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.

Increasing reliance on computers, telecommunication networks, and information technologies in society and the workplace makes it essential for students to become computer literate and to develop “information literacy” skills. Information literacy is the ability to access, select, gather, critically evaluate, create, and communicate information, and to use the information obtained to solve problems and make decisions. In preparation for further education, employment, citizenship, and lifelong learning, students must be capable of deriving meaning from information by using a wide variety of information literacy skills.

Course Notes

“Ontario secondary school graduates are expected to be technologically literate, which means they should be able to understand and apply technological concepts, to use computers in various applications, and to analyse the implications for a wide range of technologies for individuals and society.” Ontario Secondary Schools Grades 9 to 13 Program and Diploma Requirements 1999. P.59

“Open courses in Grade 11 and 12 allow students to broaden their knowledge and skills in a particular subject that may or may not be directly related to their postsecondary goals, but that reflect their interests. These courses are appropriate for all students regardless of post-secondary destination. These courses are designed to provide students with a broad educational base and to equip them for active and rewarding participation in society. They are not designed with the specific requirements of university or college programs or the workplace in mind.” Ontario Secondary Schools Grades 9 to 12 Program and Diploma Requirements 1999 p. 17-18

Information Technology Applications in Business gives the students the basic competencies necessary for further study at the Grade 12 level in the BTX4C and BTX4E courses, at the post-secondary level in a Business or Information Technology program, or entry level skills for the workforce.

The field of E-Business represents the fastest growing segment in the workplace. Many postsecondary institutions have recognized this and are developing programs to meet this need. The writers have chosen to make E-Business and Webpage design a focus of this profile, to introduce students to what E-Business really is and the competencies involved in this dynamic area.

This profile represents only one of the many possible ways in which teachers can approach curriculum implementation. Teachers using this profile are encouraged to use the information presented and to develop activities that will respond to individual student and local needs.

Safety is a very important issue that should be emphasized by the teacher. The school Internet Usage Policy should be examined at the onset of the course as Internet usage is an integral part of the course The Internet Use Agreement is introduced in Unit 1; and reviewed in Unit 3. In Unit 4, the students develop an Internet use agreement for their school, students look at a variety of Internet Use Agreements, and review them for appropriateness and effectiveness.

Topics of discussion should include the environment, trip safety, online safety, ethics and legal requirements of working online, Internet usage, Netiquette policies, and interview safety. Special emphasis should be placed on part-time and summer jobs, as many students are either employed or looking for employment. An enthusiastic student/employee can also be a safe and informed one. A safety resource produced by The Ontario Ministry of Labour is found in the overview resources.

Adult students will provide the teacher with a resource (the adult student’s knowledge and experiences) to draw on. Some forms of teaching strategies may be more suitable, for example, panel discussion. Teachers should be sensitive to the possibility of family-oriented time constraints and make adjustments to timelines were possible.

Students are required to work collaboratively throughout the course; therefore, addressing conflict management is important to student success. At the beginning of the course, the teacher should address this issue, emphasizing that not all conflicts can be resolved, but people can always choose how to handle them. Steps to conflict resolution: define the conflict; state the problem; check your perceptions; generate and evaluate a list of possible decisions/alternatives; reach a mutually acceptable decision; implement and evaluate the decision. If the decision is satisfactory, students continue their work; if the decision is unsatisfactory, students should repeat the process. Different cultures perceive conflict differently: what constitutes conflict and how to resolve problems may vary from culture to culture. These issues have a direct bearing on what and how the teacher evaluates in the process area. Self-, peer, group, and teacher evaluation forms also help deflect conflict and solve problems.

Throughout this course teachers should refer to and make use of the school's Guidance and Career Education Program Plan (Choices Into Action). This plan is available in the Guidance/Student Services area, the principal’s office, or from members of the school’s Program Advisory Team. The students can utilize career-access software (e.g., Career Cruising, Career Explorer, listed under Career Resources) to explore job descriptions, working conditions, earnings, education, and career paths for jobs in information technology. Students should be aware of the dynamic nature of the cooperative learning experience and business career paths available to them.

Teachers should draw from their own experience as employees to complement and authenticate unit activities. Teachers can encourage students to relate their own personal experience in the workplace to the course content in order to better understand and apply course expectations.

It is advisable for teachers to identify and gain the participation of local businesses wherever possible. Teachers are encouraged to develop an in-class display of community businesses and to use existing partnerships established by their school board in conjunction with local industry. Teachers might access a variety of community business links that reflect the diversity of the local school community and compliment course content.

In Units 1 and 2 students review and extend their knowledge of computer terms, components, and business software. This includes an introduction to e-mail and other electronic means of communications. The teacher’s expertise from previous software courses can provide a wealth of activities based on good learning experiences that focus on the business workstation and software applications. Introduction to Information Technology in Business, BTT1O/2O, provides the teacher with a wealth of checklists and student assessment tools. This course is not a prerequisite but provides activities, assessment, or accommodations.

Unit 3 will be developed as a model unit. It introduces the student to webpage design. Teachers may use a variety of tools to accomplish this depending on the resources in the school.

In Unit 4 students investigate the laws and legal issues that apply to information technology and how security can protect computer users. The activities emphasize Internet use agreements and the ethical principles that underlie Internet use. The students’ computer background may warrant a change in unit sequencing. Units 3 and 4 may be reversed depending on students prior knowledge and skills.

The activities in Unit 5 focus on careers resources, and opportunities. This unit can be integrated throughout the course or taught as a comprehensive unit at any point.

