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Course
Profile Information
Technology in Business (BTX4E), Grade 12, Workplace Preparation, Catholic
Course Overview
Prerequisite: Information Technology Applications in Business, Grade 11, Open
This
course provides students with the opportunity to develop essential skills in information
technology needed in the workplace. Students learn about the impact of new
technologies on business operations, the place of information technology in the
globalization process, and the development of new ways of doing business
electronically. Students use advanced software features and functions, manage
information, conduct electronic research for business tasks, and develop
project team management skills.
Course Profile Design
This
course is designed with the understanding that the instruction of applications
and communications should be integrated into all the units of the course. The
course is centred on developing skill levels that emphasize the use and
implementation of application and communication tools in a Catholic and caring
manner. During the course, students undertake a series of activities that
involve a collection of their work and the development of an electronic
resume/portfolio to demonstrate their advanced IT business competencies.
The
unit developed in this course overview is Applications and Research. In any
Catholic profile, the implementation of Catholic graduate expectations is
crucial. This unit provides an excellent opportunity to give examples of how
these Catholic expectations can be implemented into the curriculum for this
business course.
Students
in this course are encouraged to keep an electronic notebook to facilitate the
development of strong electronic organization skills. The units are broken down
into smaller more practical activities to suit the learning style of workplace
students.
Students
should be familiar with the operating system used on the school network.
Students should be familiar with the board/school computer a
The
purpose of Information Technology in Business in the Catholic faith community
is to enable young adults to implement technology in a way that models Gospel
values. The focus of the curriculum is to enable students to become critical
and innovative problem solvers who question inappropriate uses of resources and
understand the implications of technological innovations. An emphasis on
process as well as results ensures that students apply skills and knowledge to
provide services that respect the dignity and value of the individual and the
protection of the environment.
Since the
course prepares students for the workplace, it is appropriate to understand the
church’s teaching on work and the use of technology. Vatican II states, “…
when, by the work of his/her hands or with the aid of technology, man develops
the earth so that it can bear fruit and become a dwelling worthy of the whole
human family, and when he/she consciously takes part in the life of social
groups, he/she carries out the design of God.” (Gaudiem et Spes no. 57)
This
Course Profile centres on the premise that software applications are integrated
throughout the units of the course.
The
teacher should discuss the importance of meeting deadlines in the workplace.
The
expectations in this course were grouped to give the students the following
themes: review and extension of desktop organization and applications covered
in BTA3O, the prerequisite for this course the electronic environment and how
it has affected the world of work and home, the importance of teamwork and
electronic project management in a business environment, the use of electronic
tools to develop a business analysis, and the publishing of the findings of the
analysis to an appropriate presentation media.
|
* Unit
1 |
Applications
and Research |
25
hours |
|
Unit 2 |
The
Electronic Environment |
15
hours |
|
Unit 3 |
Teamwork
and Business Skills (developed in Public) |
22.5
hours |
|
Unit 4 |
Business
Plan |
25 hours |
|
Unit 5 |
Web
Pages |
10
hours |
|
Unit 6 |
Careers |
12.5
hours |
* This
unit is fully developed in this Course Profile.
Time:
25 hours
Unit
Description
This
unit introduces advanced desktop and file management techniques, personal and
business organization, and distribution of data. All of these concepts are
covered through hands-on activities using integrated software applications.
In
Activity 1, students review the elements of a computer desktop and the
importance of organized file storage. Electronic file management, organization
of data and computer files, use of folders, bookmarks, and the electronic
arrangement of files are stressed. Students create a religion directory and a
sub-directory called clipart. Students are given a large number of religious
clipart images to categorize, e.g., by book in the Bible, etc., and put into
appropriate additional folders in the clipart directory. Clipart is used instead
of text or other types of files to encourage students to be more analytical in
their directory organization and file naming structure.
In
Activity 2, students select one graphic from the library and research the
biblical event using a variety of Internet search engines and print resources.
Students validate any resources and then present their findings to the class
using presentation software.
In
Activity 3, students discuss different methods and tools used to facilitate
time management including Personal Digital Assistant (PDA) and other
calendar/scheduling tools and the advantages and disadvantages of each.
