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State board reviews new digital‑literacy and computer‑science course of study, plans graduation requirement by 2032
Summary
A committee reported a K–12 Digital Literacy and Computer Science course of study emphasizing equity, progression and information literacy; the board heard that a high-school computer-science course will be a graduation requirement for the cohort entering kindergarten in 2032.
A committee presenting to the Alabama State Board of Education recommended a new Digital Literacy and Computer Science (DLCS) course of study that would guide instruction from kindergarten through 12th grade and include information literacy, cybersecurity basics and age‑appropriate treatment of artificial intelligence.
The committee chair, presenting the overview, said the work was “a statewide collaborative effort involving our students, administrators, higher ed, and industry experts” and stressed the framework’s pillars: equity, integration, progression and access. The framework groups learning into five thematic strands — computational thinking, data science, computing systems, impact of computing and digital proficiency — and aligns strands across grade bands so skills build from kindergarten through graduation.
Presenters described the elementary band (K–2 and 3–5) as focused on hands‑on exploratory learning that develops problem‑solving and safe, responsible technology use. The elementary presenter said the standards emphasize scaffolding habits such as recognizing patterns, breaking problems into steps and practicing responsible behavior in digital spaces.
Board members asked whether the committee included subject‑matter experts and whether younger students would be exposed to AI. Presenters responded that the committee included classroom teachers, tech leaders, higher‑education reviewers and industry partners; they said AI concepts will be introduced conceptually and ethically at early ages and in more practical, technical ways for older students. “We’re encouraging that they understand the concepts that get them ready to use it ethically and responsibly,” one presenter said.
The board also heard that the committee recommended a timeline for a high‑school computer‑science graduation requirement: a course will be required for the cohort that enters kindergarten in 2032 (frequently referenced during the presentation as the “Class of 2032”), meaning the district‑level implementation and sequencing should align with that timeline.
Presenters said the DLCS retains a strong emphasis on information literacy to address misinformation and disinformation: students will learn to evaluate credibility, identify reliable sources and understand the changing role of AI in content creation. The presenters also noted the standards were revised after teacher, higher‑education and public feedback earlier in the year and that a final public-comment period had been scheduled.
Board members thanked the committee and planned follow-up steps, including circulating the full draft standards and convening additional trainings for staff and local boards ahead of formal adoption.
