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Course Profile Information Technology in Business (BTX4C), Grade 12, College Preparation, Public

Course Overview

Policy Document: The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.

Prerequisite: Information Technology in Business, Grade 11, Open

Course Description

This course provides students with the opportunity to develop further the information technology 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.

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

Course Notes

“Ontario secondary school graduates are expected to be technologically literate, which means they should be able to understand and apply technological concepts, to use computers in various applications, and to analyse the implications for a wide range of technologies for individuals and society.” Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999, p. 59.

This Course Profile is a support document that presents only one of many possible ways for teachers to organize their course so students can acquire and demonstrate the skills and knowledge specified in the curriculum policy documents through the learning expectations. Teachers use the information presented in this Course Profile to refine, revise, and develop activities that accommodate the various learning styles and learning preferences of individual students and that respond to local needs.

Information Technology in Business gives students the basic competencies necessary for further study at the college level in a Business or Information Technology program or entry-level skills for the workforce.

The field of E-business represents the one of the fastest growing segments in the workplace. Many postsecondary institutions are developing programs to meet this need. The foci of the Course Profile are teamwork, E-business, and web-page design. Students are introduced to E-business and the competencies involved in this dynamic area.

Ministry of Education strands are closely matched in this Course Profile. Unit 1 focuses on the strand Electronic Business Environment. Unit 2 involves Electronic Project Management. The strand Software Applications and Business Documents is incorporated in Units 3, 4, and 5. Unit 3 is based on the Electronic Research and Communication strand combined with the Software Applications and Business Documents strand. Unit 4 introduces the Electronic Management strand. Unit 5 deals with the Postsecondary Education strand.

In Unit 1, students review the Information Technology business environment from the BTA3O course. The role of Information Technology in the workplace and the impact it has on the setting and organizational structures are covered. Current trends in Information Technology are discussed and summarized. The value and use of computer networks are examined. Students establish an Information Technology Portfolio.

In Unit 2, students are introduced to and practise team skills and project management. These skills are the key to success in Unit 4; students develop an E-business site as a group project. Organizational Studies: Organizational Behaviour and Human Resources (BOH4M) and Organizational Studies: Managing a Small Business (BOG4E) Public Course Profiles are rich sources for team skills and project-management skills activities that can be adapted to an IT focus.

In Unit 3, students draw on software knowledge and skills gained in other courses, such as BTT1O/2O and the prerequisite BTA3O. The case study approach allows the student to demonstrate skills in all the categories of the Achievement Chart. This rich performance task encompasses many software competencies and abstract-thinking skills.

Unit 4 is the production of the website from Unit 3. Using a team approach, students produce a progress report and a future growth plan for their E-business website. Students produce financial documents associated with the site, such as expense reports, bank reconciliation statements, price lists, and income statements.

In Unit 5, students have opportunities to consider career paths and plan for postsecondary opportunities. In addition, they update their Information Technology Portfolio.

Students work collaboratively throughout the course; therefore, addressing conflict management is important to student success. At the beginning of the course, the teacher addresses the issue, emphasizing that not all conflicts can be resolved, but people can choose how to handle them. New approach to conflict resolution might include: define the conflict; state the problem; check your perceptions; generate and evaluate a list of possible decisions/alternatives; reach a mutually acceptable decision; implement and evaluate the decision. If the decision is satisfactory, students continue their work; if the decision is unsatisfactory, students repeat the process. Different cultures perceive conflict differently: what constitutes conflict and how to resolve problems may vary. Self-, peer, group, and teacher assessments are a way to assess students on their ability to work as a team.

Safety is an important issue. From the outset, the teacher emphasizes online safety, ethics, legal requirements of working online, and usage agreements. (Visit www.tcdsb.org, Surf Right.) Local board policy on trips governs the activities. Topics of discussion should include the environment, trip safety, and interview safety. Emphasize part-time and summer jobs, as many students are either employed or looking for employment. An enthusiastic employee can be a safe, informed one. The teacher can consult safety resources, such as publications by The Ontario Ministry of Labour (see Resources).

The teacher refers to and makes use of the school’s Guidance and Career Education Program Plan (Choices Into Action). This plan is available in Guidance/Student Services, in the principal’s office, or from the school’s Program Advisory Team. Students can utilize career-access software, such as CareerCruising and Career Explorer (see Resources) to explore job descriptions, working conditions, earnings, education, and career paths for jobs in information technology. Students should be aware of the dynamic nature of the cooperative learning experience and business career paths available to them.

The teacher should draw from their personal experience as an employee to complement and authenticate activities. The teacher can encourage students to relate personal experience in the workplace to the course content to better understand and apply course expectations. The teacher can identify and gain the participation of local businesses where possible. The teacher can develop an in-class display of community businesses and use existing partnerships established by their school board in conjunction with local industry; the teacher can access community business links that reflect the diversity of the local school community and use them as supplementary resources.