Students use a desktop publishing or graphics program, to create a calendar of
deadlines and important dates for this course. Students also include important
school activities. The calendar should be published to be readily a
In Activity 4, students discuss the
differences and benefits of both the two-dimensional and the relational
database. Students create a database of the parishes in their diocese in the
most appropriate database format utilizing all the appropriate tools to ensure
the a
In
Activity 5, individual students create a newsletter about school events to send
to each of the parishes in the diocese. All the newsletters should be professional
quality and printed in colour if possible. Students individually create a cover
letter to a
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
2.5 hours |
SIV.02,
SI2.03 |
Application |
Files
and Folders |
|
2 |
7.5 hours |
SI1.03,
ER1.01, ER1.02, ER1.03 |
Application |
Research
and Presentation |
|
3 |
5 |
SIV.01,
ER1.04, SI1.03, SI2.01 |
Application |
Time
Management |
|
4 |
3.75 hours |
SIV.01,
SIV.02, SI2.02 |
Application |
Databases |
|
5 |
6.25 hours |
SIV.01,
SI1.02, SI1.03 |
Application |
Automated
Correspondence |
Time: 15 hours
Unit
Description
This
unit emphasizes how technology has changed our lifestyle and gives us new
opportunities as members of the global economic community.
In
Activity 1, show and discuss with students the charted survey results regarding
MP3 files found at ftp://inservice.ldcsb.on.ca/resources/PROFILES/MORI_research.pdf.
Students research MP3 devices to find the advantages, disadvantages, legal, and
ethical implications of these devices. They list the short-term and long-term
effects of this innovation on electronics and music industries from the
perspective of intellectual property. Students select one of the products found
in their research and create an original advertisement for the product using a
graphics program and store it in their directory in an appropriate location.
In
Activity 2, using a case study approach, students describe how information
technology has created opportunities for businesses to expand globally, e.g., eBay
or Amazon. Students visit at least two of these sites (no purchase) and
summarize the advantages and disadvantages of each electronic shopping
experience using criteria set by the teacher. The summary of the shopping
experience should be stored electronically in his/her network directory.
In Activity 3, students find a recently
introduced technological business product and discuss how it would be used in a
business environment and discuss the potential impact it could have on a
company’s operations. Students create a PIM (Plus, Interesting, Minus) analysis
to determine the viability of introducing this product into a business
environment. Keeping the potential advantages of this product for a business in
mind, students develop a potential marketing approach for this product
imagining that they are the owner of the patent and the company manufacturing
the product. Students are to assume that they have a limited budget. The topics
above are summarized in a multi-page business report that includes a cover
page, table of contents, headers, footers, headings, and clipart. All electronic
documents and reports are filed in a logical subdirectory of students’ file
space to reinforce their organizational skills.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
3.75 hours |
EWV.01,
EW1.01, EW1.02, EW1.03 |
Application |
IT
Innovations – MP3 |
|
2 |
3.75 hours |
EWV.02,
ERV.01, EW2.01, EW2.02, EW2.03 |
Thinking/Inquiry |
The
E-Business Experience |
|
3 |
7.5 hours |
EWV.01,
ERV.01, ERV.02, EW1.01, EW1.02, EW1.03, ER2.01, ER2.02, ER2.03 |
Application |
Product
Selection and Promotion |
Time:
22.5 hours
Unit Description
This
unit involves four major themes. First, students become aware of their own
strengths and weaknesses through a self-assessment process before they are able
to determine how they may best contribute to a teamwork environment. Second,
students become aware of how technology has impacted on the management
organizational structures of business. Third, students study how the
organizational structure of a business is partially determined by the extent to
which they utilize technology. Fourth, students do an on-line study to
determine the obstacles of implementing technology and present their results
using an appropriate media.
