Course Overview

Information Technology Applications in Business Grade 11, Open, BTA3O

Course Description

This course provides students with the opportunity to develop the information technology skills and knowledge required in a business. Students learn about the information technology work environment, use industry-standard software, conduct electronic research, investigate electronic business, and explore occupations and postsecondary programs that require information technology skills (Business Studies, Grades 11-12 p. 59).

Everyday life for employees, students, consumers, savers, investors, managers, and entrepreneurs is changing and becoming more complex. Although rapid changes in information technology have an impact on all aspects of life, the operations of business are particularly affected. The information technology courses aim to prepare students for a business and communication world that relies more and more on electronic technology, technology that changes at a rapid pace. Whether students wish to apply the new technologies in their careers in the workplace to develop a broad understanding of the effects of technology on business, or to establish a foundation for the use of information technology at the postsecondary level, the information technology courses will provide opportunities to develop relevant skills and knowledge. In this course, there is a focus on the development of advanced levels of IT competence that would be relevant in the production of realistic business documents.

There are very few aspects of any business that are not affected by information technology; very few businesses offer any employment opportunities that do not have the expectation of employee IT competence. Additionally, the use of technology in business has become so important that in a survey asking for the most disastrous event that could happen to a business, the most frequent response was the loss of working computer infrastructure and the company data, even more disastrous than a major natural disaster wreaking havoc on resources. Since the vast majority of students will be employed by current businesses or establish their own businesses with IT requirements, it is important that they be prepared with IT skills.

It is even more important that students be aware of the pressing issues of human dignity, human rights, and democratic social systems that are overlooked by many businesses. These are integral parts of the process of building God’s Kingdom in the here-and-now and our students must be cognizant of these issues and be encouraged to implement them into a developing socially responsible information technology environment.

This course is designed with the philosophy that the instruction of applications and communications should be integrated into all the units of the course. As a result, applications do not exist as a separate unit and communication is a component of virtually all the units presented. Obviously then, the course is centred on developing skill levels that emphasises the use and implementation of these tools in a Catholic and caring manner. At the end of the course, students are exposed to a series of activities which involves the development of a collection of student work and the development of a personal career portfolio to demonstrate their advanced IT business competencies.

The unit focused on is Security/Ethics. In any Catholic profile, the implementation of Catholic curriculum expectations is crucial. Catholicity across the curriculum should be a major aim of any Catholic curriculum profile. This unit provides an excellent opportunity to give examples of how these Catholic expectations can be implemented into the curriculum for this business course.

Prior Knowledge & Skills

Students are expected to have some prior keyboarding experience. Students who have not had this experience could be referred for extra help (peer tutors, student mentors). Appropriate software can be used by students needing additional keyboarding practice. Students should be familiar with the operating system used on the school network and the efficient use of a computer mouse. Students who do not have this prior knowledge will also require some remediation. Some word-processing skills are required, such as basic formatting, editing, and saving.

How This Course Supports the Ontario Catholic School Graduate Expectations

In Pope John Paul II’s World Communications Day Statement (1989) he stated:

“With the advent of computer telecommunications and what are known as computer participation systems, the Church is offered further means for fulfilling her mission. Methods of facilitating communication and dialogue among her own members can strengthen the bonds of unity between them. Immediate access to information makes it possible for her to deepen her dialogue with the contemporary world.”
Surely we must be grateful for the new technology which enables us to store information in vast man-made artificial memories, thus providing wide and instant access to the knowledge which is our human heritage, to the Church’s teaching and tradition, the words of Sacred Scripture, the counsels of the great masters of spirituality, the history and traditions of the local churches, of religious orders and lay institutes, and to the ideas and experiences of initiators and innovators whose insights bear constant witness to the faithful presence in our midst of a loving Father who brings out of His treasure new things and old.
Young people especially are rapidly adapting to the computer culture and its “language.” This is surely a cause for satisfaction. Let us “trust the young.” They have had the advantage of growing up with the new developments, and it will be their duty to employ these new instruments for a wider and more intense dialogue among all the diverse races and classes who share this “shrinking globe.”
It falls to them to search out ways in which the new systems of data conservation and exchange can be used to assist in promoting greater universal justice, greater respect for human rights, a healthy development for all individuals and peoples, and the freedoms essential for a fully human life.
Whether we are young or old, let us rise to the challenge of new discoveries and technologies by bringing to them a moral vision rooted in our religious faith, in our respect for the human person, and our commitment to transform the world in accordance with God’s plan.

The purpose of the Information Technology Applications in Business course in the Catholic faith community is to enable young adults to develop and utilize their gifts and resources to find solutions and implement technology in a way that models Gospel values. The focus of the curriculum is to enable students to become critical and innovative problem solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students apply skills and knowledge to provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the protection of the environment.

Units: Titles and Times

Unit 1	Business Workstation	22.5 hours
* Unit 2	Security/Ethics	26.25 hours
Unit 3	Global E-Business	35 hours
Unit 4	Careers	13.75 hours
Unit 5	An Office Experience	12.5 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Business Workstation

Time: 22.5 hours

Unit Description

Students become familiar with an information technology work environment. In Activity 1, they learn about the physical components of a business workstation. The function of hardware components and peripheral devices are described. An awareness of how outdated equipment impacts on business planning and operations is developed.