Units: Titles and Time

Unit 1	E-Business Environment	15 hours
** Unit 2	Teamwork	25 hours
* Unit 3	Project Planning and Research	25 hours
Unit 4	Building an E-Business	30 hours
Unit 5	Postsecondary Opportunities	15 hours

* This unit is fully developed in this Course Profile.

** This unit is fully developed in BTX4C Catholic Course Profile.

Unit Overviews

Unit 1: E-Business Environment

Time: 15 hours

Strand(s): The Electronic Business Environment

Unit Description

Students become familiar with workplace settings and organizational structures from an information technology perspective. They assess the impact of information technology on business operations and solve problems relating to network configurations. Students establish an Information Technology Portfolio. (See Unit 1 Appendix – Information Technology Portfolio.)

In Cluster 1.1, the teacher differentiates between workplace setting and organizational structure, through a teacher-directed discussion or handout. A variety of businesses is described by the teacher; students identify the different workplace settings involved with each business, determine hardware and software used with each workplace setting, and map out organizational structures for each business. Students then produce a report of their results, along with a conclusion of how information technology has changed workplace settings and organizational structures. (See BDI3C Public Course Profile at www.curriculum.org for a Written Report Rubric.)

In Cluster 1.2, there are a number of ways to get information technology terms and concepts across: textbooks, research on the Internet, didactic teaching, or electronic textbooks. A teacher-led discussion could be used to examine the impacts of information technology for individuals and businesses with social, political, and ethical implications. After the discussion, students create a report or electronic presentation on emerging technologies and forecasting trends in information technology related to business. (See Presentation Checklist and Presentation Rubric in Unit 3.)

In Cluster 1.3, textbooks (print and electronic), research on the Internet, didactic teaching, and utilizing current or older network equipment could be used as alternative methods of introducing the concepts. The teacher might have students set up a network of three to five machines, which would model a business network. A component checklist can be used as formative and summative assessment for each step in the building of the network. A simpler set-up could include two computers connected peer-to-peer using standard network protocols, such as Netbui^™. This affords an opportunity to bring community expertise into the school.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus/Time
1.1	EBV.01, EB1.01, EB1.02, EB1.03, EB1.04, EB1.05	Knowledge/Understanding Thinking/Inquiry Communication Application	Workplace Settings and Organizational Structures (5 hours)
1.2	EBV.02, EB2.01, EB2.02, EB2.03, EB2.04, EB2.05	Knowledge/Understanding Thinking/Inquiry Communication Application	Business Operations (5 hours)
1.3	EBV.03, EB3.01, EB3.02, EB3.03, EB3.04, EB3.05	Knowledge/Understanding Thinking/Inquiry Application	Network Configurations (5 hours)

Unit 2: Teamwork

Time: 25 hours

Strand(s): Project Management, Electronic Research and Communication,
Software Applications and Business Documents

Unit Description

Students experience opportunities to manage a multitask team project in an electronic environment; demonstrate the use of electronic tools to manage a multimedia team project; create customized documents using appropriate software; and solve business problems using electronic tools. Team skills and project management are the foci in this unit and carry through to Units 3 and 4. The skills examined and developed are interdisciplinary and are assets to students regardless of the career/learning path they choose.

Teachers can adapt activities and team problems from BOH4M and BOG4E Public Course Profiles.

In Cluster 2.1, students in groups, investigate a problem supplied by the teacher requiring a team approach. (See Unit 3 for problem-solving models.) The teacher and students identify and describe the tools used by business to facilitate team activities. After solving the problem, the teacher leads a discussion and students take notes summarizing teamwork skills and the basics of project management. The concepts are through additional problem scenarios, such as effective vs. ineffective teams and effective conflict resolutions among employees by the management to enhance productivity.

In Cluster 2.2, the teacher reviews the school’s Internet use agreement. The teacher should review copyright, bias, and validity of information; the information assessor in BTA3O Public Course Profile (Appendix 3.3.2.b) is one approach. Students in teams investigate a larger problem that requires Internet research. The teacher and students discuss, assess, and summarize electronic tools and technologies to facilitate team objectives and productivity. Students develop a plan to upgrade their classroom’s computers. Before collecting and classifying the data, students make use of electronic tools to plan their project. There are various industry-standard collaborative tools that allow collaborative project planning; some e-mail clients have this functionality. In addition, there are Internet services that allow team members to communicate, share information, and evaluate team progress. A school’s network interface may include this capability as well.