In
Activity 1, students participate in an in-depth self-evaluation test. They
discuss their personality types and determine which personality types would be
best suited in certain team business situations. Students become aware that
faith and religious values are not reflected in any of these tests. In groups,
students identify the strengths needed to be a productive Catholic member of a
business team. Through class discussion, students generate a comprehensive list
of desirable attributes for a good team member based on Catholic virtues and/or
teachings. Students explore the reasons for the formation of teams by
businesses to complete projects. The differences between project teamwork in
electronic and non-electronic environments are also discussed. Students
identify the electronic tools used so that team members can communicate
electronically when they are working in different locations. Students include
this information in their electronic notebooks. A game or activity that
facilitates teamwork is introduced to groups of students. The group dynamics
observed during the game are discussed and students are asked to reflect on how
to become a better team member.
In Activity 2, students, in groups,
develop a questionnaire to be used in an interview situation with a school
administrator or local business person to determine the organizational
structure of their board their school, or a local business. The interview
topics include: 1) what management functions exist within the organization,
e.g., role descriptions, 2) what the impact of information technology on
management functions has been (i.e., how their job description has evolved
because of the use of information technology), 3) what electronic tools are
used by the individual to communicate with other employees, and 4) what
software is needed to determine time lines, schedules, and communications when
working on projects with others in different locations. Students, working
collaboratively, create a five-slide multimedia presentation to share their
findings with the class. All electronic documents and reports are filed in a
logical subdirectory of students’ file space to reinforce their organizational
skills.
In
Activity 3, individual students conduct on-line research into one high-end and
one low-end technology business from teacher-provided examples. They discuss
the different uses of information technology in each business. Students use a
graphics or flowchart program to diagram organizational charts of the
businesses. They include these charts in a word-processed report that compares
the different uses of information technology in each of the businesses and they
describe in more detail one particular aspect that they found unusual,
intriguing, or interesting, e.g., distribution of mail or reports handled in an
unusual manner. Students summarize the differences between the two
organizational charts and indicate why the differences exist.
Activity
4 requires partnering with an Information Technology in Business Class in
another school on a joint assignment. Students at both location experience how
e-mail is used in a business setting.
In Activity
4, the purpose of strategic plans for organizations is discussed in class.
Students correspond with students in another school using student e-mail.
Students compare the strategic plans of two different organizations, one local
and one in the other community provided by the teachers. Students at both
schools research the methods that businesses use to manage information
technology by interviewing a manager from a local organization and identifying
the obstacles to greater IT implementation. Students identify the obstacles in
creating a long-range strategic plan incorporating information technology, (
e.g., slow pace of change, resistance from employees, cost, unpredictability of
future technology trends, etc). Electronically-partnered students collaboratively
create a slide presentation comparing their findings of the two organizations
using organizational structure slides and table slides. Students submit their
presentations for evaluation.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
3.75 hours |
PMV.01,
PM1.01, PM1.02, PM1.04, |
Thinking/Inquiry Application |
Personal
Self-Assessment and Teamwork |
|
2 |
7.5 hours |
EWV.03,
PMV.01, PM1.03, PM1.05, PM3.01, PM3.02, EW3.01, EW3.02, EW3.03, EW3.04 |
Knowledge/Understanding |
Interview
and Group Presentation |
|
3 |
5 hours |
PMV.01,
EW3.01, EW3.05 |
Knowledge/Understanding |
Organizational
Structures |
|
4 |
6.25 hours |
ERV.03,
PMV.03, PM3.01, PM3.04, EW4.01, EW4.02, EW4.03, PM3.03, ER3.03 |
Knowledge/Understanding |
Strategic
Plan |
Time:
25 hours
Unit
Description
This
unit focuses on creating a technology strategic plan for a new enterprise.
In
Activity 1, groups of students are given a case study regarding a request for
proposals for setting up the new enterprise from a fictitious local
entrepreneur who would like to start a new enterprise. The entrepreneur
outlines the details of her/his proposed company. This outline sheet (different
one for each group) includes the number of employees, type of business,
product(s) sold, location, and approximate start-up and annual budget
available. The strategic plan includes researching for appropriate information
on the following topics:
· Communications, i.e., e-mail connectivity, Internet provider, domain name and registration; Hardware/Network components, i.e., workstations, servers, printers, fax, phone;
·
Software, i.e., general office, a
· Office Supplies and Furniture;
· Utilities, Rent, and Expenses;
· Electronic Bank Services, i.e., Interac, Credit Cards;
·
Appropriate financing options to provide for all
the required IT resources at start-up
and for the next three years.
