Course Profile    Introduction to Information Technology in Business (BTT), Grade 9 or 10, Open, Public

 

Unit 3

 

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 boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document

 

Acknowledgments

 

Writing Partnership Lead Board:      Toronto District School Board

 

Course Profile Writing Team:           Laura Pinto, Toronto District School Board

                                                                Avanell Scherer, Hamilton (Writing Team Leader)

                                                                Sharon Stephanian, Hamilton-Wentworth District School Board

 

Internal Reviewers:                             Cheryl Ende, Hamilton-Wentworth District School Board (ESL)

Sheila Harrington, Hamilton-Wentworth District School Board (Special Education)

 

Project Team Coordinator:                 Madeline Dennis, Toronto District School Board

 

 

 

 

 

 

 

 

 

 

 

Unit 3:  E-Communication:  Presenting With Purpose and Pizzazz

Time:  24 hours

 

Unit Developer(s): Laura Pinto, Toronto District School Board

                                          Avanell Scherer, Hamilton

                              Sharon Stephanian, Hamilton-Wentworth District School Board

 

Development Date: July 1999

 

Unit Description

 

Students will complete readiness and remedial exercises and use electronic tools to enhance and/or develop their communication skills, develop an understanding of what e-mail is and how it works, investigate a variety of topics related to electronic communication, and apply their new, electronic-communication skills to create an electronic presentation. Students’ overall performance for this unit will be evaluated using the Electronic Presentation Rubric (Unit 3, Appendix B).

 

Strand(s) & Expectations

v expectation(s) evaluated in unit

            Strand(s):  Information Management, Software Applications, Electronic Communication, Electronic

      Research and Ethical Issues, Career Opportunities

 

            Overall Expectations:            IMV.01v, IMV.04, SAV.01-.03v, ECV.01-.03v, ERV.01v, ERV.03,

                                                COV.02v

 

Specific Expectations:            IM1.01, IM1.02-.03v, IM4.01-.02, SA1.01-.03v, SA2.01-.03v, SA3.01-.03v, EC1.01-.04v, EC2.01-.04v, EC3.03-.05, ER1.03-.04v, ER3.03-.04, CO2.01-.05v

 

Activity Titles (Time + Sequence)

 

Activity 1

Making the Most of an Electronic Presentation

8 hours

Activity 2

Does E-mail Need A Stamp?

4 hours

Activity 3

Investigating Electronic Communication

4 hours

Activity 4

Dazzle Your Audience

8 hours

 

Prior Knowledge Required

Ÿ         understanding of co-operative learning, brainstorming, teamwork strategies, and conflict management strategies

Ÿ         ability to work in groups

Ÿ         demonstrate basic data entry skills (if not, teachers should teach and provide remedial exercises)

Ÿ         word processing, desktop publishing, and Internet search skills

Ÿ         ability to create and name files and folders

Ÿ         ability to update their personal folder or portfolio

Ÿ         electronic and manual research skills

 

Unit Planning Notes

Ÿ         to be effective, parts of this unit require the use of multimedia computers with presentation software

Ÿ         access to e-mail, the Internet, and presentation software are essential for parts of the unit

Ÿ         develop a schedule of due dates for each part of the activity since some parts do not require computer use; then accurate dates can be used to book computers well in advance

Ÿ         if using field trips and guest speakers, book them in advance of beginning the activity

Ÿ         determine what resources will be needed in the classroom; collect the resources prior to beginning the activity

Ÿ         plan student groupings carefully to ensure a variety of strengths within the groups

Ÿ         refer to Unit Planning Notes, Unit 2

 

Teaching/Learning Strategies

Note:  Strategies specific to a particular activity are given within the activity.

