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Course Profile Information Technology in Business (BTX4E),
Grade 12, Workplace Preparation, Public
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 will 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 will use advanced software features and functions, manage information, conduct electronic research for business tasks, and develop project team management skills.
Increasing
reliance on computers, telecommunication networks, and information technologies
in society and the workplace makes it essential for students to become computer
literate and to develop information literacy. Information literacy is the
ability to a
The field of E-business represents one of the fastest growing segments in the workplace. Information Technology in Business gives students the basic competencies necessary for entry-level skills for the workforce. The central themes of this Course Profile are teamwork, E-business, and electronic communications. The Course Profile introduces students to E-business and the competencies required in this dynamic area.
The premise used in mapping out this Course Profile is the facilitation of the student’s transition to the workplace. Unit 1 focuses on the strand Software Applications and Information Management, in combination with Electronic Research and Communication. Unit 2 involves The Electronic Workplace Environment strand. Teamwork is a theme for this Workplace Preparation course; the combination of teamwork, application, and research provides students with a hands-on practical approach. Unit 3 is based on the Electronic Project Management and Teamwork and The Electronic Workplace Environment strands. The Project Management and Teamwork strand continues through Units 4 and 5 in combination with Software Applications and Electronic Research. Preparation for Employment is addressed in Unit 6.
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 a
Students work collaboratively throughout the
course; therefore, addressing conflict management is important to student su
Safety is an important issue that the teacher should emphasize. Local board policy on trips governs the activities. Topics of discussion should include the environment, trip safety, online safety, ethics, legal requirements of working online, and interview safety (See Surf Right, www.tdcsb.org). Emphasize safety issues in part-time and summer jobs, as many students are either employed or looking for employment. An enthusiastic employee can be a safe and 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 at Guidance/Student
Services, at the principal’s office, or from the school’s Program Advisory
Team. Students can utilize career-a
The
teacher should draw from their own experience as an employee to complement and
authenticate activities. The teacher can encourage students to relate their
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 a
|
** Unit
1 |
Software
Application and Information Management |
20
hours |
|
Unit 2 |
The
Electronic Workplace |
5 hours |
|
* Unit
3 |
Managerial
Infrastructure |
25
hours |
|
Unit 4 |
Managing
Business Information with Emerging Technologies |
25
hours |
|
Unit 5 |
Business
Documents |
25
hours |
|
Unit 6 |
Preparing
for Careers in Information Technology |
10
hours |
* This
unit is fully developed in this Course Profile.
**
This unit is fully developed in the Catholic BTX4E Course Profile.
Note: The expectations in Unit 2: The Electronic
Workplace have a close alignment to Unit 1: The E-Business Environment in BTX4C
Public Profile; the developed Unit 1 is an additional resource.
Time:
20 hours
Strands(s): Software Applications and
Information Management,
Electronic
Research and Communication
Unit
Description
Students
build on the skills learned in the prerequisite course BTA3O. The unit makes
use of the Internet and provides students with an opportunity to review, apply,
and enhance software applications they have previously used. The teacher
reviews the school’s a
In
Cluster 1.1, students are given a business issue. To support a position,
they gather data from the Internet and CD-ROMs that apply to the
scenario/problem. The teacher reviews copyright, bias, and validity of
information (The Information Assessor
in the BTA3O Public Profile, Appendix 3.3.2.b, is one approach).
At
the outset of Cluster 1.2, students set up their disk, disk space, and computer
desktops with appropriate folders. The focus is the production of business
documents required for a particular task. Using the information gathered in
Cluster 1.1, students produce a business report using appropriate software. The
teacher reminds students of the importance of a portfolio and notes that by
organizing their folders into a working portfolio now it will be easier to
produce their portfolio in Unit 6. The working portfolio holds the student’s
work. The student work should have a clear purpose established by the teacher
and student. The student and teacher select the contents of the portfolio
(rough drafts, final work, best work, work that needs revision, schoolwork, or
material from outside the school). In Unit 6, students evaluate the material in
their working portfolios and produce showcase portfolios. The showcase
portfolio displays the best work and exemplifies the competencies developed in
this course (see Appendix 1 – The Portfolio).