In Cluster 2.3, students use the data from Cluster 2.2 to create a report. In producing the business report, teams are required to track their progress and productivity using electronic tools.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus/Time
2.1	PMV.01, PMV.02, PM1.01, PM1.02, PM1.03, PM2.01	Knowledge/Understanding Thinking/Inquiry	Electronic Project Planning and Research (5 hours)
2.2	PMV.01, PMV.02, ERV.01, PM1.04, PM2.02, PM2.03, ER1.01, ER1.02, ER1.03, ER1.04	Knowledge/Understanding Thinking/Inquiry Communication	The Team Approach to Problem Solving (10 hours)
2.3	PMV.02, SBV.01, PM2.04, SB1.01, SB1.02, SB1.03	Knowledge/Understanding Thinking/Inquiry Communication Application	Team Production of Electronic Business Documents (10 hours)

Unit 3: Project Planning and Research

Time: 25 hours

Strand(s): Electronic Research and Communication, Software Applications and Business Documents

Unit Description

Students assess data electronically to solve a specific business problem; communicate research results electronically; and integrate a variety of software applications in the preparation of multi-page business documents. Students achieve the expectations by moving through the various stages of a case study. Case studies provide the opportunity for a rich performance task. The case study involves a large retail clothing business that is looking to expand and refocus its existing web presence. The unit is divided into three sequential activities. Activities 3.1 and 3.2 are individual projects. Activity 3.3 is a group project.

Cluster 3.1 focuses on background research and data collection. The Internet is used to research retail clothing websites. Students prepare a PMI (Plus Minus Interesting) electronic chart that summarizes the information collected (see Appendix 3.1.2.2). Students use web and print sources for additional market research. A spreadsheet or database is prepared to analyse and organize the data.

Cluster 3.2 focuses on data-driven decision making. Students analyse and organize data from Cluster 3.1 as a basis for decisions and options. They compile the information in a comprehensive report. The report provides options for management to consider in refocusing their web presence, e.g., moving from an informational website to a website with online catalogue and ordering. The dimensions of the task involve a multi-page report, which is the e-business plan for the website. Software integration is an important element, e.g., spreadsheet, database, word processor, desktop publisher, web creation software.

In Cluster 3.3, students construct and electronically communicate the report developed in Cluster 3.2, using e-mail, presentation software, multimedia software, and/or web technologies.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus/Time
3.1	ERV.02, ER2.01, ER2.02, ER2.03, ER2.04	Knowledge/Understanding Thinking/Inquiry Application	Background Research and Data Collection (5 hours)
3.2	ERV.03, SBV.02, SB2.01, SB2.02, SB2.03	Knowledge/Understanding Thinking/Inquiry Communication Application	Data-Driven Decision Making (15 hours)
3.3	ERV.03, ER3.01, ER3.02, ER3.03	Communication Application	Electronic Presentation (5 hours)

Unit 4: Building an E-Business

Time: 30 hours

Strand(s): Electronic Project Management, Software Applications and Business Documents

Unit Description

Students demonstrate the use of electronic tools to manage a multimedia team project; create a multimedia production for a virtual enterprise; integrate a variety of software applications in the preparation of multi-page business documents; and, use appropriate electronic financial planning tools for personal and workplace applications.

Students use a team approach and the project-management skills from Unit 2 in the creation of an
e-business website from the plan developed in Unit 3. Students produce a progress report, a growth plan, and associated financial documents for the website.

In Cluster 4.1, the teacher conducts discussions on virtual enterprise followed by groups reviewing the e-business reports they developed in Unit 3. They identify the components of each of the group’s individual business plans, which could be incorporated into an e-business website along with potential clients and business partners. Students create an e-business website and present the site to an external partner, such as a community representative.

In Cluster 4.2, students review their original e-business report from Unit 3. They create a progress report with a brief overview of the business, including accomplishments to date, problems encountered, revisions to the business plan, and a forecast of future problems. Students then create a five-year growth plan for their e-business.

In Cluster 4.3, students use the Internet to research financial planning tools associated with their e-business, such as currency exchange rates, mutual fund reports, and income statements. The results are analysed and incorporated into an electronic report. Students then create financial documents for their business. These documents could include expense reports, bank reconciliation statements, price lists, and income statements. (Business templates are found in integrated software packages.)

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus/Time
4.1	PMV.03, PM3.01, PM3.02, PM3.03, PM3.04	Knowledge/Understanding Thinking/Inquiry Communication Application	The Virtual Enterprise (20 hours)
4.2	SBV.02, SB2.01, SB2.02, SB2.03	Knowledge/Understanding Thinking/Inquiry Communication Application	Virtual Enterprise Progress Report (5 hours)
4.3	SBV.03, SB3.01, SB3.02	Thinking/Inquiry Communication Application	Financial Planning for the Virtual Enterprise (5 hours)

Unit 5: Postsecondary Opportunities

Time: 15 hours

Strand(s): Postsecondary Education, Software Applications and Business Documents

Unit Description

Students evaluate postsecondary programs in information technology; analyse employment opportunities in the sector; assess their skills and competencies; create electronically an education plan to take them from secondary school to employment; and use appropriate electronic planning tools for personal and workplace applications. Students consider career paths and plan for postsecondary opportunities.

