Course Profile
Introduction to Information Technology in Business
Grade 9 or 10 open, Catholic
Course Overview
Course Profiles are professional development
materials designed to help teachers implement the new Grade 9 secondary school
curriculum. These materials were created by writing partnerships of school
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any official endorsement by the Ministry of Education and Training or by the Partnership
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Acknowledgements
Toronto Catholic District School Board Writing
Team – Introduction to Information Technology in Business
Lead Board
Toronto
Catholic District School Board
Laila
Sisca, Project Manager
Course Profile Writing Team
Grant
Evers, Lead Writer, TCDSB
Alice
Bhyat, TCDSB
Vicky
Brady, TCDSB
Marian
Keaney, TCDSB
Frank
Piddisi, TCDSB
Layout
Vicky
Brady, TCDSB
Internal Reviewers
Angela
Iacovino
Gina
Marrello
Sandra
Motta
Frank
Sacchetti
Identifying
Information:
School:
Department: Course
Developer(s):
Course
Title:
Grade: Development Date:
Course
Type:
Ministry
Course Code: Course Revisor(s):
Credit
Value: Revision
Date:
This course introduces students to the use of
information technology in a business environment. Students will learn how to
use information technology in a work environment, perform electronic research,
communicate electronically, and use common business software. They will also
explore possible future occupations in information technology.
As Catholics we believe that human beings have
been chosen by God to help transform the universe. Today’s rapid advances in
information technology and business offer our students an unprecedented chance
to fulfill that role. Catholicity has not been and is not inimical to
technology or to business. In the right hands, minds and hearts, information
technology in business will help us to sustain and to build a culture of life.
Therefore, our students require the skills, knowledge and attitudes necessary
to function effectively in such a world. Few will disagree that we are living
in a complex society with complex informational needs. Governments, businesses
and enterprises of all descriptions have turned to the computer as a means to
increase their productivity and stay competitive. If our students are to be
participants in those organizations, it is essential that they have an
understanding of E-commerce and, in a larger sense, E-culture. Students will
need to not only access and analyse information garnered through electronic
sources, they will also need to synthesize and combine their own experiences
with that information in order to produce knowledge.
Most students today already inhabit an
environment that is increasingly characterized by the use of computers - at
home, school and work. To maximize student potential in such an environment,
students must possess a general understanding of information technology plus
specific user-level knowledge in the most common business professional software
programs. At a minimum, those programs should include word-processing,
spreadsheet, database, presentation, communication, and researching software.
Since the best way to introduce and extend student expertise in computing is to
‘learn by doing’, a good proportion of their work should involve ‘hands-on’
activities. These activities will, of course, have immediate and relevant application
to their current ‘job’, that of being a student in school. Student success in
this course should, therefore, underpin success in their current endeavours and
prepare them for future success as they enter college or university,
post-secondary technical education, or the workforce directly.
Information technology in business
affects the daily lives of all Canadians whether they work or not, whether they
are well or sick, whether they spend or save, invest, travel, or play. It
influences jobs, incomes, opportunities for public and personal enterprise and
the overall wealth of not only our society but that of the entire globe.
Information technology in business has the potential to bind individuals and
communities together as it fosters compassion, knowledge and wealth.
Information technology in business can raise the standard of living and the
quality of life of all people and can have a positive impact on the natural
environment that we are all called upon by God to steward and to preserve for
future generations.
