Data structures play a central role in modern computer science. You interact with data structures even more often than with algorithms (think Google, your mail server, and even your network routers). In addition, data structures are essential building blocks in obtaining efficient algorithms. This course covers major results and current directions of research in data structure.
Acknowledgments
Thanks to videographers Martin Demaine and Justin Zhang.

"Mouse Squad" is a group of 4th to 8th graders who support their school's technology needs. These kids maintain and service their school's computers, gain technical skills, and learn lessons about professionalism and working together. Rounding things out with field trips to nearby Silicon Valley, there's no question that "geeks are the new cool."

The Advanced Certificate and the Advanced Diploma in Applications of ICT in Libraries permit library staff to obtain accreditation for their skills in the use of ICT. Anyone can make use of the materials and assessment is available in variety of modes, including distance learning.

What is this course all about?

To give you a basic level of computer application literacy primarily, Spreadsheets, and database Excel

Learning objectives:

Gain an understanding of information competency, the Information Processing Cycle, Basic Components of the Personal Computer, and Technology used in the Workplace.
Demonstrate the ability to Create and Edit Workbooks and Charts which utilize Functions and Formulas.
Understand and applying the fundamental database concepts to spreadsheet development such as Importing, Creating Tables, Sorting and Filtering, and using Conditional Formatting.
Use advanced spreadsheet concepts such as Working with Multiple Worksheets and Workbooks, applying Advanced Functions, Setting Validation, and Protecting Workbooks.
Develop an understanding and exposure to new and emerging technologies
Gain the ability to serve as an informed purchaser of technology (personal, commercial)
Prepare a capstone project which applies concepts and principles of course to a unique series of problems.

This unit introduces basic computing concepts and terminology. It identifies common elements of computers, both in terms of hardware and software and provides information on selecting a computer by discussing the range of computer types, from desktops to laptops to servers. Finally, it provides a history of the development of computing and healthcare information systems over time.

A computer is an automatic, electronic, data-processing machine that takes in facts and figures known as data, and then processes or organizes it in some useful way. Afterwards it outputs, or displays, the results for you to see as information. Keep in mind that data is not information. Rather, information is the knowledge that you, the end-user, derive from accurate data that are entered into a computer. Only after processing, is data transformed into information which is then used for decision making. (Almost) each part of a computer can be classified as either hardware or software.

The goal of this 7 lesson, grade 1 unit, is for young students to begin using computer devices for various purposes, including game play, communication, and schoolwork. The key question guiding the unit is: What can computer programs do?

Download the Teacher Guide — containing comprehensive lessons, lesson plans, and a unit overview, and the Student Book — designed as a Read-Aloud.
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The goal of this 10 lesson, grade 2 unit, is for young students to continue using computer devices with increasing independence for various purposes, including game play, communication, and schoolwork..
The key question guiding the unit is: How can we use computers and the internet?

Download the Teacher Guide — containing comprehensive lessons, lesson plans, and a unit overview, and the Student Book — designed as a Read-Aloud.
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The goal of this 9 lesson, grade 3 unit, is for students to identify the output of any computer device as a solution to a problem and deconstruct the solution into the necessary steps required.
The key question guiding the unit is: How do programmers build computer programs?

Download the Teacher Guide — containing comprehensive lessons, lesson plans, and a unit overview, and the Student Reader — offering engagingly written and richly illustrated text on the topics specified for the unit.
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The goal of this 10 lesson, grade 4 unit, is for students to continue articulating steps of increasing complexity to solve problems. Their understanding of developing and following a correct step-by-step procedure when developing computer programs is enhanced by the reading and activities in this unit.
The key question guiding the unit is: What kinds of problems can we solve with computers?

Download the Teacher Guide — containing comprehensive lessons, lesson plans, and a unit overview, and the Student Reader — offering engagingly written and richly illustrated text on the topics specified for the unit.
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The goal of this 10 lesson, grade 5 unit, is for students to apply their knowledge of how to tell computers what to do, and develop their programming skills by using decision-making trees. They will learn also about protecting information on a network and once again become aware of internet safety.
The key question guiding the unit is: What kinds of computer programs can I develop?

Download the Teacher Guide — containing comprehensive lessons, lesson plans, and a unit overview, and the Student Reader — offering engagingly written and richly illustrated text on the topics specified for the unit.
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In this 8 lesson, Grade K unit from Core Knowledge, the goal of the instruction is that young students build a concept of what makes something a computer and how we use computer devices in our daily lives. The key question guiding the unit is: What are computers and where can we find them?

Download the Teacher Guide that contains comprehensive lessons and lesson plans and an overview of the entire unit of study and the Student Book designed as a Read-Aloud.
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This course will explore the state of the art in common sense knowledge, and class projects will design and build interfaces that can exploit this knowledge to make more usable and helpful interfaces.
This year's theme will be about how common sense knowledge differs in different languages and cultures, and how machine understanding of this knowledge can help increase communication between people, and between people and machines.

This powerpoint presentation is a brief lecture about the introduction to computer ethics and its implications on the online community. Common ethical issues are presented and are retrieved from valid sources. Local ethical issues from the Philippines are given to provide viewers specific examples of concerns. 

References:
ABS-CBN News. (2017, June 21). Retrieved from http://news.abs-cbn.com/business/06/21/17/7-bdo-atms-compromised-in-skimming-official

Brey, P. (2007). Computer Ethics in (Higher) Education. Retrieved from https://www.utwente.nl/en/bms/wijsb/staff/brey/Publicaties_Brey/Brey_2007_Higher-Education.pdf 

Crisostomo, S. (2016, March 19). Comelec Website Hacked. Retrieved from http://www.philstar.com/headlines/2016/03/29/1567196/comelec-website-hacked

Dalipe, J. (2016, October 24). Retrieved from http://www.sunstar.com.ph/cebu/local-news/2016/10/25/bpo-senior-manager-faces-online-libel-case-505555

Reynolds, G. (2010). Principles Of Ethics In Information Technology (Philippine Edition). 

Turculet, M. (2014). Ethical Issues Concerning Online Social Networks. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042814050307

Toy, M. (2006, May 16). Retrieved from http://www.theage.com.au/news/world/chinese-hightech-hero-a-fake/2006/05/15/1147545263329.html

This course immerses students in the process of building and testing their own digital and board games in order to better understand how we learn from games. We explore the design and use of games in the classroom in addition to research and development issues associated with computer–based (desktop and handheld) and non–computer–based media. In developing their own games, students examine what and how people learn from them (including field testing of products), as well as how games can be implemented in educational settings.

This unit provides a foundation on how a computer functions and how data is represented in memory, input and output devices, and the CPU, including its role in system functionality.

This open textbook aims to fill the gap between the open-source implementations and the open-source network specifications by providing a detailed but pedagogical description of the key principles that guide the operation of the Internet.

Suppose you want to build a computer network, one that has the potential to grow to global proportions and to support applications as diverse as teleconferencing, video on demand, electronic commerce, distributed computing, and digital libraries. What available technologies would serve as the underlying building blocks, and what kind of software architecture would you design to integrate these building blocks into an effective communication service? Answering this question is the overriding goal of this book—to describe the available building materials and then to show how they can be used to construct a network from the ground up.

This unit covers application and system software, with a focus on healthcare systems. It also describes the functions of operating systems, presents different operating systems, and defines the purpose and usage of file systems.

This lesson gets students thinking about the many ways computers affect our daily lives. They identify types of computers we use, both familiar and unexpected.
Students encounter people who are computer scientists and hear them talk about their adding computer technology to fashion and other everyday needs and uses.
Students imagine how an everyday object could be used differently if it were “computerized.”