Course Overview

Computer Engineering, Grade 11, Workplace Preparation, ICE3E

Course Description

This course helps students develop a practical understanding of hardware and software operations, computer networks, and operating systems. Students learn to use utility and application software and to install, maintain, and troubleshoot computer systems and networks following proper maintenance and repair procedures. In addition to developing an understanding of the ethical use of computers, students identify related career opportunities and the skill sets required for the workplace, including good customer service practices.

How This Course Supports the Ontario Catholic School Graduate Expectations

The purpose of Computer Engineering programs in the Catholic faith community is to enable young adults to develop and utilize their gifts and resources to find solutions, develop ideas, and gain knowledge of concepts that benefit others in a way that models gospel values. A supportive computer classroom provides a caring and sensitive environment where the dignity and value of all students is respected and affirmed, as they grow in confidence in their computer engineering abilities. The computer curriculum focus enables students to be critical thinkers and innovative problem-solvers that question the use of human and physical resources, as well as individuals who understand the implications of computers and related innovations. Emphasis on problem solving models helps students create solutions that recognize our God-given responsibility to respect the dignity and value of the individual, protect the environment, and use the world’s resources ethically and morally. Ethical issues to be discussed in this course may include:

· Intellectual property rights and illegal copying of software;

· Reverse engineering;

· Creation and distribution of viruses;

· Plagiarism;

· Sexual harassment/discrimination in the workplace;

· Computers and privacy;

· Protecting children on the Internet;

· Responsible research;

· Work and family;

· Impact of information technology on the developing world;

· Working conditions in information technology companies;

· Environmental impact of technology industries.

Course Notes

This course prepares students for further study in computer engineering and for employment. The combination of theory, practical experience, and exploration of career options also helps students complete and refine their Annual Education Plan.

This course is a prerequisite for Grade 12 Computer Engineering, Workplace Preparation, ICE4E, that may lead to direct employment in entry-level customer service jobs or post secondary programs which require an overview of computer hardware, system configuration, networking, troubleshooting, and customer service. This course provides skills and knowledge for computer-related careers such as sales person, technician, and technologist.

Some students may have completed Grade 10 Computer and Information Science or Computer Engineering and been introduced to basic programming concepts and structures. For others, this is their first Computer Engineering course. Since this course does not have a prerequisite, it will attract students that have a wide range of knowledge.

Students are given paper or, preferably, electronic copies of assignments and labs, identifying expectations being assessed/evaluated for each activity. Students work in a hands-on environment and must have clear goals to successfully achieve expectations. Teachers provide feedback for improvement through individual and group conferencing.

Daily logs and journals are useful tools for practising writing skills, documenting activities, and increasing vocabulary of computer terminology. Students add the following to their personal database: glossary of terms, hardware/software knowledge and career information. They also create a personal portfolio of exemplary and completed customer service work, as well as new skills and knowledge gained throughout the course. Students concentrate on practising task documentation and time-management skills and following instructions in individual and group settings.

It is advantageous for students to have access to a network of computers that are not networked into the main school system. Students also require computers that are part of the main system for research and software applications. In-class facilities with stand-alone computers that allow students to disassemble, assemble, and troubleshoot computer hardware systems and computer networks are recommended. The community is an ideal source of computer equipment to serve these functions (e.g., Computers For Schools).

Customer service and troubleshooting activities of Units 4 and 5 are two recurring themes that provide continuity for the theoretical and practical activities in Units 1, 2, and 3. Initially, troubleshooting can be developed on equipment with teacher-induced faults, and teachers acting as customers. Refurbishing and upgrading computers provides a wealth of customer service and technical skill development. As students’ knowledge and skills develop, customer computers are used to provide workplace experiences. Students also design their own diagnostics forms to record problems and solutions. This instills a sense of ownership for the students.

Most units involve hands-on work with computers and peripheral devices. A focus on safe and proper handling practices is required and reviewed on a continuous basis. Secure storage is provided for work in progress. Safety tests and signed safety agreements are recommended.

Teachers should review school district policies regarding appropriate student use and access to Internet services. Refer to the Grade 10 Computer and Information Science Course Profile for activities to assist students in using the Internet as a resource tool and the Grade 10 Computer Engineering Course Profile for computer technology foundation and for review of activities.

