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Course Profile
Information Technology in Business (BTX4C), Grade 12, College
Preparation, Catholic
Course Overview
Prerequisite: Information Technology Applications in Business, Grade 11, Open
This
course provides students with the opportunity to further develop the information
technology (IT) knowledge and skills needed in the business world. Students
will develop their understanding of electronic business environments, improve
their skills in electronic research and in using business application software
in the preparation of business documents, manage information, and apply project
team management strategies.
Students
need to understand that when they work as a community, they are far better off
than when they work as individuals because “our Catholic tradition teaches that
human beings grow and achieve fulfillment in community.” Furthermore, Catholic
social teaching emphasizes the need and responsibility to work for the common
good. The advancement of technology can present many ethical and moral
dilemmas. It is essential that students guide their decisions and activities in
the light of the Gospels and are faithful to the principles of Catholic social
teaching such as the dignity of the human person, a preferential option for the
poor, a commitment to the common good, and the practice of stewardship of God’s
creation. They need to learn to communicate with co-workers in a manner that
treats others with dignity, value, and justice. Students need to understand
that the element of human contact cannot be trivialized; in fact, in a
decentralized environment, it is more important than ever.
The unit
focused on is teamwork. In this topic, it is crucial that the Catholic
curriculum expectations be implemented. This unit provides an excellent
opportunity to show how these Catholic expectations, when used as guiding
principles, enhance students’ lives and work.
Information
technology permeates the daily routine of many Canadians. The Internet has made
information available to many people almost instantaneously and surveys
commissioned by Statistics Canada show that the number of people who use the
Internet regularly is increasing steadily. Also, the volume of e-mail messages
delivered each day rivals the number of letters delivered by regular postal
service. The use of e-mail and the Internet as forms of communication are
extremely important for businesses, small and large. The proliferation of
electronic communication, combined with the decreasing costs of hardware, has
allowed for a number of changes in the way a business operates. Many employees
are working from offices in their homes, collaborating with co-workers in other
buildings or cities, or are self-employed and work from a computerized home
office. It is important for these people to have a basic understanding of
networks to ensure the reliability of their work environment.
An
extremely important task in any business is the collection and analysis of data.
This data can help business people make appropriate decisions to meet the needs
of current and potential clientele. In fact, the amount of data available to
businesses today can be overwhelming so it is essential that students learn how
to collect and interpret data correctly. The next step is to be able to present
their analyses in an appropriate and professional manner that supports a plan
of action.
The complexity and number of issues
found in any current business project necessitates that employees work as part
of a team. Even sole proprietors working on large projects often partner with
other small businesses in the global community to complete them. Thus, it is
crucial for students to experience an environment that develops team and
leadership skills. Effective use of electronic communication that clearly
expresses the intended message is an essential skill that must also be
developed in students.
During this course, students further develop the skills required in the current e-business environment and acquire an appreciation of the relationship between the changes in technology, their impact on business practices, and the ongoing need to update their skills and knowledge.
This
Course Profile centres on the premise that software applications are integrated
throughout all units of the course. The nature of any professional
business environment is that deadlines should be met. Therefore, as a college
destination course, the teacher is encouraged to implement policies to ensure
that assignment submissions meet deadlines. The teacher and administrators
should plan to provide suitable facilities to ergonomically a
The
expectations in this course were grouped a
|
Unit 1 |
Electronic
Business Environment |
15 hours |
|
* Unit
2 |
Teamwork |
15 hours |
|
Unit 3 |
Research
and Planning (developed in Public) |
25 hours |
|
Unit 4 |
Project
Creation and Publication |
30 hours |
|
Unit 5 |
Postsecondary
Planning |
12.5
hours |
|
Unit 6 |
Culminating
Activity |
12.5
hours |
* This unit
is fully developed in this Course Profile.
Time:
15 hours
Unit
Description
This
unit reacquaints students with working in an electronic business environment,
familiarizes students with the terminologies and topologies in a networked
environment, teaches students the different organizational structures that can
be found in business and how IT affects these structures, demonstrates to
students how IT software, hardware, and infrastructures affect business
operations and environments, and analyses the social, economic, and ethical
issues in creating an e-business as compared to the traditional business
formats.
In
Activity 1, students discuss the difference between home computer (stand-alone)
and business computer (network) environments. In groups of four, students
brainstorm and summarize the advantages and disadvantages of a network
environment to both employee and employer. Individually, students in each group
use the following categories to organize their thoughts: the social, economic,
and ethical implications of a home workplace environment and describe what they
feel the Catholic Church’s view of the home workplace environment should be.
Students e-mail their findings to the other members of the group and
individually create a report summarizing the findings of the group. The report
is sent to the teacher for evaluation.
In Activity 2, students learn
network terminology and various network topologies. Students discuss
appropriate equipment arrangements and layouts using case studies describing
different business situations, e.g., home, school, corporation. Students draw
their school network configuration using appropriate electronic tools, e.g.,
graphics program, presentation software, or flowchart software, to best
illustrate their school’s network topology, and submit it for evaluation.
In
Activity 3, students differentiate between the terms “workplace settings” and
“organizational structures.” They discuss different organizational structures
(hierarchical and horizontal, decentralized and centralized, department-based
and project-based) and compare them using teacher-provided examples. The
transformation of organizational structures as a result of information
technology changes is discussed. Students create notes summarizing the topics
discussed and submit them to the teacher for assessment.
