compound conditionals.

Decompose problems into parts to facilitate the design, implementation, and review of programs.

Use procedures to organize code and make it easier to reuse.

Seek and incorporate feedback from team members and users to refine a solution that meets user needs.

Development teams that employ user-centered design create solutions (e.g., programs and devices) that can have a large societal

Test programs using a range of inputs and identify expected outputs.

At this level, testing should become a deliberate process that is more iterative, systematic, and proactive. For example, having

students enter data into Microsoft Excel or Google Sheets to see what outputs are produced.

Identify variables that represent different data types and perform operations on their values.

Compare computing device designs based on how humans interact with them.

Explain how hardware and software can be used to collect and exchange data.

Identify problems that can occur in computing devices and their components within a system.

Compare different computational tools used to collect, analyze and present data that is meaningful and useful.

Discuss the validity of a computational model based on the reliability of the data.

Identify multiple encoding schemes used to represent data, including binary and ASCII.

Identify some of the tradeoffs associated with computing technologies that can affect people's everyday activities and career

options.

Identify the advantages of creating a computational product by collaborating with others using digital technologies.

Describe how some digital information can be public or can be kept private and secure.

Identify multiple methods of encryption to secure the transmission of information.

Identify different physical and digital security measures that protect electronic information.

Discuss how protocols are used in transmitting data across networks and the Internet.