Course Profile   Communications Technology, Grade 10, Open, Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 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 and training or by the Partnership of School Boards that supported the production of the document.

 

© Queen's Printer for Ontario, 2000

 

Acknowledgements

This profile is the result of a collaborative effort between the Simcoe County District School Board and The Institute for Catholic Education. (ICE)

 

Public School Board Writing Team - Grade 10 Communication Technologies

 

Lead Board

Simcoe County District School Board

Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team - Public

Joe Mandarino, Peel District School Board, Lead Writer

Joanne Durst, Peel District School Board

Errol Fraser, Peel District School Board

Lawrence Marler, Peel District School Board

 

Catholic School Board Writing Team - Grade 10 Communications Technologies

 

Lead Board

Toronto Catholic District School Board

Gino Grieco, Project Manager

 

Course Profile Writing Team - Catholic

Joe Tadman, Toronto Catholic District School Board, Lead Writer

Gary Hebor, Toronto Catholic District School Board

Anne Martin, Toronto Catholic District School Board

Terry Nolan, Toronto Catholic District School Board

Course Overview

Communications Technology, Open, Grade 10

Identifying Information

Course Title:  Communications Technology

Grade:  10

Course Type:  Open

Development Date:  April 2000

Ministry Course Code:  TGJ2O

Credit Value:  1

Secondary School Policy Document:  The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999.

Description/Rationale

This course introduces students to the concepts and methods of communications technology. Students develop communication ideas in five areas: graphic production, sound and video, computer animation, information displays, and photography. Focussing on fundamental concepts, students use computers, audio-video equipment, and other tools to acquire and demonstrate the knowledge and skills to create, capture, manipulate, edit, arrange, display, and present communication projects. Working through pre-production, production, and post-production processes, students create devices for effective communication with an intended audience. As they explore the diverse technologies within communications, students learn about career opportunities and the impact communications technology has on society.

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  Graphic Design and Production

This unit introduces students to the technology required to communicate graphically through desktop-publishing systems and software, print production methods, and specialty printing. Students learn and apply design elements and principles by creating thumbnail sketches, rough sketches, comprehensive layouts, and camera-ready artwork to produce printed materials. Safety, print media influences, careers, and educational planning are explored.

Unit 2:  Short Audio-Video Production

This unit introduces students to the processes of audio-video pre-production, production, and post-production. Students learn basic shot sizes, camera movements, and special effects to create a storyboard and to script audio-video material. Students compose and capture images, edit audio-video footage, and apply finishing operations before presenting the production to an audience. The safe and careful handling of sensitive equipment is emphasized. Students learn to apply ethical standards and policies in their productions while exploring further education and career opportunities.

Unit 3:  Short Animations

This unit introduces students to the fundamental principles of computer-generated animation. Students develop scripts, prepare storyboards, construct or model images, and edit animations and output for different applications. They study and apply composition, 2-D and 3-D modelling, and editing techniques to create animated, short films. Students apply ethical standards and policies in their productions while exploring further education and career opportunities.

Unit 4:  Information Displays and Environments

Students plan and produce environments for information displays using a variety of software, hardware, and physical materials. Students create display spaces and employ electronic resources in the production, presentation, and distribution of information. Students apply ethical standards and policies in their productions as they explore further education and career opportunities.

Unit 5:  Image Production and Processes

Students apply the elements and principles of photography in developing techniques to capture, manipulate, and edit images. Traditional black and white, 35 mm, pinhole, and colour digital photography are explored. Students learn basic optic principles, technical terminology, lighting techniques, and production processes to safely generate final photographic images. They discover how the camera captures images and how light is controlled in studio and natural settings. Students apply ethical standards and policies in their productions while exploring further education and career opportunities.

Course Notes

In addition to teaching proper equipment usage, Communications Technology provides practical experiences and information about technological systems that enable students to attain a deeper understanding of how effective communications products are conceptualized, planned, produced, distributed, and presented. Student work is expected to contain positive images of people regardless of age, physical appearance, dialect, socio-economic status, disability, race, or gender. Any stereotypes, acts of violence, sexual themes, or use of profanity is unacceptable. In addition to the specific skills that are developed throughout the course, students learn to:

·         problem solve through careful analysis, co-operation, and communication;

·         develop individual and group skills through student-centred activities;

·         develop time-management skills to design and follow organizational plans to complete a range of tasks;

·         show commitment to a task by maintaining a level of effort required to complete a product;

·         develop the ability to self-monitor progress using record-keeping and tracking procedures such as logs, journals, and project portfolios.