In
Activity 4, students conduct interviews with parents and/or business people to
gather the following information: 1) the most predominantly used software packages,
2) the different types of hardware used in different business workplace
settings, 3) recent software/hardware changes that have been made, 4) the
effect of IT on the workplace setting, organizational structure and specific
operations of the interviewee’s business, and 5) the effect on productivity and
a
In
Activity 5, the teacher defines business operations terminology. Types of
Internet tools that exist to facilitate e-business are discussed, as are trends
in e-business. Students, working in pairs, research the positive and negative
effects of information technology on business operations, e.g., human
resources, marketing, production, and sales. Students investigate an e-business,
such as an on-line Internet radio station, and compare this to a similar local
business (i.e., local radio station). How has information technology affected
each business positively and negatively? Long-term and short-term effects on
students’ community should be considered as well. Students create a five-slide
presentation outlining their findings on the topic. Slide 1 shows the positive
and negative effects of IT on the e-business. Slide 2 shows the positive and
negative effects of IT on the local business. Slides 3 to 5 explain the social,
economic, and ethical implications of the use of IT in these two businesses.
Student pairs present their findings to the class.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
1.25 hours |
EBV.01,
EB1.02, EB1.05, EB2.05 |
Knowledge/Understanding |
Workplace
Settings |
|
2 |
3.75 hours |
EBV.03,
EB3.01, EB3.02, EB3.03, EB3.04 |
Knowledge/Understanding |
Network
Design |
|
3 |
1.25 hours |
EBV.01,
EB1.05, EB1.01, EB1.03, PM3.01 |
Knowledge/Understanding |
Organizational
Structures |
|
4 |
2.5 hours |
EBV.02,
EB1.04, EB3.05 |
Thinking/Inquiry |
Software
and Hardware Choices |
|
5 |
6.25 hours |
EBV.02, EB2.01, EB2.02, EB2.03, EB2.04,
EB2.05 |
Thinking/Inquiry |
Business Operation Trends |
Time: 15 hours
Unit
Description
In
Unit 2, students become familiar with why teams are used so predominantly in
business and discover what skills and characteristics facilitate efficient
teamwork. They learn the importance of recognizing and resolving conflict in a
work environment, work as a team to create shorter and longer business reports
based on case study scenarios, and present their reports in an efficient and
businesslike manner.
In
Activity 1, students listen to an article containing many details and answer
ten questions based on the story. They record the number of correct answers
they received. Students are grouped and, as a team, answer the ten questions
based on the article. The number of correct group answers is recorded. Students
compare the number of correct responses from each situation and discuss reasons
for their results. The benefits of project teams in business situations are
discussed, as are roadblocks to group su
In
Activity 2, students differentiate between the terms problem, dispute, and
conflict. Conflict resolution principles are discussed, as are positive
functions of conflict, negative effects of conflict, and common negative
responses to conflict. Students participate in an activity designed to promote
conflict analysis and resolution. Students are “debriefed” following the
activity. Group work is evaluated using the checklist developed in Activity 1.
Students describe the importance of resolving employee conflict to enhance
business productivity and identify ways to promote effective project teamwork.
In
Activity 3, students working in pairs consider the following scenario: “You are
a real estate agent. Your clients have $50 000 to put down on a house. They have
two school-aged children, want a three-bedroom house near a school, but can
only afford a mortgage payment of $1200 a month. Shopping on-line, find the
nicest house you can in your area and the best mortgage rate currently
available. After you have found the best deals, write your client a letter that
incorporates a spreadsheet and includes a picture of the house.”
In
Activity 4, students, in groups of three or four, research and plan a two-week
dream tour package designed to be offered to their tour company’s repeat
clientele. Students, in their groups, use appropriate IT tools, e.g.,
spreadsheets, e-mail, shared directories, etc., to plan their proposals, set
timelines, and divide responsibilities in order to create their proposed tour
packages. Students track their time using time sheets, so that management can
compare the actual cost of the development of this project with the projected
cost. Each group will work effectively using the teamwork concepts taught
earlier in this unit. Consensus must be reached in each group regarding the
group’s final proposal. Decisions must be consistent with Catholic social
principles, specifically, “the dignity of the human person” and commitment to
the common good.
In Activity 5, students choose the
appropriate integrated software tools to present the tour proposals created
during Activity 4 to the class. Required elements for the proposals are: 1) a
multi-page report detailing the daily itinerary to be followed during the tour
as well as a detailed cost breakdown, and 2) a multi-media slide presentation
or webpage promoting their tour and destinations. Reports are to be
professionally formatted, printed, and bound. Each group’s slide presentation
or webpage is to be “unveiled” at a mock travel exposition with other students
in the class representing the agency’s preferred clients. The class is
encouraged to critically, but sensitively give feedback on the work of their
classmates by pointing out strengths and weaknesses of each proposal.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
2.5 hours |
PM1.01,
PM1.02, PM1.04, ER1.04 |
Application |
Introductory
Group Activities |
|
2 |
1.25 hours |
PMV.01,
PM1.03 |
Application |
Conflict
Resolution |
|
3 |
1.25 hours |
ERV.01,
SBV.01, ER1.01, SB1.01 |
Application |
Individual
Business Simulation |
|
4 |
5 |
PMV.02,
ERV.01, ER1.02, ER1.03, PM2.01, PM2.02 |
Thinking/Inquiry |
Group
Costing Analysis |
|
5 |
5 |
ERV.01,
SBV.01, PMV.02, ER1.02, ER1.03, PM2.02, SB1.01, SB1.02, SB1.03 |
Application |
Multimedia
Presentation |
Time:
25 hours
Unit Description
In
Unit 3, students use appropriate software to analyse, manipulate, and present
data. A variety of scenarios are created that allow students to acquire
information and data through traditional survey methods, electronic database
sources, case study analysis, and through a dissemination of data from a
variety of sources including the Internet. Students utilize and develop
expertise with a variety of reporting and presentation tools.
