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CSP LabBy Educator Today
AP CSP course

C62 · Topic 5.2 · 40 minutes · IOC-1.C

Evaluating an access intervention

By the end you can:

  • Match an intervention to a mechanism.
  • Respect a stated budget and scope.
  • Evaluate actual participation after implementation.

Before this lesson: topics 5.1.

Digital divide
Differences in effective access to and participation in computing.
Access barrier
A condition that prevents or makes a digital task difficult.

Understand

A proposal should state whom it targets, what barrier it addresses and what resources it needs. More people reached is one consideration, not a complete judgement of social priorities. A smaller group’s need does not become unimportant merely because a count is lower.

Evaluate whether users can complete the relevant task after the intervention, not just how many devices or subscriptions were distributed. Other barriers can remain or new ones can arise. Document simplified cost and effectiveness assumptions before using a classroom model to compare alternatives.

Worked example

Fictional intervention costs equal 20 for connectivity,15 for devices,10 for language and 5 for skills; a selected scheme fully addresses only its stated group in the model.

  1. Budget 10 cannot fund the 15-cost device scheme.
  2. Budget 15 can fund it and target 15 people under the assumptions.
  3. That result does not show the scheme is best for a real school or resolves every access need.

Explore each concept

Choose a concept, change its inputs and follow the explanation. Each example models the stated rule or scenario; completing it is practice rather than evidence of mastery.

  • Device versus effective access
  • Connectivity, skills and opportunity
  • Individual, organisation and government action
Open this example on its own

Change it · step through · explain

Change an input, predict what will happen, then advance one step. Read why the state changes, reset and experiment. This fixed teaching model does not save progress or award XP.

Ready · Make a prediction

Ready to explore: Overlapping access barriers
  1. Initial barrierdeviceWaiting
  2. Interventionprovide-deviceWaiting

Ready to explore: Overlapping access barriers

Why: Change an input, predict the first effect, then advance one step.

Try this: Change one input or choose another listed case. Predict the effect, reset and compare the states and governing rule.

Step through and experiment

Change it · step through · explain

Change an input, predict what will happen, then advance one step. Read why the state changes, reset and experiment. This fixed teaching model does not save progress or award XP.

Ready · Make a prediction

Ready to experiment
  1. Input 115Waiting
  2. Input 2deviceWaiting

Ready to experiment

Why: Predict the first change, then advance one step.

Try this: Try a budget one below the cost, then exactly equal to the cost.

Check a misconception

Claim: An affordable scheme necessarily eliminates the digital divide.

Affordability does not establish comprehensive reach or actual effectiveness.

Guided practice

Choose an affordable scheme under budget 10 and state its scope.

Work with a partner. Make a prediction, compare your reasoning, then identify the rule that supports your answer.

Independent transfer

Propose a follow-up measure beyond device distribution count.

Exit check

Why might a real programme cost more than the model predicts?

Write your reasoning before comparing with a classmate. If your teacher assigned this task, submit it through My classes to save your work and receive feedback.

Check yourself

  1. Question 1 of 2Budget 10 and a device scheme costing 15 imply what?

    Select one answer.

  2. Question 2 of 2Which TWO help evaluate an access intervention?

    Select exactly two answers (0 of 2 selected).

Your practice so far

Check an answer to see its rationale.

Teacher guidance and scoring