In Cluster
1.3, students examine databases, spreadsheets, and time-management software
and consider how a business might utilize these tools. The teacher and students
examine an income-tax form using a spreadsheet template. Students compare the
spreadsheet template with available income-tax software. The teacher leads a
discussion to direct students in exploring the importance of various
industry-standard time-management tools, along with some e-mail client software
containing time-management functions.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
1.1 |
ERV.01,
ER1.01, ER1.02, ER1.03 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Internet
Research |
|
1.2 |
SIV.01,
SIV.02, SI1.01, SI1.02, SI1.03, SI2.03 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Business
Documents |
|
1.3 |
SIV.02,
SIV.03, ERV.01, SI2.01, SI2.02, SI3.03, ER1.04 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Spreadsheets,
Databases, and Time Management |
Time:
5 hours
Unit
Description
Students
assess new developments in core technologies, global communication, networks, and
electronic business. They analyse ways in which current information technology
has changed personal and business relationships from the local level to the
global level.
Cluster 2.1 is an Internet research assignment;
students research new developments in core technologies, global communication
networks, and electronic business. Students summarize their findings into chart
format. From the researched information, students create a report or electronic
presentation on the impact of new developments in information technology on
business operations. Students include forecasts for innovations in information
technology for the next five years (See Appendix 2 – Bibliography for Internet
Sources). (See BTX4C Public for assessment tools, including Electronic Presentation Rubric and Presentation Content Checklist.)
In Cluster 2.2, the teacher
leads a class discussion, directing students to opportunities for both
businesses and individuals that were created by information technology.
Students complete a PMI
(Plus-Minus- Interesting) chart for conducting business electronically. (See
BTX4C Public Profile for a PMI Chart.)
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
2.1 |
EWV.01,
EW1.01, EW1.02, EW1.03 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
New
Developments in Information Technology |
|
2.2 |
EWV.02,
EW2.01, EW2.02, EW2.03 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
The
Impact of Information Technology on Management |
Time:
25 hours
Strand(s): Electronic Project
Management and Teamwork, The Electronic Workplace Environment
Unit
Description
The
theme of this unit is threefold. The first is teamwork, the second is the
impact technology has on changing the conditions of work, and the third is the
synergy created by this technology and its effect on teamwork. Students are
given opportunities to analyse the team process in an electronic environment
and demonstrate the use of project-management strategies and teamwork skills
when working in different locations. Students demonstrate an understanding of
the impact of information technology on a company’s management functions and
create a strategic plan related to the use of information technology in
business.
In
Cluster 3.1, students explore the concepts of teamwork and project
management. Students compare the project team process in both electronic and
non-electronic environments. The teacher introduces the concept of project
management. From this examination, students are able to identify and list the
characteristics and requirements of managers and team members. Students examine
technology, with particular emphasis on how it changes the way people work,
especially when members of a team work in different locations.
Cluster
3.2 develops the
knowledge and skills learned in Cluster 3.1. Students concentrate on developing
the ability to choose appropriate software for a task. Students describe the
management functions of a company and demonstrate how to use information
technology for management purposes. The teacher enables students to recognize
the limitations of differing levels of technology and how to work within those
parameters.
In Cluster
3.3, students analyse the ingredients of a strategic plan with reference to
the adequacy of technology, the plan itself, and its purpose. Students are
involved in the creation of a strategic plan, its timeline, the information
requirements, and its importance for a small enterprise. The teacher and
students create a simple plan to introduce the process of strategic planning,
e.g., a five-year computer purchase plan (see integrated software packages for
templates).
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Time |
|
3.1 |
PMV.01, PMV.03, PM1.01, PM1.02, PM1.03,
PM1.04, PM1.05, PM3.01, PM3.02 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
The Team Process (10 hours) |
|
3.2 |
EWV.03,
EW3.01, EW3.02, EW3.03, EW3.04, EW3.05 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
The
Impact of Information Technology on Project Management (5
hours) |
|
3.3 |
EWV.04,
EW4.01, EW4.02, EW4.03, EW4.04 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Investigate
the Strategic Plans (10
hours) |
Time:
25 hours
Strand(s): Electronic Project
Management and Teamwork, Software Applications
and Information
Management, Electronic Research and Communication
Unit
Description
Central
to this unit is the concept of electronic communication using a variety of productivity
software packages. Students have an opportunity to coordinate any number of
people at a local or global level. Electronic project management enables
sharing of the project at any point of its evolution to any party. Students use
the strategic plan concepts investigated in Unit 3 to develop a fully operable
strategic plan. Students demonstrate, as team members, the production of an
electronic product that will be shared externally. Students demonstrate the use
of project-management strategies and teamwork skills when working in different
locations, how to produce customized business documents, and the communication
of research results in a multi-page business report that integrates a variety
of software applications.