How This Course Supports the
Ontario Catholic School Graduate Expectations
While we live in a
time of rapid technological change, technology, itself, is not new. The history
of science and technology is inextricably linked to the pilgrim story of our
faith as individuals and in community as church. They are not nor ever have
been mutually exclusive. Technology is simply the physical embodiment of expert
methods that can be easily transferred from one person to another or from
community to community. As such, its understanding, development and use open
vast potential for Ontario Catholic school students to help build a culture
that supports life in all of its dimensions: body, mind and spirit. Activities
in this course reflect our concern for the dignity and worth of all human
beings and provide ample opportunities to develop and to practise not only the
knowledge and skills related to technology but also the attitudes and actions
that we value as a Catholic community. (See Appendix I)
Unit Titles (Time and Sequence)
|
Unit 1 |
E-Business: Transforming Our Communities Using
Information Technology |
18.75 Hours |
|
Unit 2 |
Productivity Tools: Utilizing the Power of
Business Software |
37.5 Hours |
|
Unit 3 |
Knowledge Management: Accessing the Global
Network of People and Information |
32.5 Hours |
|
Unit 4 |
Business Communication: Presenting Ideas Using
the New Media |
21.25 Hours |
|
Unit 5 |
Career Dynamics: Positioning Oneself for
Success |
Delivered
concurrently |
Unit Organization
Unit #1: E-Business:
Transforming Our Communities Using Information Technology
Time:
18.75 hours
(Concurrent Delivery of Unit #5: Career
Dynamics)
Description:
In this unit students will develop comprehension in several
areas of IT as they relate to electronic business and commerce. Students will
learn key terminology, desktop and information management techniques and will
demonstrate an understanding of computer architecture, system design and
infrastructure. Students will be introduced to the Internet and its use in
research.. By exploring contemporary issues (e.g., ergonomics, health and
safety, security) students will appreciate the impact that the electronic culture
has on the quality of life and work.
Ontario
Catholic Graduate Expectations: CGE3C, 4A, 4B, 4C, 4F,
4G, 5B, 5E, 5G, 7A, 7B, 7F, 7I, 7J
Strand(s):
Information Management; Electronic Communication; Electronic
Research and Ethical Issues
Overall
Expectations: IMV.01X,
02X, 03X, 04X; ECV.03X
Specific
Expectations: IM1.01X,
02X, 03X; IM2.01X, .02X, .03X, .04X, .05X,; IM3.01X, .02X, .03X, .04X, .05X;
IM4.01X, .02X, .04X, .05X; EC2.03X; EC3.01X; EE2.01X
Unit #2: Productivity Tools:
Utilizing the Power of Business Software
Time: 37.5 Hours
(Concurrent
Delivery of Unit #5: Career Dynamics)
Description:
In this unit students will explore the application of
commonly-used business software. Students will learn relevant terminology, develop
skills in using software, and apply learned skills to specific business
simulated exercises. Students will demonstrate an understanding of how IT
allows them to work more effectively in a process and solutions-oriented
business environment.
Ontario
Catholic Graduate Expectations: CGE1D, 2B, 2C, 2D, 4B,
4F, 5A, 5E, 5F, 5G, 7B, 7J
Strand(s):
Information Management; Software Applications; Electronic
Communication; Electronic Research and Ethical Issues
Overall
Expectations: IMV.01X,
.04X; SAV.01X, .02X, .03X; ECV.02X; EEV.03X
Specific
Expectations: IM1.01X, .03X;
SA1.01X, .02X, .03X; SA2.01X, .02X, .03X; SA3.01X,.02X, .03X; EC2.02X; EC3.01X,
.02X, .03X, .04X; EE3.04X
Unit #3: Knowledge
Management: Accessing the Global Network of People and Information
Time: 32.5 Hours
(Concurrent Delivery of Unit #5: Career
Dynamics)
Description:
In this unit students will learn how to explore and use the
resources of the Internet. Students will learn how to search, collect, analyse,
validate, and synthesize data permitting them to make pragmatic and ethical
business decisions. Students will demonstrate an understanding of the
Internet’s limitless potential to link data, information, and people in order
to build knowledge.