In Cluster 5.1, students research careers in information technology that require postsecondary education. Students create websites to present their research. The website includes but is not limited to the following pages, with appropriate links within the site and to other sites:

· Information Technology careers that require postsecondary education;

· details of a specific information technology postsecondary program;

· Continuing Education programs in the area of information technology;

· current job postings for information technology careers;

· expanding and/or declining information technology careers.

Note: Student websites may be subject to Board and school policies that reflect the need for safety and the protection of student privacy. An option is to maintain these sites for viewing within the school only.

In Cluster 5.2, students focus on analysing their portfolios to make sure they are up-to-date. The components of this update are their information technology skills inventories, their resumes, and recent exemplary samples of work. If the school has access to a CD writer, students could copy their portfolio to CD. The teacher ensures that students understand the importance of maintaining copies of exemplary work; some college programs require exemplars as part of the application process.

In Cluster 5.3, students create an educational plan of three postsecondary IT programs. The teacher describes to students the components they should include, offering an opportunity for the school's guidance counsellor or college/university liaison officer to present information. When looking at specific programs, students examine the secondary-school courses, skills, and competencies required for admission. To complete their plans, students produce a budget using appropriate software.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus/Time
5.1	PSV.01, PSV.02, PS1.01, PS1.02, PS1.03, PS2.01, PS2.02, PS2.03	Knowledge/Understanding Thinking/Inquiry Communication Application	Create a Careers Website (9 hours)
5.2	PSV.03, PS3.01, PS3.02, PS3.03, PS3.04	Communication Application	Portfolio Update (3 hours)
5.3	PSV.04, SBV.03, PS4.01, PS4.02, PS4.03, SB3.03	Thinking/Inquiry Application	Create an Educational Plan (3 hours)

Teaching/Learning Strategies

There is a conscious quest for a balance of traditional modelling of skills and knowledge, together with a blend of small-group and individual practice and individual exploration in this Course Profile.

The list provides a means for teachers to quickly reflect on strategies they have used in the past and strategies they can adopt. Pedagogy Resources and the Ontario Curriculum Unit Planner provide detailed explanations of the strategies.

Teacher-Directed	Learner-Centred	Self-Directed
· Didactic lesson · Socratic method · Visual organizers · Record/task sheet · Demonstration · Group project · Peer helping · Video · Overhead · Group discussion · Guest speakers · Field trip · Mnemonics (trigger recall)	· Group project · Brainstorming: chunking, carousel, brainstorming, graffiti · Reaching Consensus: snowball · Listening and Communication: say-and-switch, three-step interview · Reaction/Opinion: reaction wheel, agree/disagree corners, roundtable, connections, round robin reflection, journal · Graphic Organizers: future wheel, semantic mapping mind mapping, flow chart, sequence chart, ranking ladder, tree diagram, Venn diagram, the fish bone, the right angle · Reflection: stems and starters, ticket to leave, role-playing	· Sharing · Displays · Research · Electronic media research · Computer-assisted learning · Text referencing · Note taking · Checklists · Questionnaires · Group projects · Help files

Assessment & Evaluation of Student Achievement

Teachers should employ assessment strategies frequently throughout the course to communicate the expectations of the course to students, to make appropriate adjustments to teaching and learning strategies as required, and to accommodate the special needs of students. Welcome and value students’ input to the assessment process.

Marking schemes and rubrics used for evaluation should include Achievement Chart categories as applicable. The teacher can evaluate a single student-generated product or process under multiple categories: Knowledge and Skills, Thinking/Inquiry, Communication, and Application. The teacher’s record keeping could require separate marks for each of the four categories it addresses.

In this Course Profile there are a number of group activities. Teachers must ensure that student performance is assessed and evaluated individually for the final grade in the course.

The following chart matches assessment tools with Achievement Chart categories.

Knowledge/ Understanding	Thinking/Inquiry	Communication	Application
· Tests · Quizzes · Interviews · Electronic research	· Interviews · Electronic research · Projects · Assignments	· Portfolio · Reports · Presentations · Assignments · Business report · Case study	· Electronic map for network arrangements · Multi-task team project · PMI chart · Website · Bank reconciliation · Expense report

Assessment Techniques

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

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

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

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

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

· Provide opportunities for self- and peer assessment as formative assessment.

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

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

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

· Give practice tests as an opportunity for formative assessment.

· Use assessment tools that are appropriate for the expectations and relate to the Achievement Chart.

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

· Design a variety of assessment tasks to address different learning styles.

· Provide choices in activities/assessment tasks to accommodate the diverse needs of learners.

· Provide opportunities for students to track their own progress.