Unit 6 makes extensive use of the Internet as a research tool, to evaluate existing e-business sites on the Internet, and to prepare their own mock e-business site. The mock e-business site is a suggested culminating activity and part of the final evaluation.

The model offered within this profile is designed to provide a clear easy-to-use document for the teacher. The written expectations have been incorporated into the Unit Overview Charts to enable the teacher to quickly identify what is suggested in each unit and support the teacher in the development and implementation of the curriculum.

Units: Titles and Time

Unit 1	The Business Workstation	15 hours
Unit 2	Business Applications	33 hours
* Unit 3	Electronic Research and Internet Webpage Design	21 hours
Unit 4	Security and Societal Issues	10 hours
Unit 5	Career Resources and Opportunities	11 hours
Unit 6	E-Business	20 hours

* This unit is fully developed in this Course Profile.

Unit 1: The Business Workstation

Time: 15 hours

Unit Description

Students will become familiar with the Computer Desktop. They learn important Information Technology vocabulary, electronic communication techniques, and the role the Personal Computer has in the various workplace settings.

In Activity 1, students review the basic skills, knowledge, and competencies necessary to operate common business software: word-processing, database, spreadsheet, and communication tools. Many students will have computer skills that were acquired in other courses (notably BTT1O/BTT2O) and previous grades. It is therefore, be necessary for the teacher to assess where the students’ skill level is through diagnostic assessment and review the necessary material to provide a common base to support the expansion of those skills in the next units. Gradually moving through a range of readiness levels is advisable. The checklists for software provide in the BTT1O/2O Public Course Profile Skills and Competencies Checklists (Appendices Unit 1, Unit 3, p. 22, Unit 4, p. 20) will assist the teacher in sharing the responsibility of assessment with the student. A review of e-mail skills, protocols, and safe Internet use should be done at the beginning of the course so that the students and teacher can correspond via e-mail.

In Activity 2, there are a number of ways to get the terms/information across: textbooks, research on the Internet, Socratic teaching, electronic textbooks, and/or utilizing older equipment. Depending on the level of comfort, the teacher might number various components inside the computer box and have the students identify the components or provide the students with a computer box minus the removable components (e.g., unformatted hard drive, RAM, video card, floppy drive). Students reassemble the components, make the computer functional, format the hard drive, and install a simple software program.

In Activity 3 the teacher’s expertise from Grade 9/10 courses can provide a wealth of activities based on good learning experiences that focus on the functions of the desktop, operating systems and file arrangement to appropriate folders.

Strand(s) & Learning Expectations

Strand(s): The Impact of Information Technology on Business, Electronic Research and Communication, Software Applications and Information Management

Overall Expectations

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

IIV.02 - describe an information technology work environment;

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

SIV.03 - organize data and computer files;

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

Unit Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
1.1	7.5 hours	SI1.05 - describe the skills and abilities they will need to use common business software applications; SI1.01 - demonstrate the use of common business software; ER3.01 - demonstrate an understanding of the uses and benefits to business of a variety of electronic communication tools; ER3.05 - communicate with others by using electronic tools.	K/U; C; A	Introductory Information Technology
1.2	5 hours	II1.01 - explain the functions of the hardware components, including peripheral devices, of a computer workstation; II1.02 - describe appropriate workplace settings 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; II2.01 - explain the function of the components of a computerized work environment in business; SI1.02 - assess emerging hardware, software, and ergonomic practices in business.	K/U; T/I; C	Hardware Issues
1.3	2.5 hours	II1.04 - summarize the features and uses of a variety of operating systems; II1.05 - describe the functions of the desktop elements of a computer system; SI3.03 - arrange, electronically, their personal files into appropriately named folders.	K/U; T/I	The Personal Computer

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: Business Applications

Time: 33 hours

Unit Description

Students hone and refine their software skills. The skills associated with traditional Business Software programs: Word-processing, Spreadsheets, Databases, Graphics and Desktop Publishing should be developed. Students apply these skills to a variety of common business documents and activities. As students become more proficient in the Information Technology skills, they are able to select and apply appropriate business software to complete a variety of business tasks.

In the Activity 1 cluster, students should become comfortable with navigating between floppy drives, hard drives, and network drives if available. Organizing files and the student’s workspace are vitally important components.

Activity 2 has intensive expectations, SI1.01, SI1.03, that make up almost one fifth of the course time allotment. This cluster enables the student to become proficient in business software: Word-processing, Spreadsheets, Databases, Graphics and Desktop Publishing. Integrating the various files created from one application to another should be mastered. A spreadsheet could be included in a word-processed document; a graphic done in a graphics program can be included in a desktop published file, or a word-processed file can be brought into the desktop publisher. Students must be comfortable with the common business software tools that are available in the modern workplace. A high level of proficiency is expected. Students must be introduced to and master some of the advanced features available in the various software programs at their disposal.

In Activity 3 students choose appropriate software and produce a product. The tasks chosen should provide a selection of methods for manipulating data and communicating ideas to allow for scope and multiple software choice. Only then will they be able to make decisions about the software to choose based on the tasks that are placed before them.

Strand(s) & Learning Expectations

Strand(s): Software Applications and Information Management

Overall Expectations

SIV.03 - organize data and computer files;

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.

Unit Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
2.1	3.75 hours	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; SI3.03 - arrange, electronically, their personal files into appropriately named folders.	K/U; C	File Management
2.2	20.5 hours	SI1.01 - demonstrate the use of common business software; SI1.03 - demonstrate the correct use of the advanced functions and features of a variety of software.	A	Business Software Use & Techniques
2.3	8.75 hours	SI1.04 - demonstrate the use of software features that facilitate the joint production of business documents; SI2.01 - determine the most appropriate software applications required to create particular business documents; SI2.02 - produce correctly formatted business documents from printed, handwritten, and revised copies using appropriate software.	K/U; T/I; A; C	Software Selection and Business Document Production

Unit 3: Electronic Research and Internet Webpage Design

Time: 21 hours

Unit Description

Students are introduced to the Internet as a valuable resource for business information. They gather information through research and determine whether it is valid and appropriate for a specific business task.