Ontario
Catholic Graduate Expectations: CGE1D, 2C, 3B, 3C, 3D,
3E, 4A, 4F, 5G, 7B, 7I
Strand(s):
Information Management; Software Applications; Electronic
Communication; Electronic Research and Ethical Issues
Overall
Expectations: IMV.01X;
SAV.02X; ECV.02X, .03X; EEV.01X, .02X, .03X
Specific
Expectations: IM1.01X, .03X;
IM2.04X; IM3.04X, .05X; IM4.03X, .04X, .05X; SA2.01X, .02X, .03X; SA3.03X;
EC2.02X, .03X, .04X; EC3.01X, .02X, .03X, .04X, .05X; EE1.01X, .02X, .03X,
.04X, .05X; EE2.01X, .02X, .03X, .04X; EE3.01X, .02X, .03X, .04X
Unit #4: Business Communication:
Presenting Ideas Using the New Media
Time: 21.25 Hours
(Concurrent Delivery of Unit #5: Career
Dynamics)
Description:
In this unit students will explore the power of the new
media, electronic presentation tools, web-pages, and e-mail to communicate in
business. Students will develop skills related to the selection of the most
appropriate tool and best format given a specific project, operation, plan or
proposal. In their communications, students will demonstrate respect and
appreciation for the diversity of the global environment.
Ontario
Catholic Graduate Expectations: CGE2C, 2D, 4B, 4C,
4F, 5A, 5F, 5G, 7B, 7I
Strand(s):
Information Management; Electronic Communication; Electronic
Research and Ethical Issues
Overall
Expectations: IMV.01X; SAV.02X; ECV.01X, .02X; EEV.03X
Specific
Expectations: EC1.01X, .02X, .03X, .04X; EC2.01X, .02X, .03X,
.04X; EC3.01X, .02X, .03X, .04X, .05X; EE3.01X, .03X, .04X
Unit #5: Career Dynamics:
Positioning Oneself for Success
Time:
Concurrent
Delivery
(The delivery of this unit is ongoing and
concurrent with the other four units)
Description: In this unit students
will learn how to plan for participation in the working world of E-business
that is increasingly characterized by innovation, project-based team work,
entrepreneurship, change, and the challenge of life-long learning. Students
will learn the intrinsic value of work and will discover techniques to realize
their potential for dignity, self-respect, and success.
Ontario
Catholic Graduate Expectations: CGE1D, 1G, 3C, 3D,
3E, 4A, 4B, 4D, 4E, 4G, 5B, 5C, 5D, 5H, 7B
Strand(s):
Career Opportunities
Overall
Expectations: COV.01X,
.02X, .03X
Specific
Expectations: CO1.01X, .02X, .03X,
.04X; CO2.01X, .02X, .03X, .04X, .05X; CO3.01X, .02X, .03X
Teaching/Learning Strategies
Report/Presentation Deliver a
presentation relating to a business topic using various media Applications Prepare
business documents Produce an
“end product” which involves multi-tasking and necessitates a collaborative
effort. Research Gather and
interpret data from a variety of media Assess bias,
propriety and source validity of electronically-gathered data. Consider legal
or ethical issues relevant to E-business Independent Study Utilize data
to build on existing knowledge Illustration Draw
schematics to represent the operation of computer systems Draw diagrams
to represent the flow of data across networks Exploration/Discovery Case Study Conferencing Communicate with
other students and business professionals using collaborative technologies Jigsaw Specialized
group learning followed by home group sharing |
Assessment
Strategies
Reflection Peer
Assessment Self
Assessment Learning Logs
(e.g., Career Information) Technical
Journal Observation Informal
teacher observation Formal teacher
observation Conferencing Teacher-student
Distance
Conferencing (peer to peer/peer to professional) Paper and Pencil Tests Diagnostic
Tests Quizzes Summative Tests
(Unit Test, Final Examination) Technical
Journal Audit Performance Assessment Presentations Exhibitions
(external assessment) Demonstrations Role
simulations (e.g., Office Manager, Lab Monitor) Formal written
assignments (e.g., Field Study Reports) Projects/Product
Delivery Portfolios * Assessment Tools will include: Observational
Checklists Rubrics/Rating
scales Marking
Schemes Exemplars Anecdotal
comments |
Resources
See course,
unit and activity resources. |
*Portfolio
Students will set up a portfolio in which they
will add their exemplary work as the course progresses. The portfolio, although
evaluated throughout, will be examined for completeness at the end of the
course. It would be useful to provide students with a portfolio checklist to
help them keep track of the contents. (See Appendix III: Student Manual)
Rationale for a Balanced
Assessment/Evaluation Plan
Student assessment and evaluation methods for
this course reflect authentic practices found in the working world.