In Activity 1, the class develops a business-oriented
survey to administer to students within the school that acquires some
demographic student data that could be used for a business study. The teacher
leads a discussion regarding the characteristics of appropriate questions before
students generate potential questions. Student-created questions are reviewed
with the class before the final questionnaire is set. Teachers must ensure that
board and school policies are followed about conducting surveys. Note: Students
must be instructed to a
Students
create the actual questionnaire complete with appropriate formatting. Students
develop a common database structure that facilitates fast and efficient data
entry. The teacher leads a discussion regarding the most efficient method of
collecting and entering the data. Students acquire and enter the data. The
teacher copies all of the records into one common database, which contains
several hundred records. Each student interprets and analyses an aspect of the
data and presents his/her findings in a small webpage that is shared with the
class.
In
Activity 2, students analyse and summarize data that is available from an electronic
database like Statistics Canada. The Statistics Canada website contains a
number of exercises for students to work through. Many of the exercises contain
printable worksheets. The teacher selects an appropriate exercise for students
to do. Students perform the activity from the Statistics Canada website and
become familiar with the Statistics Canada website and database. In the next
exercise, students find information on a specified topic from the Statistics
Canada site. They copy the information to a spreadsheet and produce a relevant
graph. In the third exercise, students research a larger topic. They collect
information from the Statistics Canada database and use it to create a
multi-page report that contains a cover page, a chart, a table, a graph,
enhanced formatting, and a student interpretation of what the data means.
In
Activity 3, students read through a case, e.g., an introductory university
business course case study, containing a mixture of relevant and irrelevant
data and information. Students identify the pertinent information and use
appropriate software (i.e., spreadsheet or database) to analyse it. Students
communicate their results electronically to their classmates via e-mail or
small webpages.
In
Activity 4, students work in small groups and investigate the relationship
between two topics. Before students begin, they predict what the relationship
is. They then find data to support, or refute, their hypothesis. Some sample
topics are basketball salaries and ticket prices, unemployment rates and
automotive sales, or community demographics and parish stability. Students
share information with their group members via e-mail and present their
analysis to the class using a slideshow presentation.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
12.5 hours |
ERV.02,
ERV.03, ER2.02, ER2.03, ER2.04, ER3.01, ER3.03 |
Thinking/Inquiry |
Data
Collection Analysis and Presentation |
|
2 |
5.5 hours |
ERV.02,
ERV.03, SBV.02, ER2.01, ER2.02, ER2.03, ER2.04, ER3.01, SB2.01, SB2.02,
SB2.03 |
Knowledge/Understanding |
Online
Database Usage |
|
3 |
3 |
ERV.02,
ERV.03, ER2.01, ER2.02, ER2.03, ER2.04, ER3.01, ER3.02, ER3.03 |
Knowledge/Understanding |
Case
Study |
|
4 |
4 |
ERV.02,
ERV.03, SBV.02, ER2.01, ER2.02, ER2.03, ER2.04, ER3.01, ER3.02, ER3.03, SB2.03 |
Knowledge/Understanding |
Presentation |
Time: 30 hours
Unit Description
In
Unit 4, students are introduced to the factors that determine whether a
business will prosper in an international economy. Students research, develop,
and present a financial proposal to their board of directors using appropriate
IT tools and business presentation techniques.
In
Activity 1, the teacher reviews the issues regarding e-business and the
opportunities and issues that it poses (see Resources). Students are given five
different products with additional information and they pick one to act as the
home company representative. Their intent is to export their locally developed
product to another country, e.g., US, Britain, China, etc. Students in groups
of three or four cooperatively plan the most appropriate way to present their
plan to potential agents in the country of their choice. Each group creates
their proposal plan that includes the product they choose, the country or
region of introduction, their initial justification of their choices, and a
list of specific questions that they have to research before distributing any
final proposal. The teacher reviews the plan and suggests other questions,
conferences with students to eliminate non-essential questions, and offers
other sources of information.
In
Activity 2, students determine the information that would be expected by an
agent considering entering into such an agreement. A formal list of information
that would be needed in the proposal to give to these agents, is created and
organized under appropriate headings. Students also plan a marketing message
that is appropriate for the new market. A
In
Activity 3, students research their questions and create a proposal for their
board of directors to demonstrate the benefits of venturing out to other
countries based on the questions and information from Activity 1. The proposal should
be organized, well documented, professional in appearance and logical. This
proposal should be in print format complete with tables of contents, title
pages, sectioned information, and appendices.
In
Activity 4, students research and present the information deemed appropriate in
Activity 2. This External Proposal is detailed and promotional and includes the
creation of a potential marketing campaign idea. Students plan out the most
effective method of presenting this information to the agents, e.g., Internet,
video conferencing, print media, visitations, etc. Proper presentation skills
for management presentations are discussed.