In Activity 1 students examine Internet terms, basic e-search strategies, appropriate and safe Internet use, and Internet Service Providers (ISPs). Students complete the activity with an Internet scavenger hunt.

Activity 2 directs student research on a variety of electronic media to: differentiate between primary and secondary data; electronic communication with its positive and negative consequences and changes in the way business is conducted. Students gain an awareness of the benefits of electronic communication for business purposes. Cultures and environments are taken in to account to determine changes in the way business is conducted. The Toronto Stock Exchange and The Ontario Securities Commission websites provide resources for this cluster of expectations. Introduction to Information Technology, Catholic BTT1O/2O, and the Public The BTT1O/2O, profile both give the teacher activities to use for the expectations in Activity 2.

In Activity 3 students research a variety of topics electronically taking into account: bias, validity, appropriateness, accuracy, confidentiality, copyright, licensing, and regulations. Sites such as: www.canada.com and www.allsearchengines.com give students every major search engine as well topics from a to z and the search engine most appropriate to find it. Students investigate issues surrounding the use and misuse of information available through electronic communication. Students do the research, produce a report, and present the information using presentation software. Students demonstrate a thorough understanding of the concepts researched by incorporating the concepts in an Internet Webpage in Activity 4.

In the Activity 4 cluster, students produce a teacher-prescribed webpage that consists of at least two pages, has links, and uses text formatting, graphics, bullets, and numbering. A second webpage assignment will use the information gathered in Activity 3 to design a webpage following the format prescribed by the teacher. The third webpage assignment could be an open-ended assignment based on a variety of business topics. The teacher could provide an opportunity for student choices around format, content, creativity, and complexity. The creation of the webpage can be done either by teaching HTML or by using a webpage creation and management tool. The page could be uploaded to the school network, or possibly the Internet on one of the free hosting sites for webpages listed in the resources.
(Consult school board policy.)

Strand(s) & Learning Expectations

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

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;

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.

Unit Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
3.1	2.5 hours	ER1.01 - describe forms of electronic media that can be used to gather information for a specific business task; ER2.03 - demonstrate an understanding of the issues related to the use and misuse of electronic research data; ER3.04 - describe the services provided by a variety of Internet Service Providers (ISPs).	K/U; A; T/I	Introduction to The Internet
3.2	3.75 hours	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; ER3.01 - demonstrate an understanding of the uses and benefits to business of a variety of electronic communication tools; ER3.02 - describe potential negative consequences of using various electronic communication tools; ER3.03 - explain how communication customs, cultures, and environments may change the way business is conducted.	K/U; T/I; A; C	Electronic Research And Communication
3.3	5 hours	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; ER3.05 - communicate with others by using electronic tools.	K/U; T/I; A; C	Information Validation Using Presentation Software
3.4	9.75 hours	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; ER3.05 - communicate with others by using electronic tools; SI1.01 - demonstrate the use of common business software; SI2.03 - organize their work, taking into consideration priorities, the quality of the documents, and time management.	K/U; T/I; A; C	Webpage Development

Unit 4: Security and Societal Issues

Time: 10 hours

Unit Description

The Internet has provided business opportunities that were once unimaginable; but with opportunity there are also consequences that must be considered.

Activity 1 shows one method of addressing this expectation cluster. The student might look at the school’s Acceptable Internet Use Agreement and review it for appropriateness and effectiveness. They then investigate workplace acceptable use agreements for Internet and e-mail use by surveying parents, friends, or their own workplace staff or by visiting business websites. They use the information gathered to devise their ideal Acceptable Internet Use Agreement. Another alternative could be contacting prearranged schools by e-mail and investigating their acceptable use agreements. A source for an On-Line Agreement is at Surf Right – www.tcdsb.on.ca. Teachers should explain the concepts of freeware, shareware, proprietary software, single licenses and multi-user licenses. (See the Intel Corporation education site in the resource list.)

In Activity 2, the teacher could gather information from a variety of print and electronic resources to share with students. The paramount importance of the information covered in this expectation cluster lends itself to teacher-directed learning. The students may investigate the laws and legal issues that apply to information technology and how security can protect computer users. Emphasize the ethical principles that underlie the acknowledgement of copyright: respect and integrity for the intellectual output of the creator. Provide examples of how a person could infringe copyright by using computers. Have students access the Harvard University website (http://eon.law.harvard.edu/property/respect/main.html) to examine a case of copyright infringement using a computer (e.g., “Coca Cola assignment” case study).

The Introduction to Information Technology, Catholic BTT1O/2O, profile also gives the teacher activities to use for the expectations in Activity 2.

Activity 3 completes the unit with students evaluating the ergonomics of their workstations and explaining what a properly designed workstation could look like and the benefits of ergonomics. Several options for addressing the ergonomic expectations can be found in the electronic textbook, Business Information Technology, referenced in the resources.