Evaluation Strategies

Diagnostic	Formative	Summative
· Informal observation · Checklists · Quizzes	· Informal and formal teacher observation · Teacher checklists · Student checklists · Interviews · Student/teacher conferencing · Written feedback · Graphic organizers · Presentations · Group reporting · Individual and group assignments · Rubrics	· Assignments · Products · Quizzes · Tests · Rubrics · Projects · Oral presentations · Electronic presentations · Case studies · Research assignment · Webpage

Assessment Purposes

Assessment may be diagnostic, formative, or summative. Diagnostic assessment includes informal observation checklists, quizzes, and class question-and-answer periods. The following strategies and tools are for both formative and summative purposes.

Method	Strategy	Tool
Paper-and-pencil	Test - selected response - true/false - constructed response	Marking scheme
Performance task	Oral presentation Electronic presentations Planning a website Portfolio Education plan	Rubric Checklist
Personal communication	Student/teacher conference Classroom question and answer	Rating scale Anecdotal record

Final Course Evaluation

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

The final evaluation could be a combination of a written exam with both practical and written portions and a culminating project. (This suggestion is not prescriptive; it provides a focus of assessment directly linked to students’ experiential learning.)

Accommodations

Teachers should consult individual student IEPs for specific direction on accommodation for individuals. This allows teachers to effectively implement the prescribed adaptations. Teachers have a store of good practices they commonly use to enable the learning for all students in their class. The following are common, frequently used strategies listed by exceptionalities to reaffirm the good teaching practices found in Ontario classrooms.

Reading · Read questions first. · Modify reading requirements. · Use reading partners. · Pre-teach concepts/vocabulary. · Highlight notes. · Use visuals.

Written Language · Vary assignments. · Give explicit instructions. · Allow more time. · Provide photocopied notes. · Allow point-form notes and graphic organizers. · Use peer editing. · Teach spell/grammar check.

Enrichment Accommodations

The teacher can challenge the learner through product and process. The expectations cannot be changed or added to. The teacher can enrich the learning experience by:

· requiring multiple and sophisticated forms of communication;

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

· fostering in-depth learning of a self-selected topic within the expectation requirements;

· encouraging and using the DECA^™ and Ontario Business Educators Association (OBEA) contests;

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

ESL/ELD Accommodations

· English-speaking students can help ESL classmate by repeating, rephrasing, and writing words down.

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

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

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

· Provide a glossary of terms for the reading.

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

· Pair written instructions and verbal instructions.

· Familiarize ESL students with the process and vocabulary of rubrics.

Resources

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. Teachers need 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. 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.

The URLs for the websites were 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.

Pedagogy

Print

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

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

OSSTF/FEESO. Quality Assessment: Fitting The Pieces Together. Toronto: OSSTF Educational Services Committee, 1999. ISBN 0-920930-47-6

Internet

Innovation Teaching – www.interserf.net/mcken/teacher.htm

Interactive Curriculum – www.interactivecurriculum.com (activities and assessment tools)

Pedagonet – www.pedagonet.com
(an innovative search engine, which facilitates the exchange of learning resources)

Premier Tracks – http://4teachers.org/premier
(collection of K-12 web-based lessons for a variety of subject areas created by SCR*TEC’s TrackStar)

School Net – www.schoolnet.org,
(This site is dedicated to serving the interests of students, parents, and educators regarding every facet of education.)

Teacher Talk – www.mightymedia.com/ttalk
(discussion area for teachers related to technology instruction)

Safety

Health and Safety Site – www.ccohs.ca (Canadian site for occupational health and safety)

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

Surf Right – www.tcdsb.on.ca/policyregister/AUP/default.htm (an acceptable use policy)

Toronto Catholic Board – www.tcdsb.on.ca/external/departments/business
(online resources and links to other sites)

Teacher Resources

Alphabet Superhighway – www.ash.udel.edu/ash
(This educational website, sponsored by the US Dept. of Education, assists teachers in creating, locating, and communicating information through online activities.)

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

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

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

Epals Classroom Exchange – www.epals.com (Connect with classrooms from 100 countries speaking over 100 languages. They also provide a filtered e-mail service.)

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

Media Awareness Network – www.media-awareness.ca/eng/webawareness/webindex.htm (challenges that are arising as children and young people go online)

Teacher Net – www.teachernet.com

Free E-mail

Hotmail – www.hotmail.com

Yahoo! Mail – mail.yahoo.com

Free Web-Page Posting

Angelfire – www.angelfire.com

Geocities – www.geocities.com/

Tripod – www.tripod.com

Online Resources

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

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

OESS-Licensed Software (Information available at www.osapac.org)

Claris Homepage 3.0, Clarisworks, Corel WordPerfect Suite 8, Filemaker 4.1.