Opportunities for assessment are frequent and are designed to guide the student
toward success and to honour achievement. Reflective instruments are provided
to help students control and plan their learning. Formal and informal
observational techniques and conferencing help clarify student thinking and
provide evidence of student progress. Tests help students to confidently build
an inventory of knowledge and skills that subsequently are drawn upon to create
a product or deliver a presentation. Completed student products and
presentations will be evaluated by the teacher in relation to the provincial
standards.
How Student Achievement Will
Be Evaluated to Determine Final Course Mark
Assessment instruments are designed to provide information
about student achievement. Learning skills, effort, punctuality and recorded
absences are reported separately and are not considered in the determination of
the percentage grade. Assessment instruments may appear in more than one
evaluation category. The final grade will be determined using the weighting
below as a guideline to reflect the student’s most consistent performance
level. The evaluation will be based on testing, product development and product
delivery using a variety of media. Factored into this evaluation is the degree
to which a student uses both independent and collaborative product development
strategies.
Final Evaluation
Formal exam: Written
and Application 20%
Final Course Project
(e.g., Portfolio) 10%
Term
Knowledge and Understanding 15%
Unit Tests
Quizzes
Lab Exercises
Thinking/Inquiry and Problem Solving 20%
Assignments
Unit Projects
Independent Study
(Career)
Lab Exercises
Communication 15%
Lab Exercises
Presentation
Application/Productivity 20% 70%
100%
Accommodations
Teachers should read through exceptional
students’ Individual Educational Plans (IEPs) and consult with the appropriate
teachers. By doing this, teachers will be aware of, and can implement, prescribed
modifications and exceptionalities.
In order to enhance the learning experience of
ESL and exceptional students, following are some strategies that could be
applied throughout course activities.
• Have students work with classroom partners,
peer tutors or classmates who share the same
linguistic background;
• Extensive student/teacher conferencing;
• Very capable students can act as lab
assistants;
• Provide a list of terminology (possibly
simplified) before an activity begins;
• Incorporate task modifications (e.g.,
fewer/more web sites, sources, informational items);
• Handouts may be modified to incorporate a
larger, easy-to-read font;
• Handouts may be modified
(simplified/advanced) in terms of language and content provided;
• Checklists (e.g., manual/notebook, skill
development) may be tailored to meet the needs of
individual students;
• Use of process marks so students who
complete work can be successful despite a weak end product
being submitted.
• For students with physical disabilities
there is commercially available software and hardware that
address specific needs.
Resources
Internet
Note: All web sites should be previewed in advance by the
teacher.
TCDSB BUSINESS STUDIES WEB PAGE – This site
provides links to curriculum resources, careers, conferences, print media,
professional associations, postsecondary institutions and businesses.
http://www.tcdsb.on.ca/external/departments/business/index.html
ECEDWEB -This is an American site that provides
a process for students evaluating world wide web sites and internet
information.
http://ecedweb.unomaha.edu/teachsug.htm
CPM NET THE TECHNOLOGY NETWORK -This site
provides articles about infrastructure and has many links to other sites
dealing with IT.
http://www.networkcomputing.com/918/918ws1.htm
EVERYTHING E-MAIL -E-mail etiquette.
http://everythingemail.net/glossary.html
E-BUSINESS - This site is a guide as to what
happens when you combine the broad reach of the Internet with the vast
resources of traditional information technology systems.
http://www.tcdsb.on.ca/external/departments/business/info-p6.html
WEBER STATE UNIVERSITY - This site reviews many
issues related to E-Commerce including a definition, current modes, advantages
and weaknesses.
http://www.weber.edu/ist/itfm/ht-ec2.htm
BUSINESSLINK TECHNOLOGY GROUP INC.