Strand(s) & Learning Expectations

Strand(s): The Impact of Information Technology on Business, Electronic Business

Overall Expectations

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

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

Unit Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
4.1	3.75 hours	II2.04 - demonstrate appropriate interpersonal skills and knowledge when interacting with colleagues and peers in the work environment; II3.01 - describe ethical business practices related to the use of information technology; II3.02 - demonstrate an understanding of issues related to the use and misuse of electronic data by business; II3.04 - explain the purpose and content of a global network usage agreement; EB2.03 - evaluate the ethical issues involved in doing business electronically.	K/U; T/I; A; C	Ethical Issues
4.2	3.75 hours	II2.03 - explain the importance of security of information and computer systems; II3.03 - analyse the social, political, cultural, environmental and legal implications of the use of information technology for individuals and business; EB2.01 - explain the security measures that electronic businesses provide for consumers; EB2.02 - describe the laws that protect consumers and businesses that do business electronically.	K/U; T/I; C	Laws and Security
4.3	2.5 hours	II2.02 - describe the characteristics of an ergonomically correct workstation; II3.05 - summarize health and safety issues related to the use of information technology.	K/U; T/I	Health and Safety

Unit 5: Career Resources and Opportunities

Time: 11 hours

Unit Description

Information Technology is a component of many careers in today’s economy.

In Activity 1, using the Internet and other media, students research business career opportunities and explore their connection with information technology. (The Career Resources section provides many electronic and print resources for use in this activity.) Student’s research may include a job description, outlook, postsecondary requirements, income range, other pertinent information, and an electronic job posting for a number of business careers. The career information should be summarized using a software application such as a desktop publisher or a presentation package.

In Activity 2, students produce a resume and a portfolio of their information technology skills in preparation for future employment.

In Activity 3, students produce a personal growth plan and understand its importance. As an alternative a hypermedia program with animation, (e.g., Hyperstudio, Macromedia Flash) buttons and links could be used to synthesize the contents of Activities 1 and 2.

Strand(s) & Learning Expectations

Strand(s): 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.

Unit Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
5.1	6 hours	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 through a search on a global network.	K/U; T/I	Post Secondary Career Opportunities
5.2	3 hours	PE2.01 - demonstrate their information technology competencies by creating a skills inventory; PE2.02 - summarize, electronically, their information technology skills; 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 in preparation for future employment.	K/U; T/I; C; A	Career Portfolio
5.3	2 hours	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.	K/U; A; C	The Growth Plan

Unit 6: E-Business

Time: 20 hours

Unit Description

This unit focuses on the concepts and operations of electronic business, electronic business security issues and the impact of electronic business. E-business is the use of Internet technologies to improve and transform key business processes. This could be sales, purchases, services, distribution, billing, accounting, etc.

In Activity 1, students are introduced to the concepts and operations of electronic business. They learn how an electronic business works and how electronic business has changed the conditions of the workplace. The concepts and relative importance of B2B (Business-To-Business) and B2C (Business-To-Consumer) should be addressed.

In Activity 2, students evaluate business sites on the Internet. They compare these businesses with electronic sites to businesses without electronic sites and explore the financial implications of electronic business. Students demonstrate an understanding of electronic business by creating their own electronic business page.

In Activity 3, students demonstrate an understanding of electronic business by creating their own mock electronic business. As a group project students create a mock business retail site with a product page and an order from. The order form might include radio-buttons, check boxes, text boxes and text areas. As an enrichment activity, the students could use Internet programming software to make sure all the information is entered properly.

Strand(s) & Learning Expectations

Strand(s): 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;

ERV.03 - demonstrate the use of electronic communication tools;

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

Unit Overview Chart

Act.	Time	Specific Expectations	Assessment	Focus
6.1	2.5 hours	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; EB2.01 - explain the security measures that electronic businesses provide for consumers.	K/U; T/I; C	The Concept and Operations of E-Business
6.2	3.75 hours	EB1.04 - evaluate the site of an electronic business in various contexts; 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; EB3.03 - identify and describe ways in which electronic business has changed conditions of employment; EB3.04 - evaluate the financial implications of doing business electronically; EB3.05 - summarize financial planning tools available on the World Wide Web.	K/U; T/I; A; C	The Impact of Electronic Business
6.3	13.75 hours	EB1.02 - explain how electronic business works; EB2.01 - explain the security measures that electronic businesses provide for consumers; EB3.02 - describe how electronic business has affected aspects of the organizational structure of businesses; SI1.01 - demonstrate the use of common business software; ER3.05 - communicate with others by using electronic tools.	K/U; T/I; A; C	Creating a mock E-Business Website

Teaching/Learning Strategies

There is a conscious quest for a balance of traditional modelling of skills and knowledge together with a blend of small group and individual practice and individual exploration in this profile. Concepts and ideas that students discover are usually internalized more deeply and retained with greater meaning than ideas that are passively received. When students report and discuss discoveries with fellow students and the teacher, the learning is consolidated and enhanced. Educational research has shown that guided instruction and interactive learning are cornerstones of efficient teaching practice.

BTA3O is an open course, and it must meet the needs of a diverse student audience. It is imperative that the teacher be equipped with a wide variety of teaching strategies. The strategies below are provided to provide a means for teachers to quickly reflect on what they have used in the past and what they can adopt. A detailed description of the strategies is provided in the resources listed under Pedagogy Print.

Teacher-directed strategies are those in which the teacher directs the learning and have a definite place in this course as students learn to handle a broad range of topics. Teachers may find the strategies in this category useful as ways to model how to set up anything from technique features of software packages to complex concepts. Teachers may find the strategies in this category useful as ways to model lecture, questioning, visual organizers, record/task sheet, demonstration, group project, peer helping, video, overhead, group discussion, guest speakers field trip, and mnemonics (trigger recall) are commonly used examples.