In Activity 2, students are introduced to the elements of a computer desktop. Electronic file management, organization of data and computer files, use of folders, bookmarks, electronic arrangement of files in folders, time-management techniques, and quality of work are stressed. Different processes for managing electronic data are discussed.

In Activity 3, students are introduced to the topic of ergonomics. They describe the characteristics of an ergonomically correct workstation, summarize health and safety issues related to the use of information technology, and assess emerging ergonomic practices in business. In light of Catholic social justice teachings, students evaluate workstations to ensure the physical well-being of employees. Students learn electronic research techniques using various Internet query options (e.g., use of Boolean key words, strings, etc.). Using a word processor and graphics, students research and report on controversial ergonomics issues in work environments (e.g., repetitive stress injury, eye strain, electromagnetic emissions, etc.).

In Activity 4, common business software applications are introduced. Students explain the function of the components of a computerized work environment, assess emerging hardware and software practices in business (using magazine articles or guest speakers), learn the use of software features that facilitate the joint production of business documents, determine the appropriate software applications required to create particular business documents and produce correctly formatted documents. Students use spreadsheets to create a price performance comparison of different hardware systems and software packages. A report summarizing their recommendations is generated using a word processor.

In Activity 5, students become acquainted with information technology infrastructures. Students describe the benefits of networks versus stand-alones in business environments. They learn to communicate with others in an appropriate and secure manner using electronic tools such as e-mail.

Summative evaluation: Students, in a group setting, present their findings on one topic in this unit using presentation software and/or webpage design.

Unit Overview Chart

Act.	Time	Expectations	Assessment	Focus
1	150 min	IIV.02, II1.01, II1.03C GE2a, 2b, 2d, 3c, 4b, 4f, 5g	Knowledge/Understanding Communication Application	The Physical Components
2	150 min	SI2.03, SI3.01, SI3.02, SI1.03, SI3.03, II1.04, II1.05, SIV.03, SI1.01 CGE2b, 2c, 2d, 3c, 4b, 4f	Knowledge/Understanding Thinking/Inquiry Application	The Computer Desktop
3	150 min	II2.02, II3.05, SI1.02C GE2b, 2c, 2d, 2e, 3b, 3c, 3d, 3f, 4a, 4d, 4f, 4g, 7e	Knowledge/Understanding Communication Application	Ergonomics
4	150 min	II2.01, SIV.01, SIV.02, SI1.02, SI1.04, SI1.05, SI2.01, SI2.02 CGE2a, 2b, 2c, 3b, 3c, 4f, 5a, 5e, 5f, 5g	Application Knowledge/Understanding Communication	Common Business Software
5	150 min	IIV.01, EB2.01, ER3.05, ERV.03, II1.02 CGE1d, 2b, 2c, 3b, 4f, 7a, 7b, 7i	Communication Thinking/Inquiry Knowledge/Understanding	Networks and the Internet

Unit 2: Security/Ethics

Time: 26.25 hours

Unit Description

Students learn about security policies and procedures involving network passwords, encryption, viruses, and hacking. Students research computer user policies and then develop their own list of rules for computer etiquette. Interpersonal and cultural considerations are explored using web pals. Freedom of information (FOI) and privacy issues both on networks and the Internet are focused on. The teachings of the Catholic Church regarding ethics, bias, and inclusion are the focus for the discussion of the ethical use of resources in a business environment and for the issues of copyright and plagiarism. Group work, a debate, and slide presentation formats are used to share research results.

Unit Overview Chart

Act.	Time	Expectations	Assessment	Focus
1	150 min	IIV.03, EBV.02, SIV.03, II2.03, II3.04, EB2.01 CGE2b, 3c, 4e, 5e, 7a, 7b	Application Thinking/Inquiry	Security Policies and Procedures
2	300 min	IIV.03, EBV.02, SIV.01, ERV.01, II3.03, SI1.01, SI1.03 CGE1d, 2a, 3c, 3d, 3f, 4f, 5e, 7a, 7b, 7i	Application Knowledge/Understanding Communication Thinking/Inquiry	Ethical Use of Resources
3	225 min	IIV.03 ERV.01 ERV.03, II2.04, II3.01, SI1.01, ER3.03, ER3.05, ERV.03 CGE1d, 2a, 2b, 2c, 2d, 3b, 3c, 4a, 4f, 5e, 5g, 7a, 7b, 7e	Communication Application Knowledge/Understanding Communication	Netiquette
4	600 min	IIV.03, II3.02, EB2.03, ER2.03, ER3.02, ER2.01, ERV.01, ERV.02, ERV.03, SIV.01, SIV.02, SI1.04 CGE1d, 2b, 2c, 3c, 3d, 3f, 4a, 4f, 5e, 7a	Communication Thinking/Inquiry Application Knowledge/Understanding	Security of Information (FOI, Privacy)
5	300 min	IIV.03, ERV.01, ER2.02, EB2.02, SI2.03 CGE1d, 2b, 2c, 3c, 3d, 4b, 4f, 5g	Thinking/Inquiry Knowledge/Understanding	Copyright, Plagiarism, Software Piracy

Unit 3: Global E-Business

Time: 35 hours

Unit Description

In Activity 1, the concept of global e-business is introduced using the lecture method. In Activity 2, the topic of operation of an e-business is explored, as is the topic of resources required to run an e-business. Students collect pricing information for Individual Service Providers from the Internet. Using a spreadsheet, students summarize the costs and report on the advantages and disadvantages of each Internet Service Provider.