In Activity 2, the groups, using an integrated
software package, create a detailed printed proposal for the entrepreneur that
includes a cover page, a table of contents, a bibliography, charts, tables,
graphs, and enhanced font styles and details. This proposal should be
professionally printed and bound to give the students a feeling of a
In
Activity 3, students create an appropriate electronic production to guide them
through the presentation of their proposal. The presentation highlights the
strengths of the proposal for the entrepreneur. The groups share their
presentations with the class.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
12.5 hours |
EWV.04,
SIV.03, EW4.04, SI3.01, SI3.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Developing
an IT Plan |
|
2 |
6.25 hours |
PMV.02,
PM2.02, SI1.01 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Written
Project Proposal Preparation |
|
3 |
6.25 hours |
PMV.02,
PM2.03, PM2.01, ER3.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Preparation
and Presentation of Findings |
Time:
10 hours
Unit
Description
This
unit develops an understanding of deciding the appropriateness of information for
posting on the Web, the importance of a webmaster in an organization, the
evaluation of different types of tools available to create web pages, and the
development of a web page for the IT Plan in Unit 4.
In
Activity 1, students discuss the types of information that are appropriate for
posting on the World Wide Web. Students produce information that they would
like to post if they were the su
In
Activity 2, students participate in a discussion regarding the difference
between internal and external data and the criteria for each. Students pick
information that is most appropriate for the web. Students are made aware of a
webmaster’s duty to ensure the appropriateness and a
In
Activity 3, the tools available for creating web pages are taught or reviewed
and any additional tools are analysed to determine their usefulness considering
the available timeline. Students plan out the tools that they should use and
the components of these tools that they need to become familiar with. Students
must consider the time available and the capability of the tools that they are
familiar with. Students study how to use the tools that they need to learn
using on-line help and tutorials. The teacher directs students to where some of
these resources can be found and facilitates student learning when needed.
In Activity
4, students create the web page as planned and post it to an internal site that
the teacher has designated for evaluation. Students test the page on the
internal site using different browsers, different resolution modes, and on
different types of computers to ensure the greatest level of cross-platform
compatibility. Students make appropriate adjustments to the page based on the
webmaster’s feedback and their own testing and all pages are shared with the
class and may be posted to the school’s website.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
1.25 |
PMV.02,
PM1.05 |
Thinking/Inquiry Communication |
Selecting
the Global Message |
|
2 |
1.25 hours |
SIV.03,
ER1.02, PM2.03 |
Knowledge/Understanding |
Internal
vs. External Data |
|
3 |
2.5 hours |
PMV.03,
SIV.01, PM3.02, SI1.02, SI1.03 |
Knowledge/Understanding |
Selecting
the Tools Needed |
|
4 |
5 |
ERV.02,
PMV.01, ER2.03, ER3.01, ER3.02, ER3.03, PM3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Creating
the Product |
Time: 12.5 hours
Unit
Description
Students
brainstorm, research, and discuss employability skills and employment
opportunities for IT candidates. Students prepare or update a variety of
electronic documents to include in their own job search, including an updated
resume and a portfolio of exemplary work. Students experience a mock interview
situation to help them gain interview experience prior to entering the
workforce and to help them understand the rationale for different types of
questions during an IT interview. Students receive instruction on the steps in
creating a career plan and filling out a simple income tax return.
In
Activity 1, students explore the topic of employability skills. As a class,
they brainstorm the skills they think an employer particularly those in the IT
sector would value in an employee. Students are directed to the websites of the
Conference Board of Canada Employability Skills Profile, the National Guideline
for Youth Entrepreneurship Education and Training, and the Blueprint for
Life/Work Designs. They indicate their own positive employability traits on a
teacher-prepared checklist summarizing the skills listed at the above sites. In
their electronic notebooks, students reflect on developing their potential and
identify how they can make a meaningful contribution to society if they become
employed as a result of their IT skills.