In
Activity 5, students take the reports created in Activities 3 and 4 and present
the proposals that are given to each of the respective groups (Board of
Directors, outside agents). These presentations are presented to the class to
allow all students to share in the learning that has resulted from the
exercise.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
2.5 hours |
SB3.01,
SB3.02, ER1.02, PM3.02 |
Communication |
The
Internal Plan |
|
2 |
2.5 hours |
ERV.02,
ER1.01, ER1.02 |
Communication |
Determining
the External Information |
|
3 |
10 hours |
SBV.01, SBV.02, SBV.03, SB1.01, SB1.02,
SB1.03, SB2.01, SB2.02, SB2.03, PM2.03, PM2.04, EB2.01, EB2.05 |
Application |
Preparing the Internal Proposal |
|
4 |
10 hours |
PMV.03,
SB1.01, SB1.02, SB1.03, SB2.01, SB2.02, SB2.03, SB3.01, SB3.02, PM2.03,
PM2.04 |
Knowledge/Understanding |
Preparing
the External Proposal |
|
5 |
5 |
PMV.03,
PM3.03, PM3.04 |
Knowledge/Understanding |
Presenting
the Internal and External Proposals |
Time:
12.5 hours
Unit Description
In
Unit 5, students determine and summarize their strengths and technological skills,
plan a personal portfolio to demonstrate these skills, create a database of
postsecondary IT programs available in Canada, utilize on-line research
resources to forecast emerging employment opportunities, and develop a
three-year personal educational plan that includes a projected financial
needs/resources budget. Students should be given the option to develop this
plan for a fictional person
In
Activity 1, students assess their own information technology skills and
competencies using a teacher-prepared checklist (see
http://www15.hrdc-drhc.gc.ca/english/readers_guide.asp?section_number=66 for
complexity levels of computer skills). Students summarize their IT skills using
a word processor and include these in their resumes, which they update at this time.
Students review samples of their own work and choose examples to be included in
a personal portfolio. (A teacher-provided checklist provides assistance.)
Students may conference with the teacher and other students who assist in the
selection of individual work for inclusion in a personal portfolio.
In
Activity 2, students use the Internet to search for and identify career areas
that require postsecondary education in IT. Students create a database listing
postsecondary IT programs available in Canada (also continuing education
programs) using common field names designated by the teacher, e.g.,
Postsecondary Program Name, Type of Program (2, 3, 4 year or Continuing Ed.),
Name of Institution (College/University Name), IT Skills Required (in value
lists), Number of IT Compulsory Courses, Number of Optional Courses, Yearly
Tuition, Jobs For Which You Will be Qualified, etc. Records are sent to the
teacher who merges them into a common database. Students use the combined class
database to check if their current IT skills qualify them for any jobs at this
time.
In
Activity 3, students use on-line research to forecast emerging employment
opportunities for IT graduates. They interview a person with a job in the IT
sector to determine the continuing education that the interviewee has
participated in over the last several years. Using word processing software,
students share the results of their on-line research and interview in a report.
In
Activity 4, the teacher introduces students to the components of an education
plan. Students use the class database created in Activity 2 to identify two or
more postsecondary programs related to information technology in which they are
interested. Using appropriate software, students create an education plan that
allows them to gain entry into one of these postsecondary programs.
In
Activity 5, students prepare a three-year personal educational financial plan.
Using the IT career selected in Activity 4, students research the costs of
tuition, books, food, clothing, entertainment, sundries, a
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
2.5 |
PSV.03,
PS3.01, PS3.02, PS3.03, PS3.04 |
Thinking/Inquiry |
IT
Skills and Competencies Assessment and Portfolio Preparation |
|
2 |
2.5 |
PSV.01,
PSV.02, PS1.01, PS1.02, PS1.03, PS2.01, PS2.02 |
Application |
Postsecondary
Programs and Employment Opportunities in IT |
|
3 |
1.5 hours |
PSV.02,
PS2.03, PS4.03 |
Application |
IT
Employment Opportunities |
|
4 |
2.5 |
PSV.04,
PS4.01, PS4.02 |
Knowledge/Understanding |
Education
Plan |
|
5 |
3.5 hours |
SBV.03,
SB3.03 |
Thinking/Inquiry |
Three-Year
Personal Educational Financial Plan |
Time:
12.5 hours
Unit Description
In
Unit 6, students analyse a comprehensive business case study. They create a
report and presentation based on their analysis using the techniques, skills,
and knowledge acquired in Units 1-5. Students update their portfolio to include
this experience.
In
Activity 1, students, in groups of three, are given a case study outlining the
needs of a potential start-up enterprise. Students determine a recommended
organizational structure, a proposed network structure, and the IT system needs
for this organization. As part of this proposal, since they are responsible,
caring members of a Catholic community, students consider the short-term and
long-term social implications of their proposal.
In
Activity 2, student groups cost out the start-up and operational needs of the
enterprise from Activity 1. Students work efficiently and only use electronic communication
with group members for the completion of this activity. The result is a common
comprehensive costing from each group.
In
Activity 3, each group considers the demographics of the potential clientele that
they propose to serve. They use statistical databases to support any of the
information that is questionable. A summary of this demographic research is
created.
In
Activity 4, each group selects the style of the report/presentation that is
most appropriate and creates it using the most appropriate application
software. The group presentations make effective use of the skills developed
during this course.
In
Activity 5, students individually create a resume designed for the web that
reflects the experience gained through this course. A brief listing of the
skills acquired through this course is included on their resume. They must also
indicate on their resume their educational and career objectives for the next
five years. (Note: Student web resumes should not be posted to the
Internet [Freedom of Information], but students need to be aware of the
advantages and disadvantages of web resumes.)