In Activity 3, students explore the concept of e-business by browsing e-business webpages, consulting with webpage developers (i.e., using co-op, job-shadowing contacts) and completing a checklist of observed characteristics to determine the practices used in effective websites (i.e., financial/stock market, commercial sites). Students individually create a database using common fields specified by the teacher. Students identify one favourite website in three of the following six categories (primary data): education, entertainment, business/industry, reference, travel, and technical. Students include the website address and description (50 words or less). Individual databases are sent to the teacher for compilation. The teacher differentiates between primary data (original data created by the student) and secondary data (data acquired from other students in class). The teacher distributes the merged database (secondary data) to students who evaluate the sites on a scale of one to five under the following criteria: graphics, content, educational value, objectivity, and validity. Students send the evaluated database file back to the teacher who merges the individual databases again. The database now should have in excess of one thousand records to manipulate. Students select and sort data and perform calculations to produce a report to answer questions such as: Which website has the highest overall rating? Which website scores the highest in each of the categories? Which website has the highest rating for validity? Which website appears most frequently in the database? In Activity 4, students research and develop a small webpage advertising a hypothetical product of their choice. In Activity 5, students revise and summarize the criteria for evaluating and validating websites in light of the teachings of the Catholic Church with special consideration given to social impact, economic impact, bias, and inclusion issues related to e-business. Students produce a larger e-business webpage, which follows the final criteria. This webpage incorporates graphics obtained using a digital camera or created in graphics software applications. (The webpage concept may differ from the initial webpage or be similar to the first webpage depending on the proficiency of the individual student.) Peer and self-evaluation of student webpages occurs.

Unit Overview Chart

Act.	Time	Expectations	Assessment	Focus
1	75 min	EBV.01, ER3.01, ER3.05, EB1.01, SI1.01, SIV.03 CGE2a, 2b, 3b, 4f	Knowledge/Understanding Application	What Is E-Business?
2	150 min	ER1.05, ER1.01, EB1.02, EB1.03, EBV.01, ER3.04 CGE2a, 2b	Knowledge/Understanding Communication Thinking/Inquiry	How Does It Work and What Resources Are Needed?
3	750 min	ER1.02, ER2.01, EB1.04, SI2.01, SI2.02, SIV.02 CGE1d, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3f, 4f, 5g, 7e	Thinking/Inquiry Application Knowledge/Understanding	Evaluation of E-Business Sites
4	600 min	ER1.03, ER1.04, ERV.01, ERV.03, SI2.03, EB3.05, SI1.03 CGE2b, 2c, 3b, 3c, 4b, 4f	Application Thinking/Inquiry Communication Knowledge/Understanding	Electronic Research and Webpage Development
5	525 min	EB3.01, EB3.02, EBV.02, EBV.03, EB3.03, EB3.04, II3.02 CGE1d, 2a, 2b, 2e, 3d, 3f, 4a, 7a, 7e, 7f	Knowledge/Understanding Thinking/Inquiry Communication	The Economic and Social Impacts of E-business

Unit 4: Careers

Time: 13.75 hours

Unit Description

In Activity 1, students explore career databases available at the school level. Electronic research is conducted into postsecondary options relating to computer/business careers. Students report on careers using word-processing or presentation software. In Activity 2, students search for and evaluate skills inventory sites. Students self-administer two or more different skills inventories for comparison. Contacts can be made with co-op instructors, employers, or guest speakers to give feedback and direction on the suitability of student resumes and cover letters. In Activity 3, resume writing and self-marketing are discussed with students who select and create a self-promotion technique. The technique includes a resume, cover letters, and resume/application distribution strategies. Students develop cover letters and envelopes using merges and macros for return addresses. The form cover letter and resume will become an initial component of the student’s personal career portfolio.

Unit Overview Chart

Act.	Time	Expectations	Assessment	Focus
1	300 min	PEV.01, PE1.02, PE1.03, PE1.04, ERV.03, ER1.03, ER3.05, SIV.03, SI2.03 CGE2b, 2c	Knowledge/Understanding Communication Application	Career Research
2	225 min	PEV.02, PE2.01, PE2.02, SI1.01, SI2.01, SI2.02 CGE2b, 4g	Knowledge/Understanding Application	Skills Inventory Resources
3	300 min	PEV.03, PE1.01, PE2.03, PE2.04, PE3.01, PE3.02, PE3.03, SI1.03, SIV.02 CGE2b, 2c, 4a, 4b, 4e, 4f, 4g, 5g, 5h	Thinking/Inquiry Communication Application	The Job Search Process

Unit 5: An Office Experience

Time: 12.5 hours

Unit Description

Students are required to demonstrate overall mastery of the course content and expectations. Students demonstrate and apply their knowledge of creating an ergonomic workstation. They demonstrate the ability to operate in an electronic communication/multi-tasking environment. Students create and maintain an appropriate file management system. Students also evaluate and select appropriate software with which to create business reports. They complete research on-line (including finding, selecting and verifying electronic information), compile their findings and e-mail them to the teacher. Students are given an ethical quandary and asked to react and respond appropriately to it. Students, given hypothetical work experience information, update the cover letter and resume created for their career portfolio begun in Unit 4. Using a merged word-processing document, they create a cover letter to be sent to several different companies applying for a position specified by the teacher (i.e., systems analyst or executive assistant). Assessment information is compiled using rubrics that are provided to students for each activity (see categories listed below under Summative Evaluation.).