In
Activity 2, students use the Internet to search for and identify employment
opportunities in the IT sector or in other o
and
create a database with ten records of jobs that require IT skills at all 5
levels. This database is created using common field names designated by the
teacher, e.g., job type, URL, IT skills required competency level, education
required, and salary. Records are sent to the teacher who then merges them into
a common database. Students complete a checklist of their own IT competencies
using a teacher-provided checklist. Students use the combined class database to
check if their current IT skills would qualify them for any jobs at this time.
In
Activity 3, using word processing, students update their resumes (created in BTA3O),
create a letter of application (containing merge codes that can later be used
with a data source), and a form interview follow-up letter (again containing
merge codes). All electronic documents and reports are filed in a logical
subdirectory of students’ file space to reinforce his/her organizational
skills.
In
Activity 4, students briefly discuss interview strategies and participate in a
teacher-led mock-interview with one of the students. Students discuss the
positive and (with appropriate sensitivity) negative aspects of the
mock-interview. Students then do on-line research to determine the components
of a job interview and presentation process. They create an electronic
multimedia interview presentation entitled “Interview Tips” in the form of a slide
show or web page.
In
Activity 5, students select and polish pieces of their own work to add to their
career portfolios, which they take along to job interviews. Students identify
the strengths of each piece of work using the IT skill levels discussed in
Activity 2 as a reference.
In
Activity 6, the teacher introduces students to the components of a career plan.
The importance of continuing education to career planning is discussed by the
class. Students create their own career plans using word processing or
flowchart software. Students consider how a strong faith commitment can
complement their career aspirations and make them happier, more fulfilled
people.
In
Activity 7, students prepare personal income tax returns using spreadsheet
software. Students can participate in “what-if” scenarios to explore the
effects of level of taxation on salary increases.
Unit
Overview Chart
|
Activity |
Time |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
1.25 hours |
PEV.02, PE2.01, PE2.02 |
Thinking/Inquiry Communication |
Self-Assessment |
|
2 |
2.5 |
PEV.01,
PE1.01 |
Thinking/Inquiry Communication
Application |
IT Job
Search |
|
3 |
1.25 hours |
PEV.01,
PE1.02 |
Thinking/Inquiry
Communication Application |
Job
Search Document Preparation |
|
4 |
2.5 |
PEV.01,
PE1.03, PE1.04 |
Knowledge/Understanding |
Interview
Process Research and Presentation |
|
5 |
1.25 hours |
PEV.02,
PE2.03, PE2.04 |
Thinking/Inquiry |
Portfolio
Creation and Updating |
|
6 |
1.25 hours |
PEV.03,
PE3.01, PE3.02, PE3.03 |
Thinking/Inquiry |
Career
Plan |
|
7 |
2.5 |
SIV.03,
SI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Personal
Income Tax Return Preparation |
Teaching/Learning Strategies include the following:
·
Guest
Speakers: Guest speakers from a community business who use the latest computer
technology could be invited to share examples of how they use software to
achieve their business objectives. Examples 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 a topic that a student conceived and was approved by
the teacher.
·
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 to the entire
class.
·
Whole
Group Instruction: The teacher instructs the class as a unit.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
Course assessment and evaluation includes the following
four categories with some suggested strategies:
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
·
Newsletters
·
Computer
programs
Assessment
tools include:
·
checklists;
·
rubrics
with the use of exemplars to outline clear criteria;
·
anecdotal
comments on student output to encourage improvement;
·
marking
schemes.
Final
Evaluation
Final
Activities include the updating of students’ Personal Career and Exemplary Work
Portfolio. These activities could be completed over the last two weeks of the
course. There could be an exam component. Final assessment activities during
the last third of the course 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.
Teachers
should consult individual student IEP for specific direction on a
·
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;
·
provision
of alternative assignment topics to a
·
provision
of immediate feedback, use of praise and positive feedback, and one-on-one
conferencing;
·
flexibility
with timelines;
·
provision
of more detailed notes or instructions;
·
reinforcement
of written instructions with verbal instructions;
·
repetition
of demonstrations and the use of visual aids;
·
provision
of alternative assessment methods such as oral testing, taped answers, and
scribing for students with writing difficulties;
·
use
of peer tutors if available;
· provision of opportunities for enrichment.