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
1.25 hours |
EBV.01,
EBV.03 |
Knowledge/Understanding |
Assessing
E-Business Needs |
|
2 |
3.75 hours |
SBV.01,
SBV.03, EBV.02, ERV.01, ERV.02, ERV.03, PMV.01, PMV.02 |
Thinking/Inquiry |
Costing
out the Needs |
|
3 |
1.25 hours |
ERV.02 |
Thinking/Inquiry |
Determining
Clientele Demographics |
|
4 |
5 |
SBV.01,
SBV.02, PMV.01, PMV.03, ERV.03 |
Knowledge/Understanding |
Selecting
Presentation Media and Producing the Report |
|
5 |
1.25 hours |
PSV.01,
PSV.02, PSV.03, PSV.04 |
Communication |
Self-Promotion
via the Web |
·
Guest Speakers:
Guest speakers from a community business who use the latest computer technology
could be invited to share examples of how they use software to achieve their
business objectives. Examples include the use of a spreadsheet to project
future earnings or the use of an electronic presentation to market a product or
idea.
·
Conferencing:
Discussions are held with each student on a one-to-one basis concerning the
progress of independent work.
·
Independent Study: Students research a topic of interest from either a list submitted to
students by the teacher or student-conceived and teacher-approved topics.
·
Brainstorming:
Students are encouraged to generate many ideas in the belief that their ideas
will not be analysed or criticized.
·
Cooperative Learning: Small-group participation o
·
Presentation:
Students create electronic presentations of researched subjects and present
these to the entire class.
·
Whole Group Instruction: The teacher instructs the class as a unit.
Seventy
per cent of the grade is based on 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 methods of evaluation.
Course assessment and
evaluation includes the following four categories, and some examples are
listed:
Knowledge/Understanding
·
Written
tests at the end of each unit
·
Written
quizzes throughout the course
·
Question
and answer sessions for review of previous material
Thinking/Inquiry
·
In-class
assignments
·
Independent
research
·
Performance
tasks
Communication
·
Written
assignments
·
Presentations
Application
·
Presentations
·
Newsletter
·
Computer
programs
Assessment
tools include:
·
checklists;
·
rubrics
with the use of exemplars to outline clear criteria.
Final
Evaluation
Final
activities include the revision of students’ business cases. These activities
could be done over the last two weeks of the course. All the activities are
assessed based on software application and research skills, office procedures,
the application of the knowledge of work environments, and the application of
the knowledge of Catholic teachings.
The
teacher should consult individual student IEPs for specific direction on a
The
following are suggested strategies used in this course:
·
inclusion
of recommendations from students’ IEPs such as provision of adaptive hardware
devices (e.g., large screen monitors, larger fonts, specially designed
keyboards, voice-activated equipment, reading machines);
·
provision
of word lists, glossaries, definition of terms, and visuals where available;
·
flexibility
with timelines;
·
reinforcement
of written instructions with verbal instructions;
·
repetition
of demonstrations and the use of visual aids to assist students where possible;
·
adjustment
of expectations for written work and the number of assignments required;
·
provision
of alternative assessment methods such as oral testing, taped answers, and
scribing for students with writing difficulties;
·
provision
of opportunities for enrichment purposes (e.g., enrichment students could
become mentors to peers or staff requiring extra assistance).
Computer
site administrator from the board office or the school
Computer
technicians (from the board office and/or community)
Guidance
counsellors
Library
staff and special education teacher
School
chaplain
Parents
employed in the information technology industry
Ministry
issued application software (OESS)
Application
software not purchased by the Ministry that provides the teacher with the
ability to meet the Ministry course expectations and also operates on the
school hardware. The application software used should be consistent with that
used in local industry whenever possible.
A
planned path for language skill development in Grades 10, 11, and 12 that takes
into a
District
standards/conventions/policies and available supporting resources
Bendely,
Leslie. Games Teams Play. Whitby: McGraw-Hill Ryerson Limited, 1996.
ISBN 0-07-552718-9
MaranGraghics.
HTML in an Instant. New York: Hungry Minds Inc., 2001. ISBN
0-7645-3627-3
MaranGraghics.
Teach Yourself FrontPage 2000 Visually. Foster City: IDG Books World
Wide Inc., 2000. ISBN 0-7645-3451-3
Scannell,
Edward and John. Newstrom. Even More Games Trainers Play. New York:
McGraw Hill Inc., 1994. ISBN 0-07-046414-6
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.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teacher needs to consult their board policies regarding
use of any copyrighted materials. Before reproducing materials for student use
from printed publications, teachers need to ensure that their board has a
Cancopy licence and that this licence covers the resources they wish to use.
Before screening videos/films with 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. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
Workplace Settings
http://iwsp.human.cornell.edu/pubs/pdf/IIW.PDF
(Implementing Innovative Workplaces)
http://netec.m
Crandall,
N.F., F. Crandall, and M.J. Wallace. Work & Rewards in the Virtual
Workplace: A 'New Deal' for Organizations & Employees. AMACOM, June
1998. ISBN 0814403751
Igbaria,
Magid and Margaret Tan. The Virtual Workplace (Series in Information
Technology Management). Idea Group Publishing, 1998. ISBN 1878289470
Network Design/Configurations
McCabe,
James D. Practical Computer Network Analysis and Design (Morgan Kaufmann
Series in Networking). Morgan Kaufmann Publishers, March 1998. ISBN
1558604987
Organizational Structures
Hall,
Richard H. Organizations: Structures, Processes, and Outcomes. Prentice
Hall, 1998.