This site includes some demographics on the size
and usage of the Internet. This information may be of some help in establishing
effective marketing plans for use of the WWW in your organization
http://www.bltg.com/demograf.html
MS ACCESS TUTORIAL – UNIVERSITY OF BRITISH
COLUMBIA -This site provides Microsoft Access tutorials: on-line version, print-only
version, support files, self-contained packages and frequently asked questions.
http://mis.commerce.ubc.ca/~brydon/MSAccess/tutorials.html
MICROSOFT K-12 EDUCATION - This site provides
classroom resources, lessons and activities, software tutorials, free tools and
downloads for Office 97.
http://www.microsoft.com/education/curric/office97
IN AND OUT OF THE CLASSROOM WITH MICROSOFT
PUBLISHER
This site will assist you in creating a web site
with MS Publisher 98.
http://www.microsoft.com/education/curric/pub98/website.htm
SCHOOL NET -This site is dedicated to serving
the interests of students, parents and educators regarding every facet of
education, from kindergarten through graduate school.
http://www.schoolnet.org
ITOOLS – This site provides you with an on-line
computing dictionary
http://www.itools.com/research-it
COMPUTING CANADA NEWSPAPER/MAGAZINE
http://www.plesman.com/cc/artind.htm
TORONTO STAR TECHNOLOGY
http://www.thestar.com/editorial/technology/index.html
THE GLOBE AND MAIL
http://www.theglobeandmail.com/index.html
THE NATIONAL POST
http://www.nationalpost.com/news.asp?s2=national"
MACLEANS
http://macleans.ca
EDUCATION WORLD – Fourteen great activities for
the first days of school.
http://www.interserf.net/mcken/teacher.html
INNOVATIVE TEACHING
http://www.interserf.net/mcken/teacher.htm
CANOE – Canadian Newsstand and Information
http://www.canoe.com/
MAIN FUNCTION -is a resource of information for
teachers and students of computer programming and the Internet. Brought to you
by Microsoft and Knowlton & Associates, Inc.
http://www.mainfunction.com/index.html
PEDAGONET – This site offers an innovative
search engine which facilitates the exchange of learning resources.
http://www.pedagonet.com/
PREMIER TRACKS –This site offers a collection of
K-12 Web-Based lessons for a variety of subject areas created by SCR*TEC’s
TrackStar.
http://4teachers.org/premier/
TEACHER TALK – This site provides a discussion
area for teachers related to technology instruction.
http://www.mightymedia.com/ttalk/index.asp
IGC WOMENSNET – WomensNet supports women’s
organizations worldwide by providing and adapting telecommunications to enhance
their work.
http://www.igc.org/igc/womensnet/
STUDY WEB – This site provides an extensive research
library of annotated links in 25 categories.
http://www.studyweb.com/
Print
Heide, Ann and Stilborne, Linda. The
Teacher's Guide to the Internet, Trifolium Books Inc.
http://www.pubcouncil.ca/trifolium, 1996.
Freedman, Alan. The Computer Desktop
Encyclopedia, Amacom, 1996.
OUTPUT - Educational
Computing Organization of Ontario magazine.
Pyne, Sandra and Tuck, Allene. ed. Oxford
Dictionary of Computing for Learners of English, London: Oxford University
Press, 1996.
The Connected Learning Community , Technology
Roadmap, A Comprehensive Guide to Planning and Implementing, Computer
Technology in K-12 Schools, Microsoft Corp. 1998.
The Waterloo County Board of Education, Cooperative
Learning: A Resource to Small Group Learning K-OAC, Waterloo: The Waterloo
County Board of Education, 1992.