Since this Course Profile relies heavily on the use of the Internet, teachers
must ensure that students are aware of and follow the board and school policies
about Internet usage
Computer
site administrator from the board office or the school
Computer
technicians (from the board office and/or community)
School
library staff and special education staff
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.
District
board standards/conventions/policies and available supporting resources
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Series). Boston: Shambhala Publications, 1998. ISBN 0877739870
The
URLs for the websites have been verified by the writers prior to publication.
Given the frequency with which these designations change, the teacher 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.
IT
Innovations
http://www.popsci.com/
(Popular Science on-line magazine)
http://www.hammacher.com
(Hammacher Schlemmer website featuring unique electronic products)
http://www.popularmechanics.com
(Popular Mechanics)
Organizational
Structures
http://www.kevinwilliams.co.uk/ITatIBM/Issue2/Jess/article.html
(IBM organizational structure)
Organizational
Charts
http://raven.
http://www.smartdraw.com/resources/centers/orgcharts/resources.htm
(examples of creating charts)
E-Mail
Conferencing
http://www.epals.com
Careers
http://www15.hrdc-drhc.gc.ca/emglish/readers_guide.asp?section_number=90
(Complexity Scale)
http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career-carriere/english/quizzes/index_e.shtml
http://content.monster.ca/tools/
(numerous tools and quizzes, resume builder)
Catholic
Sites
http://www.edu.comspec.net/ocen/ (Ontario
Catholic Education Network – multiple links)
http://www.vatican.va/
Assessment/Evaluation
http://www.rmcdenver.com/useguide/assessme/portfoli.htm?
(Portfolio Trouble-Shooting)
http://www.wlma.org/Literacy/rubricsources.htm
(multiple assessment/evaluation links)
True
Colours
http://www.career-lifeskills.com/products_services/atpr/truecol/index.htm
(variety of information available)
Impact
of IT
http://www.ieee.org/
IEEE Technology and Society Magazine (The Institute of Electrical and
Electronics Engineers, Inc.)
http://www.crito.uci.edu/frameset-ie.htm
(The Center for Research on Information Technology and Organizations (CRITO) at
University of California, Irvine) (searchable database of articles/working
papers)
http://www.nsf.gov/sbe/srs/nsf01313/it_home.htm,
(“The Application and Implications of Information Technologies in the Home:
Where are the Data and What Do They Say?” National Science Foundation, Division
of Science Resources Studies, March 2001.)
High-End,
Low-End Technology
http://computer.org/computer/
(Institute of Electrical and Electronics Engineers searchable database of
computer articles)
IT
Skills Levels (Checklist)
http://www.nextsteps.org/net/career/81yecp1h.htm
(Human Resources Development Canada)
http://www.luc.edu/infotech/checklist.htm
(Loyola University Chicago Computer Skills Checklist)
http://www.kcsd.k12.pa.us/~techhp/techplan/checklist.html
(Keystone Central School District Computer Skills Checklist)
IT Job
Search
http://www.jobuniverse.com/
(Worldwide job search)
http://www.itworldcanada.com/
(Canadian IT job site)
Interviewing
Skills
http://www.schooltocareer.com/stc/ijs/skills.htm
(Cuyahoga Valley School-to-Career Consortium Interviewing Skills)
Career
Planning
http://careerplanning.about.com/
(numerous career planning links)
http://www.adm.uwaterloo.ca/infocecs/CRC/manual-home.html
Skill/Competencies
Assessment
Research
Conference Board of Canada Employability Skills Profile found at
http://www.conferenceboard.ca/education/pdf/awards/idea.pdf (page 122 of 132)
National
Guideline for Youth Entrepreneurship Education and Training found at
http://www.mvp.cfee.org/en/pdf/catchingthewave.pdf (takes a long time to load)
Blueprint for Life/Work Design
Income
Tax Return
http://www.
On-line
Magazines
http://www.redherring.com
(innovations in technology, entrepreneurship and finance)
http://www.itworldcanada.com/
(searchable database of articles)
http://www.computerworld.com/
(for the latest innovations in computers)
After the initial offering of the course,
evaluation may be carried out through interviews with a sampling of students
who have completed the course. Sample questions could include:
·
Did
this course meet your expectations?