Learner-centred strategies, which are activity based, provide students with the opportunities to actively apply what they have learned. These strategies enable students in developing problem-solving as well as collaborative skills:

Brainstorming: Chunking, Carousel Brainstorming, Graffiti;

Reaching Consensus: Snowball;

Listening and Communication: Say and Switch, Three-Step Interview;

Reaction/Opinion: Reaction Wheel, Agree/Disagree, Corners, Think/Pair/Share, Roundtable, Connections, Round Robin Reflection, and Journaling;

Graphic Organizers: Future Wheel, Semantic Mapping, Mind Mapping, Flow Chart, Sequence Chart, Ranking Ladder, Tree Diagram, Venn diagram, The Fish Bone, The Right Angle; Reflection: Stems and Starters, Ticket to Leave, Role-playing.

Self-directed strategies may be used to promote independence and self-reliance. The benefits of the use of such strategies are that students learn to take responsibility for and manage their own learning. Self-directed strategies can encourage the student to become a confident, comfortable software user. Sharing, Displays, Research, Electronic Media Research, Computer Assisted Learning, Text Referencing, Note taking, Study notes, Checklists, and Questionnaires are explained in the Pedagogy Resources.

Assessment & Evaluation of Student Achievement

Teachers should employ assessment strategies frequently and throughout the course in order to communicate the expectations of the course to students, to make appropriate adjustments to teaching and learning strategies as required, and to accommodate the special needs of students. Student input to the assessment process itself should be welcomed and valued. The teacher may find it useful to provide exemplars of the different levels of achievement.

Student assessment and evaluation methods for this course should reflect, wherever possible, authentic practices found in the working world. Opportunities for assessment are noted 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. Success with tests helps students to confidently build an inventory of knowledge and skills that subsequently are drawn upon to create a product or deliver a presentation. The teacher evaluates completed student products and presentations in relation to the provincial standards.

Marking schemes and rubrics used for evaluation should be organized to include the four achievement categories, or as many as are applicable. A single student-generated product, process, etc. may be evaluated under multiple categories: Knowledge and Understanding, Thinking/Inquiry, Communication, and Application. The teacher’s record keeping would require that four separate marks or levels be recorded for that assignment: one for each of the four categories it addresses.

Assessment Purposes

Assessment may be diagnostic, formative, and summative. Diagnostic assessment includes informal observation checklists, quizzes and all class questions and answers. The following strategies and tools may be used for both formative and summative purposes.

Method	Strategy	Tool
Paper-and-Pencil	Test - selected response - true/false - constructed response	Marking Scheme
Performance Task	Oral presentation Science experiment lab report Debate	Rubric Checklist
Personal Communication	Student-teacher conference Classroom question and answer	Rating Scale Anecdotal record

Some strategies are presented below:

· Share the rubrics for culminating activities at the beginning of the unit, so expectations are clear for students and can be used to support the learning in all activities in the unit.

· Develop rubrics with students, or involve them in translating them into student language.

· Emphasize the language of assessment and evaluation in your discussions with students.

· Provide sample work demonstrating achievement at different levels for students.

· Use the results of diagnostic and formative assessment to modify the delivery of the unit.

· Provide different opportunities to assess the achievement of the expectations.

· Provide opportunities for self- and peer assessment to be used as formative assessment to support and improve student learning.

· Provide multiple opportunities for students to demonstrate their achievement of expectations.

· Provide opportunities for students to retry assignments until they can demonstrate their learning.

· Develop tests that provide opportunities to demonstrate all categories on the Achievement Chart
(not just Knowledge) at all levels.

· Give practice tests as an opportunity for formative assessment.

· Use assessment tools that are appropriate for the expectations being addressed and which relate to the categories on the achievement charts.

· Provide prompt feedback so that students can use it to improve their learning.

· Design a variety of assessment tasks to address different learning styles or to provide some variety within a task.

· Provide choice in activities/assessments tasks to accommodate the diverse needs of the learners.

· Provide opportunities for students to track their own progress.

The culminating activity, the E-Business Webpage, along with the personal portfolio and exam (theoretical and practical parts) could make up the summative evaluation.

Evaluation

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

“Participation in information technology courses is of particular importance for some exceptional students and should be taken into account in program planning. Information technology can support the different learning styles of exceptional students, and can provide greater and swifter access to information, particularly the printed word, than was previously possible. For example, voice output systems not only provide access to written materials for individuals who cannot see text on a screen display, but also support effective use of technology by individuals with limited reading skills. Text display of speech output can help students develop literacy and learn new languages and can provide access to materials for individuals who cannot hear. The needs of exceptional students who wish to take a technology course must be taken into account by school boards in the purchase of technology that is to be used in the course.” Ontario Secondary Schools Grades 9 to 12 Program and Diploma Requirements 1999 pp.59-60.

Teachers should address exceptional students’ Individual Educational Plan (IEP) and consult with the appropriate support staff. This will allow teachers to effectively implement the prescribed modifications. Teachers have a store of good practices they commonly use to enable the learning for all students in their class. The following are common, frequently used strategies listed by exceptionalities to reaffirm the good teaching practices found in Ontario classrooms.

Reading difficulties: read questions first, modify reading requirements, use reading partners, and pre-teach concepts/vocabulary, highlight notes, use visual.

Math difficulties: check work after each example, modify the complexity of examples, teach use of diagrams; teach the use of the calculator available on the computer.

Memory difficulties: teach students to verbalize concepts, check that assignments are recorded in a daily planner, avoid recall questions, insist they write things down, provide lists, give visual clues.

Written language difficulties: vary assignments, give explicit instructions, allow more time, provide photocopied notes, allow point form notes, don’t penalize mechanics, use peer editing, teach spell/grammar check.