Unit Overview Chart

Act.	Time	Expectations	Assessment	Focus
1	75 min	II1.01, II1.02, II2.02, II3.05 CGE2b, 2c, 3c, 4b, 4f	Knowledge/Understanding Application	Creating an Ergonomic Workstation
2	150 min	ER3.05, ERV.03, II1.02, EB2.01, II3.01, ER3.03, ER3.05, II3.02, EB2.03 CGE2b, 2c, 3b, 3c, 4b, 4f	Thinking/Inquiry Knowledge/Understanding Communication	Working In an Electronic Communication/ Multi-tasking Environment
3	150 min	SIV.01, SI1.01, SI1.03, SI2.01 CGE2b, 2c, 3b, 3c, 4b, 4f	Knowledge/Understanding Communication Application	Selection and Use of Appropriate Software for Presentations and Reports
4	150 min	II3.02, EB2.03, ER2.03, ER3.02, ER2.01, ERV.02, II3.03 CGE3c, 3d, 4f, 5g	Knowledge/Understanding Thinking/Inquiry Application	Finding, Selecting, and Verifying Electronic Information
5	75 min	EBV.02, EB2.02, EB2.03, ER3.02, ER2.02 CGE1d, 3b, 3c, 3d, 3f, 4a, 4f, 5e, 7a, 7b, 7e	Thinking/Inquiry Communication Application	The Ethical Quandary
6	150 min	PEV.03, PE3.03, PE3.02, PE2.04, PE2.03, SIV.02, PE2.02, PE2.01, SI2.03, SIV.03 CGE4b, 4e, 4g	Knowledge/Understanding Application Communication	Updating a Personal Career Portfolio

Teaching/Learning Strategies

Teaching/Learning Strategies for the BTA3O Course Profile include the following.

· Guest Speakers: Guest speakers from a community business who use the latest computer technology could be invited to share examples of how they use software to achieve their business objectives. Examples would include the use of a spreadsheet to project future earnings or the use of an electronic presentation to market a product or idea.

· Conferencing: Discussions are held with each student on a one-to-one basis concerning the progress of independent work.

· Independent Study: Students research a topic of interest from either a list submitted to the students by the teacher or a topic that a student conceived and approved by the teacher.

· Brainstorming: Students are encouraged to generate many ideas in the belief that his/her ideas will not be analysed or criticized.

· Cooperative Learning: Small-group participation occurs where teamwork is stressed in order to prepare students for their future work environments.

· Presentation: Students create electronic presentations of researched subjects to the entire class.

· Whole Group Instruction: The teacher instructs the class as a unit.

Assessment & Evaluation of Student Achievement

Seventy percent of the grade is based on assessments (formative) and evaluations (summative) conducted throughout the course.

Course assessment and evaluation includes the following four categories.

Knowledge/Understanding

· Written tests at the end of each unit;

· Written quizzes throughout the course;

· Question and answer sessions for review of previous material.

Thinking/Inquiry

· In-class assignments;

· Independent research;

· Performance tasks.

Communication

· Written assignments;

· Presentations.

Application

· Presentations;

· Newsletter;

· Computer programs.

Assessment tools include:

· Checklists;

· Rubrics with the use of exemplars to outline clear criteria;

· Anecdotal comments on student output to encourage improvement.

Final Evaluation

Thirty Percent Summative Evaluation

Final Activities include the updating of the student’s Personal Career Portfolio. These activities could be done over the last two weeks of the course. All the activities are assessed based on software application and research skills, office procedures, the application of the knowledge of work environments, and the application of the knowledge of Catholic teachings.

Accommodations

An exceptional student’s Individual Educational Plan (IEP) should be consulted before attempting to provide learning experiences for him/her. Appropriate Special Education support staff should also be consulted to ensure that the physical environment is suitable to the needs of the student. The following are suggested strategies used in this course:

· inclusion of recommendations from the student’s OSR or IPRC; provision of adaptive hardware devices (e.g., large screen monitors, larger fonts, specially designed keyboards, voice-activated equipment, reading machines);

· provision of word lists, glossaries, definition of terms, and visuals where available;

· use of cooperative learning (stronger students to assist weaker students);

· provision of alternative assignment topics to accommodate student’s interests (for motivational purposes) and choice of assignment formats where possible;

· provision of immediate feedback, use of praise and positive feedback, and one-to-one conferencing;

· flexibility with timelines;

· provision of more detailed notes or instructions;

· reinforcement of written instructions with verbal instructions;

· repetition of demonstrations and the use of visual aids to assist students where possible;

· adjustment of expectations for written work and the number of assignments required;

· provision of alternative assessment methods such as oral testing, taped answers, and scribing for students with writing difficulties;

· use of peer tutors if available;

· provision of clarification of assessment/evaluation tools (e.g., rubrics, checklists);

· provision of opportunities for enrichment purposes (e.g., enrichment students could become mentors to peers or staff requiring extra assistance).