Print

Acklin, Laura. Internet Research: Projects & Applications, Business Part 1. New York, NY: DDC Publishing, distributed by Monarch Books of Canada, 1999. ISBN 156243800X

Acklin, Laura. Internet Research: Projects & Applications, Business Part 2. New York, NY: DDC Publishing, distributed by Monarch Books of Canada, 1999. ISBN 1585770442

Blanc, Iris. Learning Computer Applications for Business. New York, NY: DDC Publishing, distributed by Monarch Books of Canada, 1997.

Bucki, Lisa. Business Simulations with Microsoft Office 2000. New York, NY: DDC Publishing, distributed by Monarch Books of Canada, 1999. ISBN 1-56243-8661-1

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

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

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

Darby, G., Lorie Guest, Marion Spino, and Alan Switzer. Managing ITC Projects in Business. Hamilton, ON: Norbry Publishing Limited, 2002. ISBN 1-55232-073-1

Eisch, et al. WordPerfect Office 2000 Integrated Course. South-Western Publishing, distributed by Thomson Learning, 2001. ISBN 0-538-69337-1

Hefferin, Linda and Suzanne Weixel. Learning Microsoft Office 2000: Advanced Skills. New York, NY: DDC Publishing Inc., distributed by Monarch Books of Canada, 2001. ISBN 1562437747

The Journey Inside. Intel newsletter. (free to educators; comes with chips, video, and print materials.)

Katsaropoulos, Chris, et al. Learning the Internet for Business, 2nd ed. New York, NY: DDC Publishing, distributed by Monarch Books of Canada, 1999. ISBN 1585770884

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

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

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

Learning Macromedia Flash 5. New York, NY: DDC Publishing Inc., distributed by Monarch Books of Canada, 2001. ISBN 1585771473

Napier, et al. Creating a Winning E-Business. Cambridge, MA: Thomson Learning, 2001.
ISBN 0-619-03386-X

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

Odgers, Pattie. Internet Research: Projects & Applications, Technology. New York, NY: DDC Publishing, distributed by Monarch Books of Canada, 1999. ISBN 1585770876

O’Hara, Shelley. Learning Computer Concepts. New York, NY: DDC Publishing Inc., distributed by Monarch Books of Canada, 2001. ISBN 1-58577-047-7

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

Pasewark Ltd. Microsoft Office XP. Boston, MA: South-Western Publishing, distributed by Thomson Learning, 2001. ISBN 0-619-05844-7

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

Perry, James and Gary Schneider. New Perspectives on Creating Web Pages with Dreamweaver. Cambridge, MA: Thompson Learning, 2001. ISBN 0-619-02077-6

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

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

Shelly, Gary, et al. Netscape Composer 6 Introductory Concepts and Techniques. Boston, MA: Thomson Learning, 2001. ISBN 0-7895-4648-5

Shelly, Gary, et al. Web Design Introductory Concepts and Techniques. Boston, MA: Thomson Learning, 2001. ISBN 0-7895-5960-9

Stevenson, Nancy. Internet Research: Projects & Applications, Internet Start-Up. New York, NY: DDC Publishing, distributed by Monarch Books of Canada, 1999. ISBN 1585770892

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

Stubbs, et al. Web Page Design. Cambridge, MA: Thomson Learning, 2001. ISBN 0-5338-68997-8

Vodnick, Sasha. Microsoft FrontPage 2000. Cambridge, MA: Thomson Learning. ISBN 0-7600-6581-0

Zimmerman. New Perspectives on Presentation Concepts. Cambridge, MA: Thomson Learning.
ISBN 0-619-01978-6

Unit 1: E-Business Environment

About The Human Internet – www.about.com (search engine with a section on computer terms)

Complete Intranet Resource – www.intrack.com/intranet (complete reference of intranet functions)

The Globe and Mail Technology Section – www.globetechnology.com (current information on technology and technology trends)

Human Resources Development Canada – www.hrdc-drhc.gc.ca

Intel corporation education site – www.intel.com/education (information on hardware, information on their education kit and a newsletter for educators)

Strategis – www.strategis.ic.gc.ca/engdoc/main.html (Industry Canada’s Site on Technology Trends)

Techweb The IT Network – www.techweb.com (a source for computer terminology)

Terms and Definitions – www.encyclopedia.com

Terms and Definitions – www.techweb.com/encyclopedia

Organizational Structures – http://choo.fis.utoronto.ca/FIS/Courses/LIS1230/LIS1230sharma/od2.htm

Impact of Information Technologies
– http://choo.fis.utoronto.ca/FIS/Courses/LIS1230/LIS1230sharma/od2.htm

Whatis?.com – www.whatis.com (information on all kinds of computer topics)

Your Office – www.youroffice.ca/mag0007/0007workplace.html (workplace information)

Print

Brady,V., J. Ellerby, and L. Pinto. Insights. Toronto/Vancouver: Irwin Publishing, 2001.
ISBN 2-89310-876-8