·
Do
you have better ideas of possible careers in this area?
·
Would
you take another course in this area?
·
Would
you want a younger brother, sister, or friend to take this course?
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.
Students
may count the course as an optional credit or an additional compulsory credit
Coded Expectations, Information Technology in Business, Grade 12, Workplace Preparation, BTX4E
EWV.01 · assess new developments in core
technologies, global communication networks, and electronic business;
EWV.02 · analyse ways in which current
information technology has changed personal and business relationships from the
local level to the global level;
EWV.03 · demonstrate an understanding of
the impact of information technology on a company’s management functions;
EWV.04 · create a strategic plan related
to the use of information technology in business.
New
Developments in Information Technology
EW1.01 – describe new developments in core
technologies, global communication networks, and electronic business;
EW1.02 – summarize the impact of new
developments in information technology on business operations (e.g., on
production, information management, data warehousing) and the workplace;
EW1.03 – forecast innovations in
information technology that will have an impact on business operations and
environments within the next five years.
The
Impact of Information Technology on Business
EW2.01 – describe situations in which
information technology has created opportunities for businesses to expand
globally;
EW2.02 – explain how information
technology has affected the way in which individuals obtain information and
transact business;
EW2.03 – summarize the advantages and
disadvantages of conducting business electronically.
The
Impact of Information Technology on Management
EW3.01 – demonstrate the use of
appropriate software (e.g., flowchart, drawing, design) to illustrate a variety
of organizational structures;
EW3.02 – describe the management functions
of a company;
EW3.03 – summarize the impact of
information technology on the management functions of a company;
EW3.04 – demonstrate an understanding of
how business uses information technology for management purposes;
EW3.05 – compare, electronically, the
different uses of information technology in high- and low-technology
businesses.
The
Strategic Plan
EW4.01 – explain the purpose of a
strategic plan;
EW4.02 – summarize the methods that
businesses use to manage information technology;
EW4.03 – describe the obstacles (e.g.,
outdated technology, slow pace of change, resistance from employees) to
creating a long-range strategic plan incorporating information technology;
EW4.04 – create, electronically, an
information technology plan for a small enterprise (e.g., identify appropriate
components and describe their functions within the business).
SIV.01 · demonstrate the appropriate use of
integrated software to produce customized business documents;
SIV.02 · manage, electronically,
information and business files;
SIV.03 · demonstrate the appropriate use
of electronic financial planning tools for personal and workplace applications.
Software
Applications
SI1.01 – describe the business documents
required for a particular task (e.g., a business report requiring text, a
flowchart, graphics, tables, and graphs);
SI1.02 – select the most appropriate
integrated software application for creating customized business documents;
SI1.03 – demonstrate how to produce
customized business documents (e.g., formatted and integrated documents,
graphics, graphs, reports, presentations).
Electronic
File Management
SI2.01 – demonstrate the appropriate use
of software to manage their time (e.g., use of a to-do list, electronic
calendar, electronic planner);
SI2.02 – demonstrate the appropriate use
of software to maintain a “client list” (e.g., use of a database, electronic
address book, electronic agenda);
SI2.03 – organize their computer files
into appropriately named folders.
Financial
Planning
SI3.01 – describe, electronically, the
financial planning tools (e.g., budget data, information about loan and
interest rates or share values) available on a global network (e.g., the
Internet);
SI3.02 – produce financial documents
(e.g., balance sheets, sales summaries, expense reports, customer quotes,
budgets) using appropriate software;
SI3.03 – demonstrate the appropriate use
of software in preparing a personal income tax return (e.g., the use of
software templates).
ERV.01 · conduct electronic research for a
specific business task;
ERV.02 · communicate research results in a
multipage business report that integrates a variety of software applications;
ERV.03 · demonstrate the use of
appropriate electronic tools to communicate with others.
Electronic
Research
ER1.01 – demonstrate the use of a variety
of search engines (e.g., educational, single, multiple, utility) to locate
websites for specific purposes;
ER1.02 – a
ER1.03 – analyse information gathered from a variety
of electronic media and evaluate it for validity, bias, appropriateness, a
ER1.04 – summarize, electronically,
electronic media resources that require continuous updating (e.g., electronic
calendar, electronic address book, bookmarks, virus checks).