Resources

Human Resources

Computer Site Administrator from the board office or the school

Computer technicians (from the board office and/or community)

School teacher-librarian and Special Education teacher

School Chaplain

Parents employed in the Information Technology industry

Software

Ministry issued application software (OESS)

Application Software not purchased by the Ministry that provides the teacher with the ability to meet the Ministry course expectations and also operates on the school hardware. The application software used should be consistent with that used in local industry whenever possible.

A planned path for language skill development in Grades 10, 11, and 12 that takes into account the most likely postsecondary destinations and required preparation within the school community.

District standards/conventions/policy and available supporting resources

Books

Adeney, Douglas and John Weckert. Computer & Information Ethics. Westport, Connecticut: Greenwood Publishing Group, 1997. ISBN 0313293627

Ayres, Robert. The Essence of Professional Issues in Computing. New Jersey: Prentice Hall, 1999.
ISBN 0-13-908740-0

Baase, Sara. The Gift of Fire: Social, Legal and Ethical Issues in Computing. New Jersey: Prentice Hall, 1997. ISBN 0-13-458779-0

Baird, Robert M., Reagan Mays Ramsower, and Stuart E. Rosenbaum, eds. Cyberethics: Social & Moral Issues in the Computer Age. New York: Prometheus Books, 2000. ISBN 1573927902

Blanc, Iris and Cathy Vento. Learning Corel WordPerfect Suite 8. Downsview, ON: Monarch Books of Canada Ltd., 2000. ISBN 1-56243-590-6 (www.ddcpub.com)

Bucki, Lisa and Judy Fischer. Learning Computer Applications: Projects & Exercises. Downsview, ON: Monarch Books of Canada Ltd., 2000. ISBN 1-56243-750-X (www.ddcpub.com)

Bucki, Lisa. Business Simulations with Learning Microsoft Office 2000. Downsview, ON: Monarch Books of Canada Ltd., 2000. ISBN 1-56243-861-1 (www.ddcpub.com)

Curriculum Matters: A Resource for Catholic Educators. Institute for Catholic Education, 1996.

Davis, Peter T. Complete LAN Security Control. DIANE Publishing Company, 1999. ISBN 078816547X

Edgar, Stacey L. Morality & Machines: Computer Ethics. Sudbury, Massachusetts: Jones & Bartlett Publishers, 1996. ISBN 076370184X

Ermann, M. David, ed. and Mary B. Williams. Computers, Ethics, and Society. New York: Oxford University Press, 1997. ISBN 019510756X

Fites, Philip E., Peter Johnston, and Martin Kratz. The Computer Virus Crisis. DIANE Publishing Company, 1999. ISBN 0788165283

Gelman, Bob and Stanton McCandlish. Protecting Yourself Online: The Definitive Resource on Safety, Freedom, and Privacy in Cyberspace. Harper Collins Publishers, Inc., 1998. ISBN 0062515128

Learning the Internet for Business, 2nd ed. Downsview, ON: Monarch Books of Canada Ltd., 2000. ISBN 1-58577-088-4 (www.ddcpub.com)

Forester, Tom and Perry Morrison. Computer Ethics: Cautionary Tales and Ethical Dilemmas in Computing. Cambridge, Massachusetts: MIT Press, 1993. ISBN 0262560739

Gould, Carol C. The Information Web: Ethical & Social Implications of Computer Networking. Boulder, Colorado: Westview Press, 1989. ISBN 081330699X

Johnson, Deborah G. Computer Ethics, 2nd ed. New Jersey: Prentice Hall, 1994. ISBN 0-13-290339-3

Johnson, Deborah G. and Helen Nissenbaum, eds. Computers, Ethics and Social Values. New Jersey: Prentice Hall, 1995. ISBN 0131031104

Kizza, Joseph M. and Patrick F. Sullivan. The Social & Ethical Effects of the Computer Revolution. McFarland & Company, Incorporated Publishers, 1996. ISBN 0786402059

Neumann, Peter G. Computer Related Risks. Addison-Wesley, 1995. ISBN 0-201-55805-X

Mendina, G.T. and Lester J. Pourciau ed. Ethics and Electronic Information in the Twenty-First Century. Purdue University Press, 1998. ISBN 1557531382

Schaub, James L. and Ken D. Biery. The Ultimate Computer Security Survey. DIANE Publishing Company, 1999. ISBN 0788165143

Schneier, Bruce. Secrets and Lies: Digital Security in a Networked World. N.Y.: John Wiley & Sons, 2000. ISBN 0471253111

Severson, Richard James. The Principles of Information Ethics. N.Y.: M.E. Sharpe, 1997.
ISBN 1563249588