Units: Titles and Time

* Unit 1	Hardware/Components/Peripherals	23 hours
Unit 2	System Configuration	30 hours
* Unit 3	Networking	15 hours
Unit 4	Customer Service	17 hours
Unit 5	Practical Computers – Troubleshooting	25 hours

* These units are fully developed in this Course Profile.

Unit 1: Hardware/Components/Peripherals

Time: 23 hours

Unit Description

This unit focuses on internal and external hardware components. Students disassemble, assemble, and upgrade computer components, and install drivers to configure computer hardware systems and recommend computer components and peripherals based on customer needs. Safety is emphasized when handling internal and external components.

A database of hardware components, logs of system changes and upgrades, and a glossary are created by students to help them understand terms and illustrate hardware management techniques. Students identify employability skills and explore careers in the computer hardware industry.

Unit Overview Chart

Cluster	Expectations	Assessment/Evaluation	Focus
1	TFV.01, TFV.03, TF1.01, TF1.02, TF1.11, SPV.01, SP1.04, SP1.05, SP1.06, SP1.07, SP1.10, IC1.02 CGE 3b	Communication Knowledge/Understanding Application Thinking/Inquiry	Computer hardware, firmware, components
2	TFV.01, TFV.03, TF1.02, TF1.11, SP1.03, SP1.13 CGE 3c, 5e	Communication Knowledge/Understanding Application Thinking/Inquiry	Computer assembly and testing
3	TF1.04, TF1.05, TF1.06, TF1.11, SP1.02, SP1.08, SP1.09, SP1.11, SP1.14, SP2.04, SP2.05, SP2.06, CGE 4f, 5e	Knowledge/Understanding Communication Application	Computer Upgrading

Unit 2: System Configuration

Time: 30 hours

Unit Description

This unit focuses on the functions of hardware components and software of a typical computer system, including the internal BIOS and operating systems. Students format, scan, partition, and enable both primary and secondary hard drives, and install an operating system and drivers to configure the computer hardware and peripherals they assembled in Unit 1. Students also recommend computer system configurations based on customer specific application software and input/output requirements. Students also review employability skills and further explore careers in the computer industry, including software. Software copyright and legal ownership are discussed in light of gospel values and an informed moral conscience.

Unit Overview Chart

Cluster	Expectations	Assessment/Evaluation	Focus
1	TF1.03, SPV.01, SP1.10, SP1.13	Knowledge/Understanding Communication Application	Motherboard activity
2	TF1.10	Communication Application	Computer Boot Sequence, CMOS installation
3	TFV.03, TF1.03, TF1.07, TF1.11, SPV.01 CGE4a	Knowledge/Understanding Communication Application	Hard Drive preparation and installation
4	TF1.04, TF2.02, SPV.03, SP2.05 CGE4a, 5e, 7b, 7h	Knowledge/Understanding Communication Application	Installation of operating system
5	SP1.03, SP1.11, SP1.14 CGE4a	Application	Configuring and back up
6	TF2.01, TF2.02, SPV.05, SP1.01, SP1.02, SP2.01, SP2.02 CGE4a, 7a	Communication Application	Developing a product to meet customer needs

Unit 3: Networking

Time: 15 hours

Unit Description

This unit focuses on basic network components, network cables, network types, and topologies. Students install network cards, activate computer operating systems for network access, install and configure computers for given network operating systems, and define computer network interfaces. They learn the importance of network connectivity and infrastructure (dial-up, LAN, WAN, and Internet) and how it impacts on our world, as well as potential career opportunities in the area of computer networking. Importance of proper documented communications is stressed when dealing with customer requests. Students practise attitudes and values founded on Catholic social teaching when dealing with clients.

Unit Overview Chart

Cluster	Expectations	Assessment/Evaluation	Focus
1	TFV.01, TFV.02, TF1.01, TF1.07, TF1.09, SP2.01, ICV.04 CGE 2b, 2e, 3b, 3c	Communication Application Knowledge/Understanding	Networks types, topologies and architectures
2	TFV.02, TFV.03, TF1.01, SPV.02, SP1.05, SP1.10, SP2.01, ICV.04 CGE 3b, 3c, 4f	Application	Network cards and cabling, tools and accessories
3	SPV.02, SP1.03, SP1.10, SP2.01, ICV.04 CGE3b, 4f	Application Thinking/Inquiry	Network protocol and utilities
4	TFV.01, TFV.02, TF1.01, SPV.03, SPV.05, SP1.01, SP1.02, SP1.03, SP1.12, SP1.15, SP2.01, SP2.05, SP2.06, ICV.02, ICV.04, IC1.02, IC1.04, IC1.05 CGE3b, 3c, 4c, 5e	Communication Thinking/Inquiry Application	Client server and peer/peer networks
5	TF2.02, SPV.01, SPV.02, SPV.05, SP1.04, SP1.06, SP1.07, SP2.01, SP2.04, SP2.05, ICV.02, ICV.03, ICV.04, IC1.03, IC1.04, IC1.05 CGE3b, 3f, 4f, 5a	Knowledge/Understanding Communication Thinking/Inquiry	Setup and troubleshooting a network. Network security