Preparation
of Business Reports
ER2.01 – select the appropriate integrated
software for the preparation of a multipage business report;
ER2.02 – demonstrate the appropriate use
of software features and functions (e.g., headers, footers, footnotes,
endnotes, headings) required for multipage business reports;
ER2.03 – produce, electronically, a
multipage business report that includes a cover page, table of contents,
bibliography, chart, table, graph, clip art, and enhanced font styles and
details.
Electronic
Communication
ER3.01 – describe the appropriate type of
document (e.g., presentation, minutes, chart) for communicating a specific
message;
ER3.02 – select appropriate electronic tools
(e.g., multimedia, e-mail, website) to communicate a message to a specific
audience;
ER3.03 – transmit documents electronically
by using various electronic tools (e.g., multimedia, e-mail, website).
PMV.01 · analyse the team process in an
electronic environment;
PMV.02 · demonstrate, as a member of a
team, the production of an electronic product that will be shared externally;
PMV.03 · demonstrate the use of project
management strategies and teamwork skills when working in different locations.
The Team
Process
PM1.01 – explain why businesses form teams
to complete specific projects;
PM1.02 – explain the concept of project
management and teamwork;
PM1.03 – compare the ways in which the
project team process differs in electronic and non-electronic environments;
PM1.04 – describe an individual’s role
within a project-based team;
PM1.05 – demonstrate the skills needed to
work collaboratively and manage project resources in an electronic environment.
Electronic
Presentation
PM2.01 – determine the presentation tools
(e.g., slide shows, animation and sound, video projection) that are commonly
used in business;
PM2.02 – demonstrate the use of a project
management–multitask software package (e.g., joint document production and
project tracking; use of word processor, spreadsheet, and database in one
document);
PM2.03 – create an electronic presentation
for a specific purpose.
Distance
Communication
PM3.01 – explain ways in which team members can
communicate electronically when working in different locations by using various
electronic tools (e.g., fax, e-mail, voice mail, newsgroups, extranets);
PM3.02 – determine the criteria (e.g.,
time lines, schedules, communication customs) and software standards needed to
facilitate project management and teamwork when team members work in different
locations;
PM3.03 – demonstrate the use of electronic
tools (e.g., file sharing, fax, e-mail) that facilitate the joint production of
documents by team members in different locations;
PM3.04 – communicate the results of the
team project to an external audience.
PEV.01 · apply the steps required to
complete a job search;
PEV.02 · assess their information
technology skills and competencies;
PEV.03 · create, electronically, a career
plan.
The Job
Search
PE1.01 – identify employment opportunities
in the information technology sector, and in other o
PE1.02 – demonstrate the use of software
to prepare a résumé, letter of application, and interview follow-up letter;
PE1.03 – determine the components of the
interview and presentation processes by conducting a search on a global
computer network (e.g., the Internet);
PE1.04 – create, electronically, a
multimedia interview presentation.
Assessment
of Skills and Competencies
PE2.01 – demonstrate an understanding of
employability skills, after researching the Conference Board of Canada
Employability Skills Profile, the National Guideline for Youth Entrepreneurship
Education and Training, and the Blueprint for Life/Work Designs;
PE2.02 – classify, by skill, their
information technology skills and summarize them electronically (e.g., skills
in web-page design, creating presentations, formatting, project management,
teamwork);
PE2.03 – demonstrate information
technology skills in samples of their work;
PE2.04 – demonstrate an understanding of
the importance of keeping records and samples of exemplary work (e.g., desktop
publishing, presentations) in a portfolio for interview purposes.
The
Career Plan
PE3.01 – describe the components of a
career plan (e.g., statements of short- and long-term goals, plans for
continuing education and work experience);
PE3.02 – create, electronically, a career
plan;
PE3.03 – explain the importance of
continuing education as it relates to career areas that use information
technology (e.g., to stay current with rapidly changing software, new
equipment, evolving technology).
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.
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