Sexton, Conor. E Commerce and Security. Butterworth – Heinemann, 2000. ISBN 0750639423

Sobel, David. Filters and Freedom: Free Speech Perspectives on Internet Content Controls. Washington, DC: Electronic Privacy Information Centre, 1999. ISBN 1893044068

Spinello, Richard A. Case Studies in Information and Computer Ethics. New Jersey: Prentice Hall, 1996. ISBN 013533845

Spinello, Richard A. CyberEthics: Morality and Law in Cyberspace. Sudbury, Massachusetts: Jones & Bartlett Publishing, 2000. ISBN 0763712698

SRI International Staff. Ethical Conflicts in Information & Computer Science, Technology, & Business. New York: John Wiley & Sons, Incorporated, 1993. ISBN 0894353136

Weixel, Suzanne, Nancy Kaczmarczyk, Sue Plumley, Jennifer Fulton, and Rick Winter. Learning Microsoft Office 2000. Downsview, ON: Monarch Books of Canada Ltd., 2000. ISBN 1-56243-638-4 (www.ddcpub.com)

White, Gregory B., Udo W. Pooch, and Eric A. Fisch. Computer System and Network Security. DIANE Publishing Company, 1999. ISBN 0788165542

Training Kit

The Journey Inside The Computer. Computer training kit, available from Intel Corporation
http://secure.wesweb.com/intel/form.htm (two videos, an instructional binder, and electronic components)

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Tapscott, Don. Growing Up Digital – http://www.growingupdigital.com
A website dedicated to the Net Generation. Discussion groups, activities, and information.

Infoworld Magazine – http://www.inforworld.com
Interviews, subject Index, Careers, Search Engine

PC World Magazine – http://www.pcworld.com
News, Reviews, How-To, Fileworld, Search Engine

Harris, Robert. “Problem Solving Techniques.” 2 July 1998. On-line. Internet. [October 10, 1999] – http://www.sccu.edu/faculty/R_Harris/crebook4.htm

http://www.job-search-engine.com
This site is not just a Job Board, but rather an informative website dedicated to employment. It searches the top USA and Canadian job boards in parallel and in real time and brings back a composite result of how many employment openings match your query.

These sites relate to the use of technology to Catholic teachings –
http://www.fcsn.k12.nd.us/Shanley/broanth/media.htm
http://listserv.american.edu/catholic/church/papal/jp.ii/computer-culture.html
http://www.diopitt.org/education/tcerF975.htm

Computer Hardware

http://www.computer.org/ (IEEE Computer Society)

http://www.hardwarecentral.com/hardwarecentral

www.looksmart.com

Ergonomics

http://www.ergoweb.com/

http://www.safetyoffice.uwaterloo.ca/hspm/documents/office_ergo/ergo/vdt.html http://ergo.human.cornell.edu/

http://ergonomics.ucla.edu/Ergowebv2.0/office_ergonomics.htm

http://www.uhs.berkeley.edu/FacStaff/Ergonomics/

E-Business

http://www.businessweek.com/ (Business Week on-line)

http://www.gbd.org (global business dialogue)

Netiquette

http://www.learnthenet.com/english/glossary/netquet.htm

http://www.webopedia.com/

http://dtcc.edu/cs/rfc1855.html

http://www.fau.edu.netiquette/net/ten.html (The Net: User Guidelines and Netiquette)

http://www.albion.com/netiquette.introduction.html (An Introduction of Netiquette)

http://www.cochran.com/start/guide/Netiquette.html (Life on the Internet: Netiquette)

http://www.albion.com/netiquette/corerules.html (The Core Rules of Netiquette)

http://www.primenet.com/~vez/neti.html

http://www.arcetri.astro.it/CC/Eng-BonTon.html (The Computer Etiquette)

http://cythera.unb.ca/capmb/youth/admin/computeretiquette.html (Computer Etiquette)

http://www.rpi.edu/Computing/Ethics/etiquette.html

http://www.instantweb.com/~foldoc/foldoc.cgi?query=netiquette (netiquette from FOLDOC)

http://webreference.com/roadmap/map07.html

http://www.learnthenet.com/english/html/09netiqt.hrm (LEARN THE NET: Netiquette)

http://dove.net.au/~omalley/netiquette/homenetiquette.html (Netiquette - the cartoon series!)

http://www.darkmountain.com/netiquette/index.shtml (Dark Mountain's Netiquette Guide)

http://www.darkmountain.com/netiquette/general.html (Netiquette Basics)

http://www.moneyminded.com/worklife/ahead/57post31.htm

http://www.moneyminded.com/worklife/ahead/57postc1.htm

http://www.bspage.com/1netiq/Netiq.html (Business Netiquette International)

http://www.josephsoninstitute.org/

Ethics

http://www.turnitin.com

http://plagiarism.com

http://depaul.edu/ethics/resource.html

http://www.ethics.ubc.ca/resources/computer

http://www.ethicscompliance.com

http://web.mit.edu/network/pgp.html

http://caast.org (Canadian Alliance Against Software Piracy)

http://www.Microsoft.com/piracy

http://www.siia.net/piracy (Software and Information Industry Association)

http://www.nopiracy.com

Careers

http://careerbookmarks.tpl.toronto.on.ca/

http://computercareers.net

http://computerjobs.com

http://on.cx.bridges.com

http://techweb.com/careers

http://www.adm.uwaterloo.ca/infocecs/CRC/manual-home.html/

http://www.careercruising.com/home/index.html

http://www.careersonline.com.au/

http://www.computer.work.com

http://www.computercareerhelp.com

http://www.jobs-careers.com

Course Evaluation

After the initial offering of the course, evaluation may be carried out through interviews with a sampling of students who have completed the course. Sample questions include:

· Did this course meet your expectations?