Unit 4: Customer Service

Time: 17 hours

Unit Description

This unit focuses on customer service and career education in the computer field. Students are provided realistic customer opportunities to service and work on family, school, and community computers emphasizing record keeping and costing. They also explore the possibilities of self-employment in the field of computer maintenance and repair. The Christian concepts of moral obligation and fair business practices are reinforced throughout the activities.

Unit Overview Chart

Cluster	Expectations	Assessment/Evaluation	Focus
1	TFV.04, TF2.01 CGE1d, 2a, 4a, 7a	Knowledge/Understanding Communication Thinking/Inquiry Application	Customer communications
2	SP1.15, SP2.03 CGE1d, 3d, 4a, 7a	Application Communication Thinking/Inquiry	Identifying customer needs
3	TF2.02, SP2.04 CGE1d, 4a, 7a	Communication Thinking/Inquiry Application	Managing customer information
4	IC1.02, IC1.01, IC1.04, 1CV.01, ICV.03, IC1.03 CGE1d, 4a, 5b, 5d 7a, 7g	Knowledge/Understanding Application Communication Thinking/Inquiry	Case studies
5	SPV.03, SP2.03, SP2.04, SP2.05, SP2.06, SP1.15, IC1.06 CGE1d, 2c, 2e, 4a, 4f, 5e, 5f, 7a	Knowledge/Understanding Application Thinking/Inquiry	Customer needs and solutions

Unit 5: Practical Computers – Troubleshooting

Time: 25 hours

Unit Description

This unit focuses on troubleshooting hardware, software, and network problems. Students develop an understanding of common computer hardware, software, and network problems and develop transferable problem-solving skills. Students listen actively and critically, and think reflectively and creatively, to make decisions in light of gospel values when communicating with customers.

Unit Overview Chart

Cluster	Expectations	Assessment/Evaluation	Focus
1	SPV.01, SP1.01, SP1.04, SP2.05 CGE1d, 3c, 4a, 7a	Knowledge/Understanding Communication Thinking/Inquiry Application	Analytical troubleshooting
2	TFV.01, TFV.03, SP2.04, SP2.06 CGE1d, 3c, 4a, 7a	Communication Knowledge/Understanding Thinking/Inquiry Application	Troubleshooting hardware
3	TF1.04, TF1.05, SP1.09, SP2.04, SP2.06 CGE1d, 3c, 4a, 7a	Knowledge Communication Application Thinking/Inquiry	Troubleshooting software
4	SP1.04, SP1.05, SP1.06, SP2.04, SP2.06 CGE1d, 3c, 4a, 7a	Application Thinking/Inquiry Application	Troubleshooting networks
5	TFV.04, TF2.02, SPV.05, SP2.01, SP2.02, SP2.03, SP2.04 CGE1d, 2c, 2d, 3c, 4a, 7a	Knowledge/Understanding Communication Application Thinking/Inquiry	Recommending a solution to the customer

Teaching/Learning Strategies

The selection of Teaching/Learning Strategies is directly related to the achievement categories:

Knowledge/Understanding

· Whole group instruction: teacher-and/or student-led instruction to introduce new concepts and skill development;

· Small group instruction: peer led, conferencing, discussion, debate, presentation, collaborative/cooperative;

· Individual: research, independent study.

Thinking/Inquiry

· Research;

· Presentation;

· Open-ended problem-solving;

· Authentic tasks.

Communication

· Presentations;

· Reports;

· Discussion;

· Debates.

Application

· Design projects;

· Lab reports;

· Oral presentations;

· Computer programs;

· Creation of products.