ISBN 0139033947
Business Operation Trends
Moore,
Stephen and Julian Lincoln Simon. It's Getting Better All the Time: 100 Greatest
Trends of the Last 100 Years. Cato Inst., 2000. ISBN 1882577973
Popcorn,
Faith and Lys Marigold. Clicking: 17 Trends That Drive Your Business – And
Your Life. Harperbusiness, 1998. ISBN 0887308570
Teamwork
http://www.act.org/workkeys/assess/teamwork/index.html
(Teamwork assessments)
http://www.amazon.com/exec/obidos/ASIN/1893320235/qid=1008612752/sr=1-6/ref=sr_1_75_6/107-4723332-1760529
(True Colors)
Conflict Resolution
http://www.capnhq.gov/nhq/aeroed/ACSC_Prof_Dev_Modules/CAP/cap_lesson_16/lesson16_html/lesson16.htm (Includes a lesson plan and short
PowerPoint slide presentation)
http://www.amazon.com/exec/obidos/ASIN/1893320235/qid=1008612752/sr=1-6/ref=sr_1_75_6/107-4723332-1760529
(Activities for Conflict Resolution)
Business Simulation
Francesco,
Anne Marie and Barry Allen Gold. International Organizational Behavior
at http://www.prenhall.com/francescogold/index.html (Exercises and Links)
Electronic Research
Butler,
John A. Cybersearch: Research Techniques in the Electronic Age. Penguin
USA, 1998.
ISBN 0140513876
Business Documents
Blake,
Gary and Robert W. Bly. The Elements of Business Writing: A Guide to Writing
Clear, Concise Letters, Memos, Reports, Proposals, and Other Business
Documents. Longman, August, 1992.
ISBN 0020080956
Electronic Communication
Duarte,
Deborah L. and Nancy Tennant Snyder. Mastering Virtual Teams: Strategies,
Tools, and Techniques That Su
Business Ethics
http://onlineethics.org/keywords/keywds.html
(The On-line Ethics Center for Engineering and Science)
Burkett,
Larry. Business By The Book Complete Guide Of Biblical Principles For The
Workplace. Thomas Nelson, May 1998. ISBN 0785271414
Newton,
Lisa H. and David A. Schmidt. Wake Up Calls: Classic Cases in Business
Ethics. Wadsworth Pub Co., November 1995. ISBN 0534253385
Copyright
http://strategis.ic.gc.ca/SSG/rp01099e.html
(Consultation Paper On Digital Copyright Issues)
http://www.mcgrawhill.ca/copyrightlaw/
National
Research Council. The Digital Dilemma: Intellectual Property in the
Information Age. National Academy Press, 2000. ISBN 0309064996
Surveys
http://www.uml.edu/centers/CFWC/ts27.html
(“Collecting Evaluation Data: Knowing Enough About the Types to Decide What’s
Right for Your Program” by Hilary Lloyd)
http://www.creativeorgdesign.com/10things.htm
(10 Things To Know About Surveys)
Fink,
Arlene and Jacqueline B. Kosecoff. How to Conduct Surveys: A Step by Step
Guide. Sage Publications, April 1998. ISBN 0761914099
Business Proposals
http://www.webpagecontent.com/corp_archive/70/6/
(Checklist for Writing Business Proposals)
Hamper,
Robert J. and L. Sue Baugh. Handbook for Writing Proposals. McGraw Hill
– NTC,
March 1996. ISBN 0844232742
Lutovich,
Diane and Janis Fisher Chan. How to Write Reports and Proposals.
Advanced Communication Designs, Inc., June 1998. ISBN 0963745557
Porter-Roth,
Bud and Ralph R. Young. Request for Proposal: A Guide to Effective RFP
Development. Addison Wesley Professional, Dec. 2001. ISBN 0201775751
Postsecondary Planning
http://www.canlearn.ca/English/eng.cfm
(Education and Career Planning)
http://on.cx.bridges.com
(Bridges – Career Explorer)
IT Skills Assessment
http://www2.conferenceboard.ca/nbec/eprof-e.htm
(Employability Skills Profile – Conference Board of Canada)
http://www.thetech.org/revoultionaries/
(The Tech – The Revolutionaries interviews)
http://www.mainfunction.com/
(Resources for Educators and students – articles, quizzes, etc.)
http://cdp.mde.state.mi.us/MCF/ContentStandards/CareerEmployability/5.html
(Career and Employability Skills – Michigan Dept. of Ed.)