Each unit enables students to focus on specific career options and gain insights into the skills required for a variety of professions. A number of teaching/learning strategies employed in the classroom allow for career orientation including job shadowing, computer research, field trips, and guest speakers.

Teachers address safety/censorship on the Internet by implementing School Board Policies relating to appropriate student use and access to Internet services.

Teaching/Learning Strategies

Brainstorming – group generation of initial ideas expressed without criticism or analysis

Buddy System – links students for peer/cross-age support

Case Study – investigation of real and simulated issues

Collaborative/Co-operative Learning – small group learning providing high levels of student engagement and interdependence

Computer-Assisted Learning – learning of new material or review/reinforce material previously learned

Conferencing/Discussion – student-to-student discussion and teacher-to-student conferencing to encourage confidence and motivation to success in all learners

Design Process – the stages of development of a product or process, including developing a focus, developing a framework, choosing the best solution, implementing a plan, and reflecting on the process and the product

Independent Study – exploration and research of a topic interesting to students

Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on regular basis

Mind Map – involves representing physical, demographic, numerical data through visual formats and shows relationships among ideas

Problem-Solving Strategies – helps students work through problems

Problem Solving – model for helping students to identify and work through a problem

Report/Presentation – oral, visual, and written presentation of researched topic to class or in community

Research – model of investigation

Socratic Lesson – oral presentation of information by the teacher

Teacher-Directed Class Discussion – students actively participate by taking turns discussing current issues

Assessment/Evaluation Techniques

Paper and Pencil Tests

·         Ongoing quiz, self/peer rubric

·         Final evaluation (rubric, tests)

Performance Assessment

·         Research project

·         Assigned exercises

·         Log/journal entries

·         Presentation

·         Finished product

·         Project portfolio*

Personal Communication

·         Conferencing

·         Student-teacher

·         Teacher-group

·         Self/peer assessment

·         Daily log/journal

·         Ongoing verbal feedback

·         Critique self/peer

Teacher Observation

·         Formal/informal

Reflection

·         Self/peer assessment

·         Log/journal

Assessment Tools

·         Checklists

·         Marking schemes

·         Project specification sheets

·         Rubrics

·         Anecdotal comments with suggestions for improvement

* Students prepare a portfolio in which they add exemplary work as the course progresses.

Assessment Methods

Diagnostic – occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful

Formative – provides ongoing feedback to the teacher during learning about the quality of learning and the effectiveness of instruction

Summative – usually carried out at the end of a learning process (may include feedback and/or judgment)

Evaluation

Communications Technology activities are project driven and produce tangible materials. Projects fuel the need for students to acquire specific skills and attain a deeper understanding of communications technology. The skills and knowledge reflect the expectations set by the curriculum. The level of achievement on each expectation measures student achievement.

Evaluation in skill development involves assessing the process and product. Checklists are commonly used to identify the operational steps of the process, whether it’s creating personal stationery or producing a short video. Significant aspects of the completed product or service are identified and commonly assessed with rating scales. Checklists and rating scales are effective tools for self-assessment as they establish acceptable standards of competence. These sheets provide the student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Teacher-student conferencing during pre-production, production, and post-production provides clarity and maintains the expected standards. The addition of a peer assessment component especially in a group work situation also helps to identify reasonable expectations.

·         Self-assessment helps students to develop a sense of responsibility for their own learning. It encourages students to reflect on their growth and learning, giving them a sense of where they have been, where they are, and where they are going.

·         Through modelling and coaching, teachers can help students to provide constructive and supportive feedback to themselves and to one another.

Performance tests are effective for assessing the achievement of knowledge and skills. Evaluation should include a variety of assessment techniques. The vocabulary used in the test questions should reflect those used in the lab situation. The option for oral testing and student demonstrations of acquired skills should also be used. Although students are encouraged to write answers in proper sentence form, diagrammatic answers are effective assessment instruments in technological education. In their planning and implementation of projects, work assignments, and problem-solving activities, students demonstrate their ability to combine skill and knowledge successfully in practical tasks.

Evaluation of Student Achievement

Assessment instruments 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 is determined using the weighting below as a guideline to reflect the student’s most consistent performance level. The evaluation is based on testing, product development, application of processes, and product delivery using a variety of media. Factored into this evaluation is the degree to which a student uses independent and collaborative product development strategies.

Final Course Grade

Accommodation

Teachers using this course profile are expected to be acquainted with each student’s Individual Education Plan (IEP) and unique learning characteristics and to make the necessary accommodations.