The Teaching/Learning Strategies most appropriate to computer engineering workplace are those addressing the greatest range of expectations and providing students with the opportunities to demonstrate their fullest range of learning. The Teaching/Learning Strategies most appropriate to this discipline and this destination include opportunities such as:

· Allowing students to work in a hands-on environment;

· Opportunities to solve open-ended and contextual problems, i.e., opportunities to deal with customers in realistic situations in order to develop the interpersonal skills required by future employers.

Assessment & Evaluation of Student Achievement

The selection of Assessment/Evaluation Techniques is also directly related to the achievement chart categories:

Knowledge/Understanding

· Paper-and-pencil – quiz, test (multiple-choice, fill-in-blanks), examinations;

· Performance – open-ended questions, organizers, tables, graphs, illustrations;

· Personal communication – in-class question and answer, open discussions, oral test or examinations.

Thinking/Inquiry

· Paper-and-pencil – open-ended questions, examinations, organizers;

· Performance – essays, articles, research papers, oral presentations, creation of products;

· Personal Communication – in-class question and answer, student-teacher conferencing,
small- group/teacher conferencing.

Communication

· Paper-and-pencil – open-ended questions, tests, presentations, organizers, visuals;

· Performance – lab reports, presentation, creation of products;

· Personal communication – in-class question and answer, discussions, and conferencing.

Application

· Paper-and-pencil – open-ended questions allowing for knowledge to be applied to a new situation;

· Performance – lab reports, creations, models, oral presentations, computer programs;

· Personal Communication – interviews, student-teacher conferencing.

Students are provided with opportunities to demonstrate the highest level of their achievement of the expectations in the four achievement categories.

Students are assessed and evaluated using the following strategies:

Diagnostic: whenever information about prior learning is useful, such as at the beginning of a term or a unit of study. For example:

· unit pre-tests;

· skill inventory.

Formative: during the teaching-learning process, students should be provided with ongoing feedback on their strengths and weaknesses and their meeting course expectations. For example:

· communication through journals;

· self assessment rubrics;

· checklists;

· student/teacher conferencing;

· observation;

· peer assessment rubrics;

· quizzes;

· anecdotal comments with suggestions for improvement.

Summative: at the end of a learning process. For example:

· classroom presentations;

· written and practical quizzes, tests, unit tests, final exam;

· assignments and projects evaluated using rubrics;

· culminating challenges.

Accommodations

The following are strategies used in the units:

· referencing and inclusion of recommendations from student OSRs, and IEPs for exceptional students;

· providing adaptive hardware devices (e.g., large screen monitors, larger fonts, specially designed keyboards);

· providing appropriate environmental accommodations for students with physical disabilities;

· conferencing with Special Education staff and students to discuss accommodation and to make certain that the physical aspects of the environment meet the needs of the students and the program;

· providing word lists, glossaries, definition of terms, and visuals, if available;

· grouping weaker students with stronger students to assist in instructional remediation and provide a further challenge as students become teachers;

· allowing more time to organize and complete assignments;

· providing a choice of assignment formats where possible;

· selecting problems that involve programming topics familiar to students so they have a better understanding of the requirements (e.g., a student who plays basketball writes a program that keeps basketball statistics);

· providing additional materials to reinforce or extend learning;

· providing opportunities for those students requiring enhancement of program;

· using visual and audio-visual aids;

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

· providing for alternative displays of achievement such as oral testing, taped answers, and scribing for students with writing difficulties;

· providing clarification to students of assessment/evaluation tools such as rubrics and checklists.

Environmental Concerns

· checking with administration, academic resource personnel, and guidance counsellors to make certain that all aids, environmental issues, safety precautions, and assistance for students to experience success in the program are in place;

· dialoguing/conferencing with students to discuss accommodations to make certain that the surroundings meet the needs of the students.

Assessment Accommodations

· providing additional review for students having difficulty integrating all the structures;

· allowing for non-timed evaluations for identified students;

· ensuring students understand assessment/evaluation tools;

· providing the option for oral testing and student demonstrations of acquired skills.

Enrichment

· organizing more advanced problems (e.g., design work, research paper, alternate interfacing projects) for identified enrichment students;

· appointing students as assistant site administrators.

Physical Accommodations

· providing appropriate adaptive devices (e.g., large screen monitors, touch screens, etc.) or implementation accommodations for identified students;

· providing support for students with special needs during hands-on sessions.