Catholic Social Justice Documents:
Center for Social Justice and Global Awareness.
“The Conditions of Labour” (Rerum Novarum),
“The Reconstruction of
the Social Order” (Quadragesimo Anno), “Christianity and Social Progress”
(Mater et Magistra), “Peace on Earth” (Pacem in Terris) and The Church in the
Modern World (Gaudium et Spes). http://www.neosoft.com/~csjga/docs.htm
The Ontario Curriculum, Grades 9 and 10:
Business Studies, 1999
Student Survey
Appendix I
Ontario Catholic
School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community
who
CGE1a
-illustrates a basic understanding of
the saving story of our Christian
faith;
CGE1b -participates
in the sacramental life of the
church and demonstrates an understanding of the centrality of the Eucharist to
our Catholic story;
CGE1c
-actively reflects on God’s Word as communicated through the
Hebrew and Christian scriptures;
CGE1d -develops attitudes
and values founded on Catholic social
teaching and acts to promote social responsibility, human solidarity and
the common good;
CGE1e -speaks the language of life... “recognizing that
life is an unearned gift and that a person entrusted with life does not own it
but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with
God and celebrates communion with
God, others and creation through prayer and worship;
CGE1g -understands that
one’s purpose or call in life comes
from God and strives to discern and live out this call throughout life’s
journey;
CGE1h -respects the faith traditions, world religions and
the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin,
human weakness, conflict and forgiveness are part of the human journey” and
that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An
Effective Communicator
who
CGE2a -listens actively and
critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canada’s official languages;
CGE2e -uses and integrates
the Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts,
evaluates new ideas in light of the common good;
CGE3c -thinks reflectively
and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates
and applies knowledge of interdependent systems (physical, political, ethical,
socio-economic and ecological) for the development of a just and compassionate
society.
A
Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates a
confident and positive sense of self and respect for the dignity and welfare of
others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and
demonstrates Christian leadership;
CGE4d -responds to, manages
and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines and reflects
on one’s personal values, abilities and aspirations influencing life’s choices
and opportunities;
CGE4h -participates in
leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works effectively as
an interdependent team member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops one’s
God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning,
dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights,
responsibilities and contributions of self and others;
CGE5f
-exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence,
originality, and integrity in one’s own work and supports these qualities in
the work of others;
CGE5h -applies skills for
employability, self-employment and entrepreneurship relative to Christian
vocation.
A
Caring Family Member who
CGE6a -relates to family
members in a loving, compassionate and respectful manner;
CGE6b -recognizes human
intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the
important role of the family in society;
CGE6d -values and nurtures
opportunities for family prayer;
CGE6e -ministers to the
family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts morally and legally
as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own
actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by
promoting equality, democracy, and solidarity for a just, peaceful and
compassionate society;
CGE7f -respects and affirms
the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history,
cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities
of Canadian citizenship;
CGE7i -respects the environment and uses
resources wisely;
CGE7j -contributes to the common good.
Appendix II
Coded Expectations: Introduction
to Information Technology in Business, Open Grade 9 or 10
STRAND:
INFORMATION MANAGEMENT
Overall
Expectations:
IMV.01X demonstrate
an understanding of the information technology terms used in business;
IMV.O2X explain
key infrastructures relevant to information technology;
IMV.O3X manage
an information technology work environment;
IMV.O4X electronically
manage personal data and computer files.
Specific
Expectations:
Terminology:
IM1.01X define
key information technology terms (e.g., Internet, Intranet, Extranet,
infrastructure,
syntax, work environment);
IM1.02X explain
the concept of information technology;
IM1.03X use
current information technology terminology appropriately.
Infrastructures:
IM2.01X explain
the functions of the hardware components of a computer workstation;
IM2.02X explain
how a variety of operating systems work;
IM2.03X explain
the use of a variety of peripheral devices (e.g., printers, scanners, video and
digital
cameras);
IM2.04X differentiate
between stand-alone and networked environments;
IM2.05X describe
the environments to which stand-alone systems and networks are best suited
(e.g.,
home office, school, multinational company).
Work
Environment:
IM3.01X demonstrate
understanding of the importance of managing an ergonomically correct
work
environment;
IM3.02X explain
information technology health and safety issues (e.g., musculoskeletal
injuries,
eye
strain, radiation from monitors);
IM3.03X explain
the importance of keeping information secure and confidential;
IM3.04X. describe
the importance of security systems (e.g., passwords, encryption, login), in
stand-
alone,
LAN, and WAN environments;
IM3.05X demonstrate
appropriate interpersonal skills when interacting with colleagues and peers in
an
information technology work environment (e.g., keeping passwords confidential,
respecting
privacy of information).
File
Management:
IM4.01X describe
the desktop elements and functions of a computer environment (e.g., icons,
menus,
toolbars, folders);
IM4.02X demonstrate
an ability to arrange personal folders and files in a logical and useful manner
that
is easily understood by others;
IM4.03X create
(e.g., design, edit, manage) an electronic address book;
IM4.04X analyse the potential impact of computer
viruses on computer systems on computer
systems
and files;
IM4.05X explain how anti-virus software
applications in a business environment enhance system
security.
Overall
Expectations:
SAV.01X demonstrate
the skills required to enter data by using appropriate keyboarding techniques;
SAV.02X demonstrate
the use of basic functions and features of common business software;
SAV.03X produce
documents that meet basic business standards and formats.
Specific
Expectations:
Data
Entry Skills:
SA1.01X demonstrate
the ability to input data effectively;
SA1.02X demonstrate
an understanding of the importance of accuracy when entering data (e.g.,
consider
challenges facing voice recognition)
SA1.03X use
correct keyboarding techniques (e.g., proper posture, correct fingering, proper
wrist
position).
Application
Software:
SA2.01X explain
the use of common business software (e.g. word processing, database,
spreadsheet,
graphic,
desktop publishing, web page software);
SA2.02X use
the common business software basic functions (e.g., create, save, update,
print) and
features
(e.g., edit tools, fonts, justification, format tools, columns, menus, design
and
graphic
tools, formulas, hyperlinks);
SA2.03X follow
written and oral instructions regarding the use of software applications (e.g.,
help
menus,
wizards, manuals).
Business
Documents:
SA3.01X demonstrate an ability to select the most
appropriate software applications for creating a
particular business document
(e.g., report requiring a word processor, spreadsheet, graphic
tool);
SA3.02X produce
correctly formatted business documents (e.g., business correspondence, reports,
advertisements,
fax cover pages) from printed, handwritten, and revised copies;
SA3.03X use electronic references effectively
(e.g., dictionaries, thesauri, grammar checks, spell
checkers).
STRAND: ELECTRONIC COMMUNICATION
Overall
Expectations:
ECV.01X demonstrate
an ability to use electronic software to create presentations;
ECV.02X use
electronic tools to communicate effectively with others;
ECV.03X demonstrate
an understanding of the legal issues relating to electronic communication.
Specific
Expectations:
Electronic
Presentation:
EC1.01X describe
the basic functions of presentation software commonly used in business (e.g.,
text
objects, quick art, chart/graphic tools, slide editor/sorter/lists);
EC1.02X explain
the purposes of presentation tools;
EC1.03X select
the presentation tools that are most appropriate for an assigned purpose and
target
audience
(e.g., slides, animation, music);
EC1.04X create an electronic presentation (e.g.,
kiosk display, assembly presentation, class
project).
Electronic
Communication Tools:
EC2.01X describe the tools used to communicate
electronically in business (e.g., fax, e-mail, voice
mail, bulletin board,
discussion group, the Internet, Intranet, Extranet);
EC2.02X compare
a variety of electronic communication tools in terms of their uses and benefits
to
business;
EC2.03X explain
how e-mail is transmitted through the Internet and Intranet;
EC2.04X demonstrate
an ability to use electronic communication tools (e.g., e-mail, voice mail,
the
Internet, Intranet, voice recognition) effectively by using acceptable syntax
and
terminology.
Legal
Issues:
EC3.01X describe
ways in which recent changes in information technology have had a positive
and/or
negative impact on business, working conditions and other aspects of peoples'
lives
(e.g.,
access to information, to global trade, to employment; increase in violence,
racial
issues,
harassment, unemployment);
EC3.02X communicate with people in other cultures,
and demonstrate an understanding of their
communication customs (e.g.,
social interactions, political sensitivities, jargon);
EC3.03X apply
acceptable communications protocol in internal and external electronic
communication;
EC3.04X investigate
and describe legal issues related to electronic communication;
EC3.05X describe
the major issues related to security on the Internet, Intranet, Extranet, and
e-mail
(e.g., privacy, credit card use, use of firewalls).
STRAND: ELECTRONIC RESEARCH AND ETHICAL ISSUES
Overall
Expectations:
EEV.01X use
a variety of electronic media to find relevant information;
EEV.02X analyse
the various uses of the Internet in a business environment;
EEV.03X analyse
the ethical issues concerning use of electronic information.
Specific
Expectations:
Electronic
Research:
EE1.01X identify
the forms and applications of electronic media that can be used to gather
information
(e.g., CD-ROMs, the Internet, search engines);
EE1.02X describe
the function of search engines;
EE1.03X use
a variety of search engines to locate web sites;
EE1.04X access
a variety of electronic media (e.g., web sites, newsgroups, reference CD-ROMs)
to
gather
information for specific purposes;
EE1.05X demonstrate
an understanding of the criteria required to evaluate electronic media for
usefulness,
validity, bias, and confidentiality.
The
Internet in Business:
EE2.01X explain
how a stand-alone computer is connected to the Internet;
EE2.02X compare the services provided to businesses
by a variety of Internet Service Providers;
EE2.03X explain
the ways in which organizations can use the Internet and Intranet;
EE2.04X compare the ways the Internet and Intranet
are used in a variety of organizations.
Ethical
Issues:
EE3.01X explain
the purpose and content of an Internet acceptable use agreement;
EE3.02X determine
criteria to evaluate web sites in terms of validity, bias and usefulness;
EE3.03X analyse the
ethical implications of posting, accessing and transmitting information in
various
digital formats (e.g., the Internet, bulletin boards, fax);
EE3.04X apply
copyright rules, regulations and conventions to reference material obtained
from
electronic
sources.
STRAND: CAREER OPPORTUNITIES
Overall
Expectations:
COV.01X describe
career opportunities related to information technology;
COV.02X assess
their information technology skills and competencies;
COV.03X demonstrate
an understanding of high school information technology programs designed
for
use in secondary schools.
Specific
Expectations:
Career
Opportunities:
CO1.01X identify
occupations that require an understanding of information technology;
CO1.02X explain the skills and competencies needed
to work in an information technology
environment;
CO1.03X identify local employers that may require
employees who have a knowledge of
information technology;
CO1.04X summarize current job advertisements that
require information technology skills and
education;
Skills
and Competencies Assessment:
CO2.01X determine
their own information technology skills;
CO2.02X analyse
their information technology strengths and weaknesses;
CO2.03X summarize,
electronically, their information skills and competencies;
CO2.04X demonstrate
their information technology skills in samples of their work;
CO2.05X demonstrate
understanding of the importance of doing exemplary work and keeping
samples
of it for inclusion in résumés and portfolios that can be used in a future job
search.
Information
Technology Programs in Secondary School:
CO3.01X identify
the information technology programs available at their school;
CO3.02X determine
the prerequisites for specific information technology courses;
CO3.03X design a personal plan to help them achieve
information technology skills and
competencies.
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