Murphy, T., D. Notman, and J. Wilson. The World of Business. Scarborough: Thomson Learning, 2001. ISBN 0-17-620140-8

O’Hara, S. Learning Computer Concepts. New York, NY: DDC Publishing, distributed by Monarch Books, 2001. ISBN 1-58577-047-7

Shepard, R. Computer Concepts. St. Paul, MN: Paradigm Publishing, 1998. ISBN 1-56118-931-6

Unit 2: Teamwork

Gibbs, Jeanne. Tribes: A Process for Social Development and Cooperative Learning. Santa Rosa, 1996. ISBN 0-932762-08-5 (step-by–step processes for developing: social competence and globally accepted character attributes, problem solving skills, autonomy, and sense of purpose)

Unit 3: Project Planning and Research

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

Canoe (Canadian Newsstand and Information) – www.canoe.com

Copernic.Com – www.copernic.com (Canadian company, provides one of the best meta-search tools)

Ecedweb – http://ecedweb.unomaha.edu/teachsug.htm (process for evaluating sites and content)

Evaluating Internet Resources – www.library.albany.edu/internet/evaluate.html

The Globe and Mail – www.theglobeandmail.com

Glossary of Internet Terms – www.matisse.net/files/glossary.html

Internet 101 – www2.famvid.com/i101/internet101.html (high quality guide to the Internet)

Introduction to Searching the Web – www.library.ubc.ca/home/websearch/#formore

Learn the Net – http://learnthenet.com (user-friendly information on all aspects of the Internet)

Megaspider – www.megaspider.com (all major search engines)

The Net: User Guidelines and Netiquette – www.fau.edu/netiquette/net

Netiquette: Life on the Internet – www.screen.com/start/guide/netiquette.html

Netiquette – www.albion.com/netiquette/index.html

Research-It – www.itools.com/research-it (easy-to-use site for looking up computer terms)

Searching the Internet: Recommended Sites and Search Techniques – www.albany.edu/library/internet/search.html

The Spider’s Apprentice – www.monash.com/spidap.html (tips for efficient web searches)

Techquide – www.techguide.com/home.shtml (how-to advice and strategic insight to guide IT and business professionals in technology project planning and decision-making.)

Toronto Star Technology – www.thestar.com/editorial/technology

Unit 4: Building an E-Business

Bizproweb – http://bizproweb.com (e-business resources for small businesses)

Canada Business Services Centres – www.cbsc.org/osbw/busplan.html

Desktoppublishing.Com – www.desktoppublishing.com (free images and web-page templates)

Globeinvestor – http://globeinvestor.com (financial planning information)

Growth Strategies – www.dfait-maeci.gc.ca/english/geo/europe/canfran/canfran-e.htm

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

Ims Internet Marketing Services – www.erehwon.com (using the Internet to improve business)

In and Out of the Classroom With Microsoft Publisher – www.microsoft.com/education/curric/pub98/website.htm (creating sites with Publisher 98)

Intel E-Business Site – www.intel.com/eBusiness/home.htm (information on current e-business technologies and trends)

Learning and Using Netscape Composer – www.bama.ua.edu/%7eray011/composer.htm

Learnlots.Com – www.learnlots.com (computer terms, tutorials, and e-business resources)

Marketing – www.marketing.com (marketing information, tips, and e-business information)

Microsoft E-Business Solutions – www.microsoft.com/canada/business/default.asp

Msdn Online Web Workshop – http://msdn.microsoft.com/workshop (This site provides online workshops for web-page developers using the Internet Explorer browser.)

Netscape Developer – http://developer.netscape.com/docs/manuals/ (documentation for developers)

The Ontario Securities Commission – www.osc.gov.on.ca (information on securities regulation)

Peter Fujiwara’s site (HTML tutorial using Filemaker as web server) – www.fujiwara.ca

Stocks.Com – www.stocks.com (financial resource guide)

The TSE Website – www.tse.com (investment and financial information)

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

Web Developer’s Site – www.wdvl.com (images, graphics, and design tips)

Website Development – www.fg-a.com (images, web-page design, and programming)

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

Print

Katsarpoloulos, C., K. Berkemeyer, D. Mayo, and C.Vesecky. Learning the Internet for Business. New York, NY: DDC Publishing, distributed by Monarch Books, 2001. ISBN 156243587-6

Katsaropoulos, C. and C. Skintik. Learning to Create a Web Page with Microsoft Office 2000. New York, NY: DDC Publishing, distributed by Monarch Books, 2001. ISBN 1-56243746-1

Stevenson, N. Learning E-Commerce, Business Analysis & Design. New York, NY: DDC Publishing, distributed by Monarch Books, 2001. ISBN 1-58577-057-4

Unit 5: Postsecondary Opportunities

Canjobs.com – www.canjobs.com (Canadian employment search network)

Career Cruising – www.careercruising.com

Careerclick.Com – www.careerclick.com (career resources, job postings, and company profiles)

Cx Bridges Canada – http://cdn.cx.bridges.com (general career information)

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

Ontario College Application Service – www.ocas.on.ca (links to all colleges in Ontario)

OSSTF/FEESO. Quality Assessment: Fitting The Pieces Together. Toronto: OSSTF Educational Services Committee, 1999. ISBN 0-920930-47-6 (See pp. 150-156 for portfolio management.)