Motivation difficulties: ensure students see a purpose for their activities and an end in sight; negotiate both process and product, provide authentic contexts, maintain contact with home.

ESL Accommodations

· The teacher should set the tone for a positive attitude toward helping students with special needs.

· Students can help ESL classmates by repeating, rephrasing, and writing words down.

· Bilingual tutors, if available, facilitate clarification in first language.

· Provide peer tutors and give them specific responsibilities.

· Give recognition to partners for undertaking responsibilities.

· Avoid all ESL groupings.

· Encourage ESL students to use their own language for clarification and explanation.

· Provide students with a summary sheet that can be used at the end of each class (with teacher assistance) to list main terms or concepts that were the focus of the lesson.

· Make overheads of handouts on which the teacher highlights important terms. Explains words, clarifies instructions, etc. while students do the same on their copy.

· Provide a glossary of terms for the reading for students with special needs.

· Encourage the use of first language dictionaries for assignments and assessments.

· Pair written instructions with verbal instructions.

· Provide visual and auditory clues.

· Ask an ESL/ELD teacher to review questions, assignments or assessment instruments.

· Prior work will be needed to familiarize ESL students with the process and vocabulary of rubrics.

· Some ESL students have been taught to rely on teacher-based assessment. Some ESL student will need extensive instructions on the assessment processes that are not teacher centred.

· Allow for early success so ESL students do not get overwhelmed and discouraged.

· Allow extra time where possible for oral responses, writing assignments, and tests.

Enrichment Accommodations

The teacher can enrich the process or thinking skills and the products or outcomes of the learning to extend the expectations and challenge the gifted learner by:

· requiring multiple and sophisticated forms of communication;

· encouraging and reinforcing the application of abstract thinking skills to complex content, resulting in a sophisticated product;

· integrating cross curricular activities;

· allowing for in-depth learning of a self-selected product topic within the expectation requirements;

· being cognizant of the fact that students may be gifted in one area and not in others;

· considering the use of the DECA (Distributive Education Clubs of America) and OBEA (Ontario Business Educators Association) contests;

· allowing students to demonstrate mastery of content through preferred style of learning;

· motivating students to synthesize course content with their own experiences and ideas.

Resources

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.

General Internet Resources

Canoe – Canadian Newsstand and Information
http://www.canoe.com/

The Globe And Mail
http://www.theglobeandmail.com/index.html

Toronto Star Technology
http://www.thestar.com/editorial/technology/index.html

Pedagogy Print

Bennett, B., Carol Rolheiser-Bennett, and Laurie Stevahn. Cooperative Learning Where Heart Meets Mind. Toronto: Educational Connections. 1991. ISBN 0-4444-555-6

Gibbs, Jeanne. Tribes: A Process for Social Development and Cooperative Learning. Santa Rosa. 1996.
ISBN 0-932762-08-5

Harper, M, Ken, O’Connor, and Marilyn Simpson. Quality Assessment: Fitting The Pieces Together. Toronto: OSSTF Educational Services Committee. 1999. ISBN 0-920930-47-6

Theory and examples of self, peer, teacher group assessment.

OSSTF/FEESO. Quality Assessment. Toronto: OSSTF Education Service Committee. 1999.
ISBN 0-920930-47-6

Pedagogy Internet

Pedagonet – This site offers an innovative search engine, which facilitates the exchange of learning resources. http://www.pedagonet.com/

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

Teacher Talk – This site provides a discussion area for teachers related to technology instruction. http://www.mightymedia.com/ttalk/index.asp

Hardware and software terms

About The Human Internet – A search engine with an excellent section on computer terms.
http://www.about.com

Complete Intranet Resource – A complete reference of intranet functions.
http://www.intrack.com/intranet

Intel corporation education site – This is a resource for information on hardware; information on their education kit and a newsletter for educators.
http://www.intel.com/education/index.htm

Research-It – Easy-to-use site for looking up computer terms.
http://www.itools.com/research-it

Techquide - A one-stop IT resource, providing how-to advice and strategic insight to guide IT and business professionals in technology project planning and decision-making.
http://www.techguide.com/home.shtml

Techweb The It Network. – An excellent source for computer terminology.
http://www.techweb.com/encyclopedia

whatis? com – A good site for information on all kinds of computer topics. http://www.whatis.com

E Business

bizproweb - This site provides e business resources for small businesses.
http://bizproweb.com

Graphic: How a Mythical Merchant Uses Three Avenues of the Net for E-Commerce. Visit this site to link to an excellent graphic (pdf format) that illustrates the use of the Internet, Intranet and Extranet for E-commerce. (Select Extranets, then GRAPHIC: How a Mythical Merchant Uses Three Avenues of the Net for E-Commerce (pdf) at bottom of page)
http://www.businessweek.com/1998/25/b3583001.htm

Ims Internet Marketing Services - provides information on how to use the Internet to improve business.
http://www.erehwon.com

Intel E-Business Site – A wealth of information on current e-business technologies and trends.
http://www.intel.com/eBusiness/home.htm

Learnlots.Com – Contains everything from computer terms, software tutorials to e-business resources.
http:// www.learnlots.com

Marketing - This site provides marketing information and tips as well as e-business information.
http://www.marketing.com

Stocks.Com - A financial resource guide. http://www.stocks.com

Strategis- Industry Canada’s site on Technology trends www.strategis.ic.gc.ca/engdoc/main.html

The Globe And Mail Technology Section - Current information on technology and technology trends.
http://www.globetechnology.com

The Ontario Securities Commission – Information on securities regulation. - http://www.osc.gov.on.ca/

The TSE Website – A wealth of investment and financial information. - http://www.tse.com

Toronto Catholic District School Board – This link highlights how E-business contrasts to traditional IT systems. - http://www.tcdsb.on.ca/external/departments/business/info-p6.html

Zdnet E-Commerce – This site provides a good summary of e-business topics, including what is hot in employment in e-business. - http://www.zdnet.com/enterprise/e-business

Free e-mail sites

Everything E-Mail – www.everythingemail.net Canoe – mailhttp://canoemail.com

Hotmail – http://www.hotmail.com Excite Mail – http://www.mailexcite.com

Yahoo! Mail – http://www.mail.yahoo.com My Own E-Mail – http://www.betty-boop.com

Webpage Development

Desktoppublishing.Com – This site has lots of free images and ready templates for webpages. http://www.desktoppublishing.com

Learning And Using Netscape Composer. How to build webpages with Netscape composer. http://www.bama.ua.edu/%7eray011/composer.htm

Html Tutorials -This website, created John C. Gilson, a Mathematics Department Head at Pauline Johnson Collegiate in Brantford, teaches people to design their own websites.
http://www.bfree.on.ca/HTML

In And Out Of The Classroom With Microsoft Publisher
This site will assist you in creating a website with MS Publisher 98.
http://www.microsoft.com/education/curric/pub98/website.htm

Msdn Online Web Workshop - This Site provides online workshops for Webpage developers using the Internet Explorer browser. http://msdn.microsoft.com/workshop

Netscape Developer - This site provides online documentation for Webpage developers using the Netscape browser. http://developer.netscape.com/docs/manuals/

Web Developer’s Site. Images, graphics and design tips. http://www.wdvl.com

Website Development. Images, webpage design, and programming.
http://www.fg-a.com

Free Webpage posting sites

Angelfire http://www.angelfire.com Geocities http://www.geocities.com/

Tripod http://www.tripod.com One Stop http://home.onestop.net/

Information about the Internet

All Search Engines - This site provides all major search engines. - www.allsearchengines.com

Copernic.Com – A Canadian company, which provides one of the best meta-search tools available.
http://www.copernic.com

Ecedweb -This is an American site that provides a process for students evaluating World Wide Websites and Internet information. http://ecedweb.unomaha.edu/teachsug.htm

Glossary Of Internet Terms - Extensive set of Internet terms - http://www.matisse.net/files/glossary.html

Beginners’ Central - This site is dedicated to helping people learn how to use information available on the Internet in a coherent manner. http://www.northernwebs.com/bc/

Internet 101 – This is a high quality on-line guide to the Internet.
http://www2.famvid.com/i101/internet101.html

Learn The Net – This outstanding website has some very user-friendly information about all aspects of the Internet. http://learnthenet.com

Megaspider – This site provides all major search engines. http://www.megaspider.com

The Net: User Guidelines And Netiquette http://www.fau.edu/netiquette/net/index.html

Netiquette: Life On The Internet - http://www.screen.com/start/guide/netiquette.html
Netiquette - http://www.albion.com/netiquette/index.html

Internet searching and site evaluation

Cmis Evaluation – A complete index of sites devoted to evaluating Internet content and sites.
http//www.eddept.wa.edu.au/centoff/cmis/eval/technology/usenet/use06.htm

Evaluating Internet Resources - http:/www.library.albany.edu/internet/evaluate.html

Evaluating Web Resources - http://www2.widener.edu/Wolfgram-Memorial-Library/webeval.htm

Introduction To Searching The Web http://www.library.ubc.ca/home/websearch/#formore

Searching The Internet: Recommended Sites And Search Techniques
http://www.albany.edu/library/internet/search.html

Ten c’s for evaluating internet sources - http://www.uwec.edu/Admin/Library/Guides/tencs.html

The 10 Commandments For Computer Ethics – from the Computer Ethics Florida Atlantic Institute.
http://www.fau.edu/netiquette/net/ten.html

The Spider’s Apprentice - Suggestions for searching the web more efficiently.
http://www.monash.com/spidap.html

Careers

canjobs.com – The Canadian employment search network. - www.canjobs.com

Career Cruising - http://www.careercruising.com/home/index.htm/

Careerclick.Com – Career resources, job postings and company profiles. - www.careerclick.com

Cx Bridges Canada – An excellent site for general career information. - http://cdn.cx.bridges.com

Workopolis – A great site for technology career information and job postings.
http://www.workopolis.com

Human Resources Development Canada, job futures 2000 – Labour market trends and information on careers. http://www11.hrdc-drhc.gc.ca/doc/jf/part2/index.shtml

Miscellaneous

Ergonomics – A site with information on Ergonomics. - www.whscc.nf.ca/ergonomics.htm

James Gosling’ Website – The co-inventor of the JAVA programming language that has made e-business and Internet growth possible. http://java.sun.com/people/jag

Surf Right. An acceptable use policy. - http://www.tcdsb.on.ca/policyregister/AUP/default.htm

Toronto Catholic Board – A number of online resources and links to some excellent sites.
http://www.tcdsb.on.ca/external/departments/business/index.html

Usernomics – A site devoted to the human factors and ergonomics. http://www.usernomics.com/hf.html

Safety

Life Safe! Work Smart! Health And Safety Resources for Ontario Secondary School Teachers.
ISBN 0-7794-0226-X. Queen’s Printer for Ontario, 2000. Ministry of Labour Publications Department,
1-416-326-7731

Health & Safety Site - www.ccohs.ca/Canadian site for occupational health and safety.

