CTE Standards and Benchmarks
Use Web 2.0 or Internet-based collaborative technology (e.g., Wikis, Wimba, Moodle, Edmodo, Facebook, Schoology, Gaggle) to facilitate a web development or research project. – The student will be able to:
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Create and use a collaborative environment for communicating and sharing among project team members.
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Create and use a social media page (e.g., Wikis, Wimba, Moodle, Edmodo, Facebook, Schoology, Gaggle) to share and publish project components (e.g., content, images, graphics, videos) for gauging visitor reaction and obtaining feedback.
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Demonstrate an understanding of computer networks. – The student will be able to:
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Define “network” and give examples of networks used at home, school, and work.
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Compare types of networks, including LAN, WAN, MAN, VPN, intranet, extranet, the Internet.
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Compare common network topologies, including bus, star, ring, mesh.
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Compare various network models and their advantages, including client/server, mainframe/terminal, peer-to-peer.
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Compare various methods and media for network connections, including broadband, wireless, Bluetooth, cellular, satellite.
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Describe the functions of various network hardware devices, including NIC, hub, switch, router, bridge, gateway, access point.
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Describe the purpose of protocols, and identify the protocols commonly used in networks, including TCP/IP, DHCP, DNS, HTTP, FTP, IMAP, POP, SMTP.
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Describe the purpose and function of IP addressing and distinguish between public and private IP addresses.
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Describe the OSI reference model and its layers, including tracing the flow of data between two network nodes through the OSI layers.
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Demonstrate proficiency in web page development. – The student will be able to:
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Identify website domains, and relate a site’s domain to its purpose.
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Relate basic components of a webpage (e.g. color, space, written content, typography, images, links, multimedia) to aesthetic, functional and/or usable design principals.
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Define aesthetic design, and explain how aesthetics can affect a visitors’ perception of a website’s information.
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Demonstrate knowledge of color wheel concepts and effective use of color on a website.
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Compare functional and usable design principles, and explain how usability can affect a website’s success.
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Critique the aesthetic design, usability and accessibility of sample websites.
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Define multimedia, and identify its role in webpage interactivity.
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Explain the primary steps of the website planning process.
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Apply the website planning process to plan the design for basic website.
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Build the site navigation scheme for a website.
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Compare webpage creation using an HTML text editor to using a graphical user interface (GUI) editor.
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Compare website creation using an online site builder, an offline site builder and a content management system (CMS).
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Modify an existing webpage template to create an effective look and feel for a website.
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Create a website using a template.
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Define “HTML (Hypertext Markup Language)” and related terms, including tag vs. element, container vs. empty tag, block-level vs. inline element, attribute value, semantic tag.
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Identify HTML elements required to create webpage structure.
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Create webpages using basic HTML tags (e.g., headings, lists, character styles, text alignment, tables, comments).
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Use HTML to create hyperlinks to external sites.
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Use HTML to insert common image file formats into webpages, and use an image as a hyperlink.
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Explain Cascading Style Sheet (CSS) technology.
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Apply CSS styles to an HTML page.
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Create and/or edit animation files, and integrate them into a webpage.
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Create and/or edit video files, and integrate them into a webpage.
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Use Dynamic HTML (DHTML) to enhance webpage interactivity.
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Create and use a wiki or similar tool for collaborating among project team members.
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Create and use a social media page (e.g., Facebook, Wimba, Edmodo) and/or a blog to share content and collaborate on projects.
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Review webpage content, verify copyright restrictions, and create meta-data before publishing a site to the internet.
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Test webpages for display, functionality, and accessibility before publishing a site to the Internet.
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Validate webpage code using W3C validation tools before publishing a site to the Internet.
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Describe network issues relating to websites, including bandwidth, compression, streaming, web hosting.
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Explain the purpose of File Transfer Protocol (FTP) in accessing information on the Internet.
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Publish a website using FTP.
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Describe website security methods, including secure server vs. unsecured served, SSL, SSH, encryption.
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Demonstrate proficiency in game development. – The student will be able to:
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Describe the role of games in modern society (e.g., education, task training, social networking, therapy, recreation).
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Identify various types of games (e.g., chance, skill, knowledge, role-playing, and storytelling).
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Identify the steps of the design process for creating a game.
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Apply the design process to solving a problem.
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Analyze (deconstruct) existing games.
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Identify the tools and skills needed for creating games.
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Identify design criteria and constraints.
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Create storyboards to model a game’s program flow and functionality.
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Identify the programmer’s role in creating games.
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Identify common programming languages and applications used to create computer games.
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Compare sequential, iteration (loop) and selection programming structures.
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Define the term algorithm (i.e., a set of repeatable steps) and how it applies to problem solving.
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Create an algorithm to solve a problem or complete a task.
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Use pseudo-code to model a game program’s flow.
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Define logic errors and identify them in a game program or model.
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Explain the types and uses of variables in game programming.
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Describe basic Boolean concepts, including logical operators, order of precedence, expressions.
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Describe the use of events, event handlers and functions in game programming.
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Describe the use of parameters and arguments in game programming.
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Describe the use of objects, classes and instances in game programming.
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Describe the use of properties and methods with objects in game programming.
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Write appropriate code to create a simple game using structured programming.
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Test and evaluate the game program you created.
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Modify the game program as needed to solve a problem.
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Create an animated object (i.e., sprite) to be used in a game program.
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Use programming code to control the behavior of an animated object (i.e., sprite) in a game program.
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Demonstrate proficiency in basic programming. – The student will be able to:
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Define “programming” and discuss its role in computing.
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Explain the binary representation of data and programs in computers.
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Distinguish among the three types of programming languages (machine, assembly, high-level), and give examples.
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Compare and contrast languages that are usually compiled (e.g., C++, Java) and interpreted (e.g., JavaScript, Python).
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Describe the structure of a simple program, and explain why sequencing is important.
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Write a program design document using pseudo-code that shows program flow.
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Explain strategies used in problem-solving, and relate them to computer programming.
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Define the term “algorithm,” and explain how it relates to problem-solving.
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Explain the three types of programming errors (i.e., logic, syntax, runtime), and describe the forms of testing that can be used to locate and debug errors.
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Solve a problem using logic by planning a strategy, designing and testing a hypothesis, and/or creating a set of step-by-step instructions to perform a task.
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Define “structured programming” and discuss the advantages of this approach.
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Define the three main programming control structures used in structured programming: sequential, selection (decision), and iteration (loops).
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Describe iterative programming structures (e.g., while, do/while) and how they are used in programming.
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Describe selection programming structures (e.g., if/then, else) and explain the logic used for if statements.
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Write a simple program in pseudo-code that uses structured programming to solve a problem.
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Explain the types and uses of variables in programming.
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Explain basic object-oriented concepts.
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Describe fundamental Boolean concepts, including Boolean algebra, operators, logic.
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Create animated objects using a high-level programming environment (e.g., Alice, Greenfoot) to control their behavior.
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Create a simple program that uses animated objects.
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Convert a simple program from pseudo-code into a common high-level programming environment (e.g. Alice, Greenfoot).
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Troubleshoot and debug errors in code.
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