· Do you have better ideas of possible careers in this area?

· Would you take another course in this area?

· Would you want a younger brother, sister, or friend to take this course?

OSS Policy Considerations

Resources to support anti-discriminatory education, equity/social justice issues, career goals/cooperative education, and community partnerships support many of the Ontario Secondary School Policies.

In this course, there are activities linked to the Computer Across the Curriculum (culminating activity in Unit 3), and violence prevention (Activity 1, Unit 5).

Coded Expectations, Information Technology Applications in Business, Grade 11, Open, BTA3O

The Impact of Information Technology on Business

Overall Expectations

IIV.01 · identify and describe a variety of information technology infrastructures in business;

IIV.02 · describe an information technology work environment;

IIV.03 · summarize the legal, ethical, social, environmental, and health and safety issues related to the use of information technology.

Specific Expectations

Information Technology Infrastructures

II1.01 – explain the functions of the hardware components, including peripheral devices, of a computer workstation (e.g., mouse, screen, scanner, printer, keyboard, speakers, compact disk drive, floppy disk drive, hard disk drive);

II1.02 – describe appropriate workplace settings (e.g., home office, school, small enterprise, multinational company) for the use of stand-alone, LAN, and WAN environments;

II1.03 – assess the impact of the legacy of outdated equipment on business planning and operations;

II1.04 – summarize the features (e.g., desktop interface, shut-down, start-up) and uses of a variety of operating systems (e.g., Windows 2000, UNIX, Linux, Mac OS);

II1.05 – describe the functions of the desktop elements (e.g., icons, menus, toolbars) of a computer system.

The Information Technology Work Environment

II2.01 – explain the function of the components of a computerized work environment in business;

II2.02 – describe the characteristics of an ergonomically correct workstation;

II2.03 – explain the importance of security of information and computer systems (e.g., passwords, encryption, login) in stand-alone, LAN, and WAN environments;

II2.04 – demonstrate appropriate interpersonal skills and knowledge (e.g., “netiquette” awareness, respect for confidentiality and privacy of information) when interacting with colleagues and peers in the work environment.

Information Technology Issues

II3.01 – describe ethical business practices related to the use of information technology (e.g., "netiquette", syntax, privacy, security, protocol);

II3.02 – demonstrate an understanding of issues related to the use and misuse of electronic data by business;

II3.03 – analyse the social, political, cultural, environmental, and legal implications of the use of information technology for individuals and business;

II3.04 – explain the purpose and content of a global network usage agreement (e.g., the Internet);

II3.05 – summarize health and safety issues (e.g., eye strain, musculo-skeletal injuries, radiation) related to the use of information technology.

Software Applications and Information Management

Overall Expectations

SIV.01 · demonstrate an understanding of the advanced functions and features of common business software;

SIV.02 · produce complex documents that meet business standards using accepted business formats;

SIV.03 · organize data and computer files.

Specific Expectations

Software Applications

SI1.01 – demonstrate the use of common business software (e.g., word processing, spreadsheet, database, graphic, website production, presentation, publication, and flowchart software);

SI1.02 – assess emerging hardware, software, and ergonomic practices in business;

SI1.03 – demonstrate the correct use of the advanced functions (e.g., merge, macros, images) and features (e.g., help wizards, customizing, toolbars, multitasking) of a variety of software;

SI1.04 – demonstrate the use of software features (e.g., document review, highlighting, markings) that facilitate the joint production of business documents;

SI1.05 – describe the skills and abilities they will need to use common business software applications.

Creation and Use of Business Documents

SI2.01 – determine the most appropriate software applications required to create particular business documents (e.g., a report requiring a word processor, a spreadsheet, and a graphics tool);

SI2.02 – produce correctly formatted business documents from printed, handwritten, and revised copies (e.g., business correspondence, reports, graphs, flowcharts, webpages with animation) using appropriate software;

SI2.03 – organize their work, taking into consideration priorities, the quality of the documents, and time management.

Electronic File Management

SI3.01 – demonstrate an understanding of how electronic files are managed for personal use;

SI3.02 – explain the different processes for managing electronic data in business and their uses (e.g., folders, bookmarks);

SI3.03 – arrange, electronically, their personal files into appropriately named folders.

Electronic Research and Communication

Overall Expectations

ERV.01 · demonstrate the use of electronic media to find relevant information;

ERV.02 · determine the validity of electronic information;

ERV.03 · demonstrate the use of electronic communication tools.

