Nev. Admin. Code § 389.2424

Current through September 16, 2024

Section 389.2424 - Kindergarten through second grade: Technology and computers

Instruction in kindergarten through the second 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 second 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) Use digital tools to brainstorm and organize ideas;

(b) Create an original work using a variety of digital tools to demonstrate personal or group expression;

(c) With assistance from the teacher, use digital models and simulations; and

(d) Identify patterns and predict possibilities in data from the classroom using digital tools.

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) Work in groups in the classroom to create and publish digital products;

(b) Communicate information and ideas to other pupils and the parents of the pupil using digital text and illustrations;

(c) Use digital resources to learn about places, persons, celebrations and maps; and

(d) Work in a team to solve problems using digital tools.

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) Determine the steps necessary to answer a question using digital tools;

(b) Identify and organize keywords and use multiple sources to answer a question;

(c) Recognize that different sources of information and digital tools are appropriate for completing different tasks; and

(d) Collect and display data using a variety of technological resources and report the results.

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) Investigate a problem that arises in an everyday situation using digital resources;

(b) Use a digital planning tool;

(c) Use data to answer a problem that arises in an everyday situation using digital tools; and

(d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations using digital tools.

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) List the rules of the classroom governing the safe use of technology;

(b) List potential dangers in digital environments and how to report situations that are potentially unsafe;

(c) Use technologies in learning activities;

(d) Describe how technology can enhance learning; and

(e) Describe what it means to use technology in an appropriate manner and the responsibilities associated with using technology.

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) List examples of technological tools;

(b) Use proper techniques for basic keyboarding skills;

(c) Use software that is appropriate for the age of the pupil;

(d) Demonstrate proper care of equipment; and

(e) Use routine procedures for the technological tools in the classroom.

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) Model daily processes by creating and following sets of step-by-step instructions to complete tasks;

(b) Debug a sequence of instructions that includes loops by identifying and fixing errors in the sequence;

(c) Describe the iterative process of the development of a program;

(d) Develop plans that describe the sequence of events, goals and expected outcomes of a program;

(e) Give attribution when using the ideas and creations of others while developing a program;

(f) Model the manner in which a program stores and manipulates data by using numbers or other symbols to represent information;

(g) Develop a program with sequences and loops to express an idea or address a problem; and

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

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) Use appropriate terminology to identify and describe the function of common physical components of a computer system;

(b) Recognize that some computing devices are able to perform a variety of tasks and some computing devices are specialized;

(c) Select and operate an appropriate computing device and software to perform a variety of tasks;

(d) Recognize that each person who uses technology has different needs and preferences for the technology that he or she uses; and

(e) Describe basic hardware and software problems using accurate terminology.

9. For the areas of data and analysis, demonstrate an understanding of storage, as demonstrated by the ability of the pupil to:

(a) Recognize that data is able to be collected and stored on different computing devices over time;

(b) Recognize that a variety of data is able to be stored on and retrieved from a computing device; and

(c) Define the information stored on a computing device as data and store, copy, search, retrieve, modify and delete such data using a computing device.

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) Understand how computing devices have changed the lives of persons;

(b) Compare the manner in which persons have lived and worked before and after the availability or adoption of new computing technology;

(c) Exhibit good digital citizenship by using technology safely, responsibly and ethically;

(d) Work respectfully and responsibly with others online; and

(e) Identify safe and unsafe examples of online communications.

11. For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, as demonstrated by the ability of the pupil to:

(a) Explain the manner in which a password protects the privacy of information;

(b) Explain why personal information is kept private;

(c) Explain what a password is and the purpose of a password; and

(d) Use a strong password to protect devices and information from unauthorized access.

Nev. Admin. Code § 389.2424

Added to NAC by Bd. of Education by R008-10, eff. 6-30-2010; A by R041-18AP, eff. 6/26/2018

NRS 385.080, 385.114, 389.021, 389.520