Teachers should use a range of teaching/learning strategies to recognize the needs of all students. Special needs students benefit from accommodations in the overall activity criteria, as well as teacher and peer assistance where appropriate. Written tests should be designed to suit students’ reading and writing levels. Teachers should modify and expand teaching strategies to accommodate learning styles. These may include:

·         modifying approaches to evaluation;

·         oral instead of written tests;

·         demonstrations of acquired skills instead of written evaluations;

·         providing rewrite opportunities as appropriate;

·         conferencing/discussion – student-to-student discussion and teacher-to-student conferencing to encourage confidence and motivation;

·         small group learning;

·         flexible timelines;

·         adapting handouts;

·         peer tutoring;

·         enrichment and extension activities.

Resources

A number of resources are included in this profile. They include:

·         textbooks;

·         training manuals;

·         magazines;

·         web sites;

·         multimedia and presentation packages;

·         videos;

·         career/industry sources.

OSS Policy Applications

The Grade 10 Communications Technology Course is designated as a Technological Education program. All courses offered in Technological Education are open courses comprised of a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9–12]) or as an optional credit. This course provides students with a broad educational base that prepares them for their studies in Grades 11 and 12 and for productive participation in society.

Students are introduced to practical aspects of communications technology using electronic, live, and graphic communications methods. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a range of teaching/learning strategies and accommodation to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, conflict resolution/violence prevention, and community partnerships are addressed in the course. These support many of the Ontario Secondary School Policies. Career exploration throughout all units is made available with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers may evaluate their course through a variety of methods. Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into the units. Since every teacher approaches the units in a unique way, there are ample opportunities for extensions, modifications, and applications. The school and business community may have input on developing aspects of the Communications Technology Course. Visitors, for example, may be asked to comment on a display of student work.

The following should be assessed:

·         expectations are met;

·         learning styles of all students are met through teaching strategies;

·         assessment and evaluation reliably and accurately measure student expectations;

·         parents are informed regularly of student performances;

·         a variety of assessment/evaluation tools are used;

·         a variety of teaching/learning strategies are used;

·         students with special needs are accommodated properly.

Coded Expectations, Communications Technology, TGJ2O

Theory and Foundation

Overall Expectations

TFV.01G

– identify and describe the techniques used to produce print media;

TFV.02G

– identify and describe the basic techniques required to produce animations and audio-video productions;

TFV.03G

– identify and describe the processes of capturing still images;

TFV.04G

– demonstrate understanding of electronic communication equipment.

Specific Expectations

TF1.01G

– explain the techniques used to produce technical drawings and illustrations;

TF1.02G

– identify basic composition and typographic principles;

TF1.03G

– describe the characteristics of materials used in print production;

TF1.04G

– describe printing and finishing processes;

TF1.05G

– describe various video recording techniques;

TF1.06G

– outline the procedures required to create audio-video, audio, and animated productions;

TF1.07G

– outline the steps used to edit audio-video, audio, and animated productions;

TF1.08G

– identify the types and uses of still photography;

TF1.09G

– identify various cameras and accessories and describe how to test the component parts;

TF1.10G

– explain the process of developing and printing photographic images;

TF1.11G

– identify the elements of lighting and staging.

Skills and Processes

Overall Expectations

SPV.01G

– prepare camera-ready artwork for print and post-production;

SPV.02G

– produce audio-video and/or animated productions;

SPV.03G

– compose, capture, and process still images;

SPV.04G

– use computer graphics software competently.

Specific Expectations

SP1.01G

– produce technical drawings and illustrations for printing;

SP1.02G

– apply composition and typographic principles to produce camera-ready artwork for print production;

SP1.03G

– produce printed copies using a variety of reproduction methods;

SP1.04G

– apply finishing operations to printed products;

SP1.05G

– create various effects using video and digital camera techniques;

SP1.06G

– use basic lighting techniques and props competently to accentuate audio-video productions;

SP1.07G

– create simple animations using video cameras;

SP1.08G

– edit audio-video and/or animated productions;

SP1.09G

– create still images using composition techniques;

SP1.10G

– process and obtain prints from film and/or digital input;

SP1.11G

– enhance or create sets, lighting schemes, and information displays.

Impact and Consequences

Overall Expectations

ICV.01G

– explain the benefits, risks, and ethics associated with communications technology;

ICV.02G

– observe safety rules and regulations;

ICV.03G

– identify career opportunities in the communications field.

Specific Expectations

IC1.01G

– identify strengths and weaknesses of graphic, electronic, and live communications;

IC1.02G

– operate equipment safely;

IC1.03G

– apply health and safety standards when using products and materials;

IC1.04G

– identify career opportunities and develop appropriate education plans;

IC1.05G

– demonstrate knowledge of ethical standards and policies for communications technology.

 

 

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