Specific Expectations

Electronic Research

ER1.01 – describe forms of electronic media that can be used to gather information for a specific business task (e.g., websites, newsgroups, CD-ROMs);

ER1.02 – identify electronic sources available to research and monitor investment options;

ER1.03 – differentiate between primary and secondary data;

ER1.04 – explain why businesses collect primary data;

ER1.05 – demonstrate the appropriate use of electronic communication tools to collect primary data.

Information Validation

ER2.01 – assess information collected from electronic media for validity, bias, appropriateness, accuracy, and confidentiality;

ER2.02 – follow copyright and licensing rules and regulations when accessing information electronically;

ER2.03 – demonstrate an understanding of the issues related to the use and misuse of electronic research data.

Electronic Communication

ER3.01 – demonstrate an understanding of the uses and benefits to business of a variety of electronic communication tools (e.g., fax, e-mail, voice mail, bulletin boards, intranets, the Internet, extranets);

ER3.02 – describe potential negative consequences (e.g., fraud, loss of privacy, misunderstanding) of using various electronic communication tools;

ER3.03 – explain how communication customs, cultures, and environments (e.g., language protocol, type of equipment) may change the way business is conducted;

ER3.04 – describe the services provided by a variety of Internet Service Providers (ISPs);

ER3.05 – communicate with others by using electronic tools.

Electronic Business

Overall Expectations

EBV.01 · describe the concept and operations of electronic business;

EBV.02 · analyse security, legal, and ethical issues related to conducting business electronically;

EBV.03 · evaluate the impact of electronic business on business in general.

Specific Expectations

The Concept and Operations of Electronic Business

EB1.01 – define the concept of electronic business;

EB1.02 – explain how electronic business works;

EB1.03 – describe the equipment and human resources required to conduct business electronically;

EB1.04 – evaluate the site of an electronic business in various contexts (e.g., content, format, usefulness, validity, security).

Electronic Business Security Issues

EB2.01 – explain the security measures that electronic businesses provide for consumers (e.g., encryption, passwords, user identification);

EB2.02 – describe the laws that protect consumers and businesses who do business electronically (e.g., customs regulations, international trade agreements, fraud laws, copyright laws);

EB2.03 – evaluate the ethical issues involved in doing business electronically (e.g., confidentiality, validity, credibility, integrity).

The Impact of Electronic Business

EB3.01 – explain the impact of electronic business on competition;

EB3.02 – describe how electronic business has affected aspects of the organizational structure of businesses (e.g., the sales department, customer service, inventory handling, and marketing departments);

EB3.03 – identify and describe ways in which electronic business has changed conditions of employment (e.g., hours of work, interpersonal relationships, equipment);

EB3.04 – evaluate the financial implications of doing business electronically (e.g., effect on exchange rates, taxes and duties, shipping costs);

EB3.05 – summarize financial planning tools (e.g., exchange rates, mutual funds, income statements) available on the World Wide Web.

Preparation for Employment

Overall Expectations

PEV.01 · summarize business opportunities and postsecondary programs related to information technology;

PEV.02 · assess their information technology skills and competencies;

PEV.03 · create, electronically, a personal growth plan for their information technology skills.

Specific Expectations

Postsecondary Opportunities

PE1.01 – summarize, electronically, current job advertisements that require information technology skills and education;

PE1.02 – identify postsecondary programs that require knowledge about and skills in the use of information technology;

PE1.03 – describe the educational qualifications needed to gain entry into technology-related occupations or postsecondary programs;

PE1.04 – identify career-related resources (e.g., résumé preparation, interview preparation, online job postings, interest inventory) through a search on a global network (e.g., the Internet).

Assessment of Skills and Competencies

PE2.01 – demonstrate their information technology competencies by creating a skills inventory (e.g., skills in text formatting, presentation animation, electronic communication);

PE2.02 – summarize, electronically, their information technology skills (e.g., skills in electronic presentation, electronic job search, file management);

PE2.03 – demonstrate information technology skills in preparing samples of their work;

PE2.04 – demonstrate an understanding of the importance of keeping records and samples of exemplary work (e.g., skills development checklist, portfolio, résumé) in preparation for future employment.

The Information Technology Growth Plan

PE3.01 – describe the components of a growth plan;

PE3.02 – create, electronically, a personal growth plan for developing their information technology skills and competencies;

PE3.03 – explain the importance of regularly reviewing, revising, and updating their growth plan.

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.

Unit 2 | Course Profiles Main Menu

Acknowledgments

Course Description

Prior Knowledge & Skills

How This Course Supports the Ontario Catholic School Graduate Expectations

Units: Titles and Times

Unit Overviews

Unit 1: Business Workstation

Unit 2: Security/Ethics

Unit 3: Global E-Business

Unit 4: Careers

Unit 5: An Office Experience

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment tools include:

Final Evaluation

Accommodations

Resources

Human Resources

Software

Books

Training Kit

Websites

Course Evaluation

OSS Policy Considerations

The Impact of Information Technology on Business

Overall Expectations

Specific Expectations

Software Applications and Information Management

Overall Expectations

Specific Expectations

Electronic Research and Communication

Overall Expectations

Specific Expectations

Electronic Business

Overall Expectations

Specific Expectations

Preparation for Employment

Overall Expectations

Specific Expectations