Personal Portfolios
http://www.education-world.com/a_tech/tech111.shtml
(Electronic Portfolios in the K-12 Classroom)
http://curriculumfutures.org/assessment/a04-05.html
(Discusses different types of portfolios)
http://school.discovery.com/schrockguide/assess.html#portfolios
(Multiple Links on electronic portfolios and their assessment)
Educational Financial Plans
http://www.tvdsb.on.ca/oakridge/guidance/gradguid.htm
(Financial Planning for Postsecondary Education)
http://canadaonline.about.com/cs/educationfinances/
(Multiple links on tuition fees, student loans, financial assistance, budgets and
planning, scholarships, debt-free guide, awards, income taxes, educational
calculator, etc.)
http://www.canlearn.ca/English/eng.cfm
(CanLearn Interactive – Human Resources and Development Canada)
Issues Regarding E-Business Opportunities
http://www.brint.com/
(Global eBusiness Resources)
http://www.g7e.com/
(Global Business Strategies)
http://www.ecommercetimes.com/perl/story/15860.html
(A Junkyard of Bad E-Commerce Ideas)
http://globaledge.msu.edu/ibrd/ibrd.asp
(Resource information on potential financial markets)
Financial Plan
http://laurence.canlearn.ca/English/find/college&university/tuition.cfm
(Tuition Fees Database)
http://www.canlearn.ca/English/fin/debtfreeguide/planner/student.shtml
(Student Financial Planner – Including Cost Calculators)
http://www.canlearn.ca/English/fin/financial2.html (a
Canadian Statistics
http://www.statcan.ca (Main page for Statistics Canada)
http://www.statcan.ca/english/kits/teach.htm (Lessons for the Stats. Canada database)
http://www.statcan.ca/english/Estat/licence.htm (A
http://www.strategis.ic.gc.ca/sc_ecnmy/sio/homepage.html (Industry Statistics from Industry Canada)
http://www.nrcan-rncan.gc.ca/inter/index_e.html (Statistics for Natural Resources Canada)
http://businessgateway.ca/Statistics.cfm (Business statistics from the Gov. of Canada)
http://www.
Team Building
http://web.cba.neu.edu/~ewertheim/teams/ovrvw2.htm (Working in Teams Issues and Hints)
http://www.analytictech.com/mb021/teamhint.htm (Short manual for working in teams)
http://www.Source4Quality.com
(Team Operations and Processes - free to log on and use)
World Statistics
http://www.geohive.com (Population Statistics of a large number of countries in the World)
http://www.statistics.com (Statistical Trends in the World by Population, customs etc.)
http://moneycentral.msn.com/investor/market/rates.asp (Currency Exchange Rates)
http://ibi.cbe.wsu.edu/Tansuhaj/Ibus580/country.htm
(Guidelines for Foreign Investment)
Terminology
http://nilesonline.com/Statistics/
(Defines statistical terms etc.)
Data
http://lib.stat.emu.edu/DASL/
(Wide variety of tables of Data)
Social Justice
http://www.osjspm.org/cst6prin.htm (Major principles of Catholic Social Teaching)
http://www.osjspm.org/cst/csted.htm
(Resources for Catholic Educators)
Catholic Links
http://www.pcj.edu/pcjlibrary/moral.htm (Multiple links on Ethics and Moral Theology)
http://catholicism.about.com/(Multiple Issues on Living the Catholic Faith)
http://www.nd.edu/~ndethics/inside_page.htm
(Notre Dame Centre for Ethics and Culture)
Parishes
http://www.
After the
initial offering, evaluation of the course may be carried out through
interviews with a sampling of students who have completed the course. Sample
questions include:
·
Did
this course meet your expectations? Explain.
·
Do
you have better ideas of possible careers in this area?
·
Would
you take another course in this area? Why, why not?
·
Would
you recommend the course to other students? Why, why not?
Resources
to support anti-discriminatory education, equity/social justice issues, career
goals, cooperative education, and community partnerships support many of the
Ontario Secondary School Policies.
Coded Expectations, Information Technology
in Business, Grade 12,
College Preparation, BTX4C
EBV.01 · identify and describe a variety
of workplace settings and organizational structures from an information
technology perspective;
EBV.02 · assess the impact of information
technology on business operations such as the growth of e-business, virtual
enterprise, data warehousing;
EBV.03 · solve problems relating to
various network configurations.
Workplace
Settings and Organizational Structures
EB1.01 – differentiate between the terms “workplace
setting” and “organizational structure”;
EB1.02 – compare a variety of workplace
settings (e.g., home office, large corporation, cooperative);
EB1.03 – compare a variety of
organizational structures (e.g., hierarchical and horizontal, decentralized and
centralized, department-based and project-based);
EB1.04 – describe the software and
hardware used in a variety of workplace settings (e.g., health care facility,
bank, travel agency);
EB1.05 – analyse the ways in which
workplace settings and organizational structures have changed as a result of
information technology.
Business
Operations
EB2.01 – explain how specific business
operations (e.g., human resources, marketing, production, sales) can be
affected, positively and negatively, by information technology;
EB2.02 – explain business operations
terminology related to information technology (e.g., e-business, virtual
enterprise, data warehouse);
EB2.03 – identify and describe emerging
technologies and systems that are used to manage and disseminate information;
EB2.04 – forecast trends in conducting
business electronically;
EB2.05 – present arguments on the social,
political, economic, and ethical implications of the use of information
technology for individuals and businesses.
Network
Configurations
EB3.01 – explain terminology related to
computer networks (e.g., configuration, topology, network);
EB3.02 – describe a variety of network
topologies (e.g., star, ring, bus, tree);
EB3.03 – analyse appropriate equipment
arrangements and layouts for specific business situations;
EB3.04 – create a plan to map appropriate
equipment arrangements using electronic tools (e.g., flowchart software,
drawing software, design software);
EB3.05 – solve problems related to the use
of information technology tools in order to enhance productivity and a
SBV.01 · create integrated customized
documents using appropriate software;
SBV.02 · integrate a variety of software applications
in the preparation of multipage business documents;
SBV.03 · use appropriate electronic
financial planning tools for personal and workplace applications.