Instructional Accommodations

· providing peer tutoring;

· providing flexible timelines;

· encouraging small group learning;

· encouraging student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation;

· providing written materials for students having difficulty processing auditory information;

· providing handouts to reinforce demonstrations;

· providing supplementary print and/or audiovisual aids to support activities.

· accommodating learning styles.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Human Resources

Community libraries, and school Library/Resource Centre.

Community partners and computer industry personnel.

School board technical service personnel.

Print

Operating system manuals and reference texts

Feldman, Jonathon. Sams Teach Yourself Network Troubleshooting in 24 Hours. Sams, 1998.
ISBN 0672314886

Glover, Thomas J. and Millie M. Young. Pocket Pcref, 10th ed., Sequoia Publishing, 2000.
ISBN 1-885071-27-2

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd., ISBN 0130107336

Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

MCSE Networking Essentials For Dummies, Training Kit. IDG Books Worldwide, 1999.
ISBN 0764506218

Meuller, Scott. Updating and Repairing PCs, 12th ed. Que Publishing 2000. ISBN: 0-789-71903-7

Minasi, Mark. The Complete PC Upgrade and Maintenance Seminar In A Box. SYBEX, 2000.
ISBN 07821-2706-1

Network A+ Certification Study Guide. Syngress Media, Inc., 1999. ISBN 0-07-211846-6

Norton, Peter. Complete Guide to PC Upgrades, 2nd ed. SAMS, 1999. ISBN 0-672-31483-5

Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4

Parsons, Oja. Computer Concepts. 1996. ISBN 0-7600-3440-0

Shelly, Gary and Thomas Cashman. Computer Fundamentals for an Information Age. California: Anaheim Publishing Co., 1984. ISBN 0-88236-125-2

Smyth, Graham and Christine Stephenson. Computer Engineering: An Activities-Based Approach. Toronto: Holt Software, 2000. ISBN 0-921598-36-X

Tokheim, Roger. Digital Electronics, 4th ed. McGraw Hill Book Company, 1994. ISBN 002-801853-2

White, Ron. How Computers Work, 3rd ed. (with Interactive CD). Que. Publishing: 1998.
ISBN 0-7897-1650-X

White, Ron. How Computers Work, Deluxe Edition. Ziff Davis Press, New York, New York: 1998.
ISBN 1-56276-5469

Software

OESS software tools (e.g., Corel WordPerfect, Microsoft Works, Appleworks, Microsoft Word, etc.)

Operating systems (e.g., DOS, Windows 9X, Windows ME, Windows 2000, UNIX, Linux or others)

Web and FTP server and client applications

Video

The Journey Inside. Intel Corporation. Part of The Journey Inside Education kit

http://secure.wesweb.com/intel/form.htm

Contains two videos, an instructional binder, and electronic components

Websites

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

How Things Work – http://howthingswork.com

Novell Network Primer – http://www.novell.com/catalog/primer/primer.html

IT Careers – http://www.itcareers.com

Intel Resources – http://www.intel.com/education/k12/resources/index.htm

Cisco Certification CCIE – http://www.cisco.com/warp/public/625/ccie/

Microsoft Educational Resources – http://www.microsoft.com/education/instruction/default.asp

3Com’s Netprep programme – http://education.3com.com/Netprep/index.html

Computer assembly sites – http://oakroadsystems.com/tech/hd-partn.htm
http://www.pcmech.com/build.htm

Operation of computer and components – http://www.karbosguide.com/index2.htm

How to make network cables, network two WIN9X computers, more
http://www.duxcw.com/digest/Howto/index.html
http://www.startech.com/structuredwiring/patchcable.htm

Hard Drive Testing – http://www.tcdlabs.com/hdtach.htm

Guide for troubleshooting and repairing clones – http://www.daileyint.com/hmdpc/manual.htm

Online Ethics Centre for Science and Engineering – http://www.onlineethics.org

Computer Professionals for Social Responsibility – http://www.cpsr.org/

Privacy International – http://www.privacyinternational.org/

Electronic Privacy Information Centre – http://www.epic.org/

Business Ethics Magazine – http://www.business-ethics.com/

OSS Considerations

The Grade 11 Computer Engineering is a Computer Studies course within Technological Studies. The Computer Studies courses offered at the Grade 11 level are University/College or Workplace. (See The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a description of the different types of secondary school courses). This course is designed to provide students with a solid background in customer service and relationships between software and hardware and prepare them for Computer Engineering studies in Grade 12, entry into the workplace, or post-secondary education. Anti-discrimination education, equity issues, career goals/cooperative education, and community partnerships are also discussed in this course. All of these support many of the Ontario Secondary School Policies.