The University Application Service – www.ouac.on.ca (links to all universities)

Workopolis – www.workopolis.com (technology career information and job postings)

Videos

Teacher’s Video Company (www.teachersvideo.com)

Copyrights. 25 min.

Criminals in Cyberspace. 50.min.

How Computers Work. 26 min.

Keeping Teams Together. 25 min.

KGB the Computer and Me. 60 min.

Technology Unplugged. 17 min.

The Future of the Internet. 60 min.

OSS Considerations

The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000.

The Ontario Curriculum, Grades 9 to 12, Choice Into Action: Guidance and Career Education Program Policy For Ontario Elementary and Secondary Schools, 1999.

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

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

This course may count as an optional credit or an additional compulsory credit for diploma purposes.

Unit 1 Appendix

Information Technology Portfolio

The Working Portfolio

The working portfolio is not just a collection of the student’s work. The portfolio has a clear purpose: to hold student work for subsequent units, the Culminating Project, and future career opportunities. Students need teacher direction on which pieces of work will be used in future units. The Unit Descriptions outline the links or connections. The teacher and students establish the form the portfolio will take and select the contents for the portfolio (rough drafts, best work, work that needs revisions, school material, or material from outside the school). At the end of each unit, the teacher/students determine the work to be placed in the portfolio.

Other options are a working portfolio that progresses to either a showcase portfolio to display the best work or an assessment portfolio used to document achievement of learning expectations.

Portfolio Inspection/Assessment Tool starts with the highest category first. The hope is that the student will aspire to the first set of criteria. This tool is both a formative and summative inspection tool.

Portfolio Checklist

(The checklist becomes a formative assessment tool for the student).

Superior Portfolio Performance
	Extensions of assigned activities are done.
	Applications of information technology concepts are enhanced wherever possible.
	Portfolio is stored in more than one medium.
Proficient Portfolio Performance
	Extensions of assigned activities are done with assistance.
	All errors are corrected.
	Applications of information technology concepts are occasionally enhanced.
Adequate Portfolio Performance
	Assigned activities are completed.
	Initial errors have been corrected.
	Applications of information technology concepts are evident.
Limited Portfolio Performance
	Assigned activities are not completed.
	Initial errors, which have been pointed out, are not corrected.
	Gaps exist in the applications of concepts.

Portfolio inspection/assessment should be an ongoing process. The assessment tools should be kept in an archive that reflects student progress.

Unit 1 Appendix (Continued)

Portfolio Inspection/Assessment Tool

(A Formative Tool)

Portfolio Organization
	The portfolio is clearly organized and exciting to look through.
	The portfolio is organized and easy to look through.
	The portfolio is complete and organized.
	The portfolio is unorganized, messy, or hard to look through.
Mastery of Concepts
	The work demonstrates creative and insightful mastery of information technology concepts and tools.
	The work demonstrates perceptive use and comprehensive mastery of information technology concepts and tools.
	The work demonstrates appropriate use of information technology concepts and tools.
	The work demonstrates limited mastery of information technology concepts and tools.
Storage
	Unique techniques are used to store the portfolio.
	Storage method is clean and attractive.
	Basic requirements are met for the storage method.
	Storage method problems are not solved.
Error Correction
	Elegant and precise correction of all errors.
	All errors are corrected.
	Most of the errors are corrected.
	Errors are not corrected.
Self-Reflection
	Self-evaluation reflects a desire to excel in the subject.
	Self-evaluation reflects a desire to succeed in the subject.
	Self-evaluation reflects a desire to succeed some of the time.
	Self-evaluation does not reflect a desire to improve in the subject.

Comments

Assessed by:

Date:

Coded Expectations, Information Technology in Business, Grade 12,
College Preparation, BTX4C

The Electronic Business Environment

Overall Expectations

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.

Specific Expectations

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 accessibility in all business functions.

Software Applications and Business Documents

Overall Expectations

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.

Specific Expectations

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.

Electronic Research and Communication

Overall Expectations

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.

Specific Expectations

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, accuracy, and confidentiality;

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.

Electronic Project Management and Teamwork

Overall Expectations

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.

Specific Expectations

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.

Postsecondary Education

Overall Expectations

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.

Specific Expectations

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 successful completion of related postsecondary programs;

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.

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