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"Rights and Obligations: The Good Digital Citizen": Download UDA for Third Science High School

“Rights and Obligations: The Good Digital Citizen”: Download UDA for Third Science High School

Basic learning in digital technologies is a collection of key concepts (even below and in the link) that provide a framework for knowledge and training (curriculum in all subjects of our school) by establishing a way of thinking about issues, opportunities and information systems.

Key concepts of abstraction, data collection, representation and interpretation

The key concepts of summary, data collection, representation and interpretation, specification, methods and development are similar to the key elements of computational thinking. Collectively, these concepts include key concepts on the regulation, representation, and automation of digital information and solutions. They can be explored in non-digital or digital contexts and have the potential to underline future digital systems with a language and perspective that students and teachers can use when discussing digital technologies.

Abstract is the natural part of communication

Summary implicitly includes the details of an idea, problem or solution, in order to focus on the many aspects that can be managed. Summary is a natural part of communication: people rarely communicate every detail because many details are not relevant in a given context. The idea of ​​abstraction can be acquired from an early age. For example, when students are asked how to make breakfast, the listener is considered a clever creator or “implementer” of abstract instructions, and they do not explicitly mention all the steps. The basis for managing the problem of information systems is the ability to “temporarily ignore” the internal details of the components of broad specifications, algorithms, systems or interactions. In digital systems, everything has to be broken down into simpler steps.

Data ownership, collection and representation

Data concepts focus on the properties of data, how it is collected and represented, and how it is interpreted in the context in which information is generated.

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Data collection describes measured, collected, or computed number, categorized, and textual facts on the basis of which information is generated in digital systems and its binary representation.

Data Representation describes how data is represented and encoded for storage and communication in data and people and digital systems.

The Digital Technologies curriculum provides opportunities to gain a deeper understanding of the nature of data

Data description describes the process of extracting an object from data.

These concepts in digital technologies are based on statistics and probabilities relevant to the mathematics curriculum.

The Digital Technologies curriculum provides opportunities for a deeper understanding of the nature of data and their representation and computational capabilities for data interpretation. While developing data processing and visualization skills, other learning fields offer rich opportunities for data analysis of data.

The concepts of algorithms focus on the precise definition and correlation of problems and their solutions

The concepts of algorithms focus on the precise definition and correlation of problems and their solutions. It begins with the description of the tasks and ends with the precise definition of the computational problems and their algorithmic solutions. These concepts are derived from the language of logic, algebra and mathematics and are related to the scientific method of recording experiments in science:

  • The specification describes the process by which a problem is precisely and clearly defined and communicated. For example, it illustrates the need to run a robot to go a certain way.
  • An algorithm is an accurate description of the steps and results required to solve a problem. The mechanisms should be tested before implementing the final solution. Anyone who followed or provided instructions or was guided by directions used a method. Algorithmic thinking skills can be developed without programming. For example, students can follow the steps in a recipe or describe the steps to find the ingredients.
  • Development describes the automation of an algorithm, usually by using the appropriate software or by writing a computer program.
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The concept of digital systems focuses on the components of digital systems

The concept of digital systems focuses on the components of digital systems:

  • Hardware and software (computer configuration and operating system)
  • Networks and the Internet (wireless, mobile and wired networks and protocols).

The broad definition of an information system that includes data, people, processes, and digital systems comes within the concept of interactions and impacts.

Features of human interaction with and through information systems

The concept of contacts and impacts focuses on information systems and all aspects of human interaction and the enormous potential for positive and negative economic, environmental and social impacts offered by these organizations:

Contacts refer to all human interactions, including information systems, especially user interfaces and experiences and human-to-human interactions facilitated by digital systems. This concept also includes methods of storing and communicating data and protecting information.

Analysis and prediction of the extent to which individual, economic, environmental and social needs are met

Describes the impact of analysis and forecasting on the extent to which individual, economic, environmental and social needs are met by current and emerging digital systems and devices; And appreciate the transformative potential of digital systems in people’s lives. This includes considering the relationship between information systems and society, especially the ethical and legal obligations of individuals and organizations regarding the right and confidentiality of data and information.

Students solve problems and communicate by creating information

As students solve problems, create and communicate information, they will use their skills and ethics to fulfill their legal, security, cultural and ethical duties and responsibilities. For example, protocols such as the use of acceptable language, the recognition of different cultural practices, and the use of passwords and privacy systems on social media sites are used to enhance the security of personal data and to respect participants in the environment.

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Data and information and digital systems

Digital Solutions Students are attracted to the content of the “Data and Information and Digital Systems” threads when applying processes and technical skills related to strand creation. Within this strand, students use processes related to analysis, design, development and evaluation to create digital solutions. Processes can be applied using an active or continuous approach.

As problems become more complex and solutions become more sophisticated, it becomes increasingly necessary for students to develop abstract skills. Solutions can be created using specific instructions provided by immediately available hardware and software applications and / or programming. Students can also engage in learning activities that do not require them to make full use of all processes. This means that there is greater flexibility when different content interpretations are introduced into a learning program within a band.

UDA for Third Science High School

Of particular interest is the UoA “Rights and Obligations: The Good Digital Citizen” created within the civic education curriculum for IIS “ASSTEAS”‘s high school third graders, led by Principal Professor Arnella Bellegrino. UoA Coordinators: Prof. Fiorla Prosi and Prof. Vincenzo de Leo.

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