Career exploration throughout all units is available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. With the implementation of apprenticeship opportunities in the Information Technology sector, students should be encouraged to pursue cooperative education opportunities and may start to explore OYAP opportunities in this sector.

Coded Expectations, Computer Engineering, Grade 11,
Workplace Preparation, ICE3E

Theory and Foundation

Overall Expectations

TFV.01 · describe current hardware and software products;

TFV.02 · describe computer networks and operating systems;

TFV.03 · identify required procedures for the safe handling of electronic components;

TFV.04 · define what constitutes good customer service practices.

Specific Expectations

Hardware, Interfaces, and Networking Systems

TF1.01 – identify current hardware products and their uses;

TF1.02 – explain the function of computer peripherals (e.g., mouse, keyboard, screen, printer, multimedia devices);

TF1.03 – explain technical information in current computer advertisements;

TF1.04 – identify current software products, their uses, and their hardware requirements;

TF1.05 – specify criteria for the selection of software;

TF1.06 – explain the hierarchical structure used to organize directories and files;

TF1.07 – describe the advantages and disadvantages of networked versus stand-alone computing;

TF1.08 – describe the concept of a global computer network;

TF1.09 – explain the similarities and differences between local and wide area networks;

TF1.10 – describe the requirements of different operating systems;

TF1.11 – explain the correct procedures for handling components that use electrical power.

Customer Service

TF2.01 – describe the importance of telephone etiquette and appropriate personal appearance and demeanour;

TF2.02 – explain the importance of keeping records of customer contacts, including the following: customer name, contact information, date, time, description of technical problem, and proposed solution.

Skills and Processes

Overall Expectations

SPV.01 · follow maintenance and repair procedures;

SPV.02 · use utility and application software effectively;

SPV.03 · determine user computing requirements;

SPV.04 · use network services effectively;

SPV.05 · demonstrate professional customer service practices.

Specific Expectations

Hardware, Interfaces, and Networking Systems

SP1.01 – recommend appropriate hardware and software based on user needs;

SP1.02 – cost out computer systems accurately, including all components and peripherals;

SP1.03 – properly set up and configure computer systems;

SP1.04 – follow prescribed troubleshooting procedures effectively;

SP1.05 – properly install and configure expansion components (e.g., video/network/modem cards, memory, secondary storage devices);

SP1.06 – perform basic maintenance on peripherals;

SP1.07 – use utility software to diagnose and correct problems;

SP1.08 – install and update virus-checking software;

SP1.09 – properly install and configure software upgrades;

SP1.10 – use appropriately prescribed methods of handling computer hardware;

SP1.11 – perform backup procedures effectively;

SP1.12 – use network resources to gather product information;

SP1.13 – maintain a glossary of computer terms and acronyms;

SP1.14 – prepare storage media for use;

SP1.15 – design effective home computer set-ups, including technical and ergonomic considerations.

Customer Service

SP2.01 – use computer terminology correctly;

SP2.02 – demonstrate an ability to communicate effectively with clients;

SP2.03 – demonstrate an ability to deal with customers in an organized and professional manner;

SP2.04 – maintain service logs effectively using a database and/or word processor;

SP2.05 – develop installation and service procedures;

SP2.06 – demonstrate an ability to follow peer-developed installation or service procedures.

Impact and Consequences

Overall Expectations

ICV.01 · describe examples of ethical and non-ethical uses of computers;

ICV.02 · identify skill sets required for the workplace;

ICV.03 · describe workplace opportunities;

ICV.04 · communicate and work effectively individually and in groups.

Specific Expectations

IC1.01 – comply with ethical and acceptable policies for computer use;

IC1.02 – identify social and computer skills that are important to employers;

IC1.03 – describe job opportunities in local business and industry;

IC1.04 – employ time management skills effectively in the completion of projects;

IC1.05 – effectively communicate the results of projects both orally and in writing;

IC1.06 – use appropriate strategies to avoid potential health and safety problems associated with computer use, such as musculo-skeletal disorders and eye strain.

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.

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit 1: Hardware/Components/Peripherals

Unit 2: System Configuration

Unit 3: Networking

Unit 4: Customer Service

Unit 5: Practical Computers – Troubleshooting

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Human Resources

Print

Websites

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations