ALEX Resources

Narrow Results:
Classroom Resources (6)

ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (9-12) 27 :
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

[DLIT] (9-12) 39 :
33) Evaluate the scalability and reliability of networks by describing the relationship between routers, switches, servers, topology, packets, or addressing, as well as the issues that impact network functionality.

Examples: Bandwidth, load, delay.

a. Explain the purpose of Internet Protocol addresses and how domain names are resolved to IP addresses through a Domain Name System server.

b. Understand the need for networking protocols and examples of common protocols.

Examples: HTTP, SMTP, and FTP

Subject: Digital Literacy and Computer Science (9 - 12)
Title: The World Wide Web: Crash Course Computer Science #30
URL: https://aptv.pbslearningmedia.org/resource/world-wide-web-crash-course-cs/world-wide-web-crash-course-cs/
Description:

The World Wide Web is built on the foundation of simply linking pages to other pages with hyperlinks, but it is this massive interconnectedness that makes it so powerful. But before the web could become a thing, Tim Berners-Lee would need to invent the web browser at CERN, and search engines would need to be created to navigate these massive directories of information.


   View Standards     Standard(s): [DLIT] (8) 11 :
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

[DLIT] (9-12) 27 :
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

[DLIT] (9-12) 28 :
22) Research the impact of computing technology on possible career pathways.

Examples: Government, business, medicine, entertainment, education, transportation.

Subject: Digital Literacy and Computer Science (8 - 12)
Title: Robots: Crash Course Computer Science #37
URL: https://aptv.pbslearningmedia.org/resource/robots-crash-course-cs/robots-crash-course-cs/
Description:

Robots are often thought of as a technology of the future, but they're already here by the millions in the workplace, our homes, and pretty soon on the roads. We'll discuss the origins of robotics to its proliferation and even look at some common control designs that were implemented to make them more useful in the workplace.


   View Standards     Standard(s): [DLIT] (9-12) 27 :
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

[DLIT] (9-12) 35 :
29) Summarize the role of compression and encryption in modifying the structure of digital artifacts and the varieties of information carried in the metadata of these artifacts.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Educational Technology: Crash Course Computer Science #39
URL: https://aptv.pbslearningmedia.org/resource/educational-technology-crash-course-cs/educational-technology-crash-course-cs/
Description:

This video will go a little meta and talk about how computer science can support learning with educational technology. We here at Crash Course are big fans of interactive in-class learning and hands-on experiences, but we also believe in the additive power of educational technology inside and outside the classroom from the Internet itself.


   View Standards     Standard(s): [DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 27 :
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Clicks for Cash
URL: https://www.commonsense.org/education/digital-citizenship/lesson/clicks-for-cash
Description:

Well-crafted headlines benefit everyone. They help readers digest information and publishers sell news stories. But what if the headline is misleading? What if it's crafted just to get clicks and not to inform? "Clickbait" headlines may benefit advertisers and publishers, but they don't benefit readers. And when they go viral, they can badly misinform the public. Help students recognize and analyze clickbait when they see it.

Students will be able to:
  • Describe how advertisers and publishers make money through online advertising.
  • Describe how clickbait can contribute to the spread of fake news and misinformation.
  • Take a position on whose responsibility it is to fight fake news and misinformation.

Users will need to create a free account to access this resource. 


   View Standards     Standard(s): [DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

[DLIT] (9-12) 27 :
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

[DLIT] (9-12) 29 :
23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Debating the Privacy Line
URL: https://www.commonsense.org/education/digital-citizenship/lesson/debating-the-privacy-line
Description:

Often, the more information we have, the better decisions we're able to make. The power of data can benefit both individuals and governments. But who can be trusted with the responsibility of having all this data? Can governments collect and use it fairly and without violating our privacy? Help students think through this question and become thoughtful influencers of data policy and practice.

Students will be able to:
  • Identify the pros and cons of schools having access to students' social media.
  • Describe the concerns related to government access to social media and cellphone data, including those related to free speech and privacy.
  • Choose a position for or against government access to social media and cellphone data, and support that position with reasons and examples.

Users will need to create a free account to access this resource. 


   View Standards     Standard(s): [DLIT] (9-12) 3 :
R3) Assess the validity and identify the purpose of digital content.

[DLIT] (9-12) 27 :
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

[DLIT] (9-12) 29 :
23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

Subject: Digital Literacy and Computer Science (9 - 12)
Title: Filter Bubble Trouble
URL: https://www.commonsense.org/education/digital-citizenship/lesson/filter-bubble-trouble
Description:

When we get news from our social media feeds, it often only tells us part of the story. Our friends -- and the website's algorithms -- tend to feed us perspectives we already agree with. Show students ways to escape the filter bubble and make sure their ideas about the world are being challenged.

Students will be able to:
  • Define "filter bubble" and explain how it occurs.
  • Reflect on the limitations and drawbacks that filter bubbles cause.
  • Identify strategies for escaping their own filter bubbles.

Users will need to create a free account to access this resource. 


ALEX Classroom Resources: 6

Go To Top of page