Ÿ         brainstorming, constructing/creating, researching/sharing, student/teacher consultation, assessing, oral/visual/kinesthetic, interactive, reading/comprehension, responding, writing, reflecting, analysing, discussing, presenting, exploring, critical/creative thinking

Ÿ         this unit provides opportunities in which students and teachers may link with other subject disciplines to create electronic presentations for other courses and the business community for field trips and guest speakers

Ÿ         encourage students to exchange telephone numbers and e-mail addresses so they can contact each other during non-school time for clarification

Ÿ         explain to students that they should never provide personal information when they use the Internet

Ÿ         check all web sites in advance to ensure they are operable

Ÿ         create assessment/evaluation tools that address a variety of learning styles

Ÿ         refer to Unit 1, Activity 2 for legal and ethical issues such as copyright rules and regulations

Ÿ         refer to Teaching/Learning Strategies, Unit 2

 

Assessment/Evaluation Techniques

Ÿ         summative, formative, diagnostic

Ÿ         self, group, peer, teacher, reflection, checklists, content, process, rubrics, pen and pencil, completion

Ÿ         assessment and evaluation tools should be constructed to reflect the appropriate categories (Final Course Evaluation, Course Overview)

 

Resources

Ÿ         resources for a specific activity have been included with the activity

Ÿ         general resources are listed in the Course Overview

Ÿ         software manuals, books, manufacturers’ catalogues and brochures, business community

Ÿ         presentation software (e.g., Corel Presentations, Microsoft PowerPoint, Clarisworks, HyperStudio)

 

 

Unit 3, Activity 1:  Making the Most of an Electronic Presentation

Time:  480 minutes

 

Description

 

Students will investigate what an electronic presentation is and what makes an electronic presentation successful. They will demonstrate their current skill level in the use of the basic functions and features of electronic presentation software. Students will complete personalized Software Competencies Checklists identifying the functions and features they can use successfully, based upon completion of an electronic presentation entitled Top 10 Electronic Presentation Tips. Remedial exercises will be completed where a student does not have a specific competency.

 

Strand(s) and Expectations

v  expectation(s) evaluated in activity

Strand(s):  Information Management, Software Applications, Electronic Communication, Electronic Research and Ethical Issues, Career Opportunities

 

            Overall Expectations:  IMV.01v, IMV.04, SAV.01v, ECV.01v, ERV.01v, COV.02v

 

            Specific Expectations:  IM4.02, SA1.01-.02v, SA1.03, EC1.01-.04v, ER1.01-.02, ER1.03-.04v,

 CO2.01-.05v

 

Activity Instructions

 

Planning Notes

Note:  This activity requires use of a computer with electronic presentation software and Internet access. Book computer time in advance.

Teachers should

Ÿ         determine the software that students will be using.

Ÿ         identify the electronic presentation features and functions students will be using (this will impact on the features and functions that will appear on the Competencies Checklist).

Ÿ         select features and functions depending upon the application software to be used by students.

Ÿ         prepare a sample electronic presentation that demonstrates the use of the functions and features the students will be learning, or locate an electronic presentation that can be viewed on the Internet.

Ÿ         model an effective electronic presentation.

Ÿ         use any supporting electronic presentation tools that the students will have access to (e.g., LCD display, projection unit, AVerKey).

Ÿ         prepare all handouts prior to beginning activity.

Ÿ         prepare a summative evaluation that makes provisions for a variety of learning styles.

Ÿ         decide whether to complete this activity with Unit 2 where students are developing basic software competencies.

 

Prior Knowledge Required

Ÿ         refer to Prior Knowledge Required, p. 3-1

 

Teaching/Learning Strategies

Ÿ         brainstorming, Think/Pair/Share, Jigsaw/Expert Group, individual work, Electronic Presentation Software Competencies Checklist (Unit 3, Appendix A)

Instructions

1.       Introduce the class to the concept of an electronic presentation by showing a sample electronic presentation. The sample electronic presentation should be prepared using the application software that illustrates the software features and functions that the students will be using. The class may view the presentation together, or the teacher may provide each student with a copy of the presentation to view independently, or with a partner, either on disk or through the school’s network. Teachers should ensure that the content of the presentation relates to clarifying the electronic presentation features and functions of the software being used.

2.       After viewing the sample electronic presentation, partners will complete the Understanding the Electronic Presentation worksheet below that will address the creation of an electronic presentation. Information from the presentation and the Internet will be used to answer the questions.