Teacher Resources

Alphabet Superhighway - This educational website, sponsored by the US Dept. of Education, assists teachers in creating, locating and communicating information through on-line activities. http://www.ash.udel.edu/ash/

Canada’s School Net - Established in 1993, Canada’s School Net is designed to promote the effective use of information technology among Canadians by helping Canadian schools and public libraries connect to the Internet. http://www.schoolnet.ca/

Education And The Internet: Opportunities And Pitfalls
http://teachers.work.co.nz/internet_education.html

Edunet - Explore some of the best educational content through EduNET’s 10 Learning Categories. Check out the EDUNET Bookstore for recommended educational reading. Preview the Education Directory of Schools (Ontario) available on CD-ROM. - http://www.edunetconnect.com/

Epals Classroom Exchange - Connect with classrooms from 100 countries speaking over 100 languages. They also provide a filtered email service. http://www.epals.com

Learning Resource Server – Provides links to some of the most exciting uses of technologies for learning on the Internet (College of Education, University of Illinois) - http://lrs.ed.uiuc.edu/

Media Awareness Network – This site highlights the challenges that are arising as children and young people go online. http://www.media-awareness.ca/eng/webawareness/webindex.htm

Teacher Net - http://www.teachernet.com

Print

Blanc, Iris. Learning Computer Applications for Business. New York, New York. DDC Publishing, 1997.

Bucki, Lisa. Business Simulations with Microsoft Office 2000. New York, New York. DDC Publishing, 1999. ISNB 1-56243-8661-1

BTT1O Catholic Course Profile – Unit 3 Activity 2 The Internet: Legal, Ethical, and Moral Issues

Bix, Cynthia et al. Kids do the Web. San Jose, CA.: Adobe Press, 1996.

Cram, Carol M. World Wide Web, Capilano College, North Vancouver, BC, 1997.

Hefferin, Linda and Suzanne Weixel. Learning Microsoft Office 2000: Advanced Skills. New York, New York. DDC Publishing, Inc., 2001. ISBN 1562437747

Lamb, Annette. The Magic Carpet Ride, 2nd ed. Emporia, Kansas, Prepublication Printing, 1998.

Learning Macromedia Flash 5. New York, New York. DDC Publishing, Inc., 2001. ISBN 1585771473

Kitto, Rick and Rob Scott. Hyperstudio. London, Ontario, KS Publications, 1998.

Kitto, Rick and Rob Scott. Internet Web Pages for Teachers and Students with JavaScript. London, Ontario, KS Publications, 1997.

Kitto, Rick and Rob Scott. Easy Web Pages With Netscape Communicator. London, Ontario, KS Publications, 1999.

Norton, Peter. Peter Norton’s, Essential Concepts. Toronto, Glencoe/McGraw-Hill, 1999.

O’Hara, Shelley. Learning Computer Concepts. New York, New York. DDC Publishing, Inc., 2001.
ISBN 1-58577-047-7

Parsons, June Jamrich and Dan Oja. Computer Concepts, 3rd ed. Cambridge Ma. Thompson Learning, 2000. ISBN 0-619-01732-5

Perkins, Joyce and Jernigan. Activities for the Internet: An Introduction. Cincinnati: South-Western Educational Publishing, 1998.

Poindexter, Sandra. E-Course Netscape Navigator. Cambridge, MA, Course Technology, 1997.

Robbins, Curt. Learning HTML 4.0. New York, New York. DCC Publishing, Inc., 2001.
ISBN 1562439618

Stevenson, Nancy. Learning E-Commerce: Business Analysis & Design. New York, New York. DDC Publishing, Inc., 2001. ISBN 1585770574

The Journey Inside The Intel newsletter. (Free to Educators and it comes with chips, video and print materials.)

On-line Resources

Folville, JoAnne and Marianne Salvo. BTA 2001 On-Line. Hamilton, Ontario. Norbry Publishing. Limited. 2001.

Ballaban, Friedl and Donna M. Thomson. BTT 2001 On-Line. Hamilton, Ontario. Norbry Publishing

Software (Information available at www.osapac.org)

Claris Homepage 3.0, O.E.S.S. Licensed Software.

Clarisworks, O.E.S.S. Licensed Software

Corel WordPerfect Suite 8, O.E.S.S. Licensed Software.

Video

Ontario, TV Ontario, 1993. This series covers a variety of Information Technology topics.

HYPERSTUDIO TRAINING VIDEOS - OSAPAC has purchased a license for training videos for HyperStudio; duplicating masters have been shipped to school boards. Information is available at www.osapac.org

Information Processing – 20 part series.

Venture: Technology and Change. Toronto: CBC Enterprises, 1992. Points out how technology creates new realities and methods of getting things done in our homes, our workplaces and just about everywhere in between.

OSS Considerations

The Ontario Curriculum Grades11 and 12 Business Studies. 2000

The Ontario Curriculum Grades 9 to 12 Program Planning and Assessment. 2000

The Ontario Curriculum Grades 9 to 12 Choices into Action Guidance and Career Education Program Policy For Ontario Elementary And Secondary Schools. 1999

Ontario Secondary Schools Grades 9 to 12 Program and Diploma Requirements. 1999

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 that 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.

Unit 3 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Units: Titles and Time

Unit 1: The Business Workstation

Unit 2: Business Applications

Unit 3: Electronic Research and Internet Webpage Design

Unit 4: Security and Societal Issues

Unit 5: Career Resources and Opportunities

Unit 6: E-Business

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment Purposes

Evaluation

Accommodations

ESL Accommodations

Enrichment Accommodations

Resources

General Internet Resources

Pedagogy Print

Pedagogy Internet

Print

On-line Resources

Video

OSS 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