Business
Document Creation
SB1.01 – determine how to produce suitable
business documents for particular purposes (e.g., a multimedia document
requiring text, flowcharts, images, sound, and tables);
SB1.02 – determine the most appropriate
software application for creating customized business documents;
SB1.03 – create customized business
documents (e.g., formatted and integrated documents, original graphics,
multimedia documents).
Business
Report Preparation
SB2.01 – select the appropriate integrated
software for the preparation of a multipage report;
SB2.02 – demonstrate the appropriate use
of the software features and functions required for multipage business reports
(e.g., headers, footers, footnotes, endnotes, headings, page numbers, cover
pages, tables of contents, bibliographies, indexes);
SB2.03 – create, electronically, a
multipage report that includes a chart, a table, a graph, clip art, and
enhanced font styles and designs.
Financial
Planning
SB3.01 – summarize, electronically, the
financial planning tools (e.g., currency exchange rate information, mutual fund
reports, income statements) available on a global network (e.g., the Internet);
SB3.02 – create financial documents (e.g.,
a bank reconciliation statement, an expense report, a price list, an income
statement) using software templates;
SB3.03 – demonstrate the appropriate use
of software in preparing a three-year personal financial plan.
ERV.01 · solve business problems by using
electronic tools;
ERV.02 · assess data electronically to
solve a specific business problem;
ERV.03 · communicate research results
electronically.
Electronic
Research
ER1.01 – use electronic tools to collect
information required to solve a specific business problem (e.g., investment
decisions, mortgage rate choices, real estate purchases);
ER1.02 – assess collected information in
terms of its validity, bias, copyright protection, appropriateness, a
ER1.03 – demonstrate an understanding of copyright
and licensing rules and regulations;
ER1.04 – demonstrate an understanding of
the importance of classifying research results based upon relevance to the
specific problem.
Electronic
Data Analysis
ER2.01 – identify appropriate software
used in the business community to analyse primary data;
ER2.02 – select an appropriate software
tool to analyse the primary data;
ER2.03 – analyse, electronically, the
primary data collected;
ER2.04 – summarize, electronically, the
primary data collected and the results of the analysis.
Electronic
Communication
ER3.01 – determine the appropriate type of document
needed to communicate specific information (e.g., presentation, abstract,
summary);
ER3.02 – select appropriate electronic
tools (e.g., multimedia, e-mail, web-based communication) to communicate
information to a specific audience;
ER3.03 – communicate their research
results electronically.
PMV.01 · manage a multitask team project in
an electronic environment;
PMV.02 · demonstrate the use of electronic
tools to manage a multimedia team project;
PMV.03 · create a multimedia production
for a virtual enterprise.
Project
Team Management
PM1.01 – explain the concept of a project
team as it applies to business;
PM1.02 – compare effective and ineffective
teams and explain how they differ;
PM1.03 – describe how businesses resolve
employee conflict to enhance productivity;
PM1.04 – demonstrate the appropriate use
of an electronic tool for evaluating team process and productivity.
Electronic
Project Team Tools
PM2.01 – identify and describe the
electronic tools used by business to facilitate project team activities (e.g.,
e-mail, intranet, newsgroups, software features that enhance joint
productivity, fax, video conference);
PM2.02 – summarize the appropriate use of
electronic tools used by business to manage a multimedia team project;
PM2.03 – assess technologies to identify
those that will facilitate the attainment of team objectives and productivity;
PM2.04 – demonstrate the use of
appropriate electronic tools to enhance team productivity.
Virtual
Enterprise Creation
PM3.01 – identify and describe the
components of a virtual enterprise;
PM3.02 – identify possible external
partners that use information technology for virtual enterprise purposes;
PM3.03 – create a multimedia product by
using appropriate software;
PM3.04 – communicate the finished product
to an external partner.
PSV.01 · evaluate postsecondary education
programs in information technology;
PSV.02 · analyse employment opportunities
in the information technology sector;
PSV.03 · assess their information
technology skills and competencies;
PSV.04 · create, electronically, an
education plan to take them from secondary school to employment.
Evaluation
of Postsecondary Programs
PS1.01 – summarize career areas that require
postsecondary education in information technology;
PS1.02 – describe the components of
postsecondary information technology programs;
PS1.03 – analyse continuing education
programs related to employment in the information technology sector.
Analysis
of Employment Opportunities
PS2.01 – summarize employment opportunities
in the information technology sector that require the su
PS2.02 – describe specific postsecondary
programs that will prepare them for employment in the information technology
sector;
PS2.03 – forecast, electronically,
emerging employment opportunities for information technology graduates.
Assessment
of Skills and Competencies
PS3.01 – analyse their development of
information technology skills (e.g., animation skills, graphics skills);
PS3.02 – summarize, electronically, their
information technology skills (e.g., skills in electronic research and
analysis, multimedia presentation, electronic project team management);
PS3.03 – demonstrate their information
technology skills in samples of their work;
PS3.04 – demonstrate an understanding of
the importance of keeping records and samples of exemplary work (e.g.,
electronic financial documents, multimedia programs) in a portfolio that may be
required for admission to college programs.
Creation
of an Education Plan
PS4.01 – describe the components of an
education plan;
PS4.02 – create, electronically, an
education plan to gain entry into two or more postsecondary programs related to
information technology;
PS4.03 – assess the importance of
continuing education in the information technology sector.
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 -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.
Unit 2 | Course Profiles Main Menu