Cluster
4.1 familiarizes
students with a host of electronic communication tools that permit the joint
development of a project with team members who may be anywhere on the planet.
Students review productivity software and engage their use with a project team
approach that results in a small-scale report and an electronic presentation.
Students use project-management tools to guide their progress during the
development of this presentation.
In
Cluster 4.2, students are introduced to the use of financial-planning
tools. The teacher also introduces comparative-analysis software
(industry-standard integrated software packages contain templates).
Cluster
4.3 focuses on the
development of a number of teacher-led projects. Students work in teams to
produce a series of multi-page business reports from appropriate integrated
software. Projects could focus on the components of a business plan; students
could then apply their learning to their production of a complete business plan
in Unit 5.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Time |
|
4.1 |
PMV.02, PM2.01, PM2.02, PM2.03, PM3.03,
PM3.04 |
Knowledge/Understanding |
Electronic Presentation |
|
4.2 |
SIV.03, SI3.01 |
Knowledge/Understanding |
Financial Planning Tools |
|
4.3 |
ERV.02,
ER2.01, ER2.02, ER2.03 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Business
Reports |
Time:
25 hours
Strand(s): Software Applications and
Information Management,
Electronic
Research and Communication
Unit
Description
Students
are given the opportunity to demonstrate the use of project-management
strategies and teamwork skills when working in different locations, to
demonstrate the appropriate use of electronic financial-planning tools for
personal and workplace applications, and to demonstrate the use of appropriate
electronic tools to communicate with others. The business plan is the focus in
this unit. Students use many of the skills developed in the previous unit to
produce and present a business plan.
In
Cluster 5.1, student teams must choose a business to open. The teacher
directs the teams to a business plan template in their word processor. Once the
team has examined the format and content of a business plan, the team uses a
variety of search engines to research businesses similar to the one they have
chosen (i.e., competitors). Using their research, the team completes a business
plan that includes appropriate financial information.
In Cluster
5.2, students communicate the highlights of their business plans. A website
project is recommended. Students create a website, then e-mail the address to
other members of the class for viewing or peer assessment. Students transmit
their documents to a free hosting website or to a drive on the school’s
network. A simple e-mail link can meet the expectation requirements.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
5.1 |
SIV.03,
ERV.01, SI3.02, ER1.01, ER1.02 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Utilize
a Financial Business Plan |
|
5.2 |
ERV.03,
ER3.01, ER3.02, ER3.03 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Communicating
the Plan on the Web |
Time: 10
hours
Strand(s): Preparation for Employment
Unit
Description
Students
are given the opportunity to apply the steps required to complete a job search,
assess their information technology skills and competencies, and create a
career plan electronically. Students use a variety of media sources to complete
a job search. Students assess their information technology skills and create a
career plan.
In
Cluster 6.1, students use electronic research tools to conduct a search;
they identify career opportunities in the information technology sector and
other fields that require IT skills. Students electronically prepare a resume,
letter of application, and interview follow-up letter. Students use the
Internet to research components of the interview and presentation process; they
then create, electronically, a multimedia interview presentation.
In
Cluster 6.2, students research the Conference Board of Employability
Skills Profile, The National Guideline for Youth Entrepreneurship Education and
Training, and the Blueprint for Life/Work Designs. Students classify their
information technology skills and summarize them electronically. Using the
working portfolio started in Unit 1, students evaluate and select samples for a
showcase portfolio for interview purposes.
In Cluster
6.3, the teacher reviews the components of a career plan. Students
electronically create a career plan. The teacher leads a discussion, explaining
the importance of continuing education as it relates to career areas that use
information technology.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
6.1 |
PEV.01,
PE1.01, PE1.02, PE1.03, PE1.04 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Information
Technology Opportunities (3
hours) |
|
6.2 |
PEV.02,
PE2.01, PE2.02, PE2.03, PE2.04 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Information
Technology Skills (3
hours) |
|
6.3 |
PEV.03,
PE3.01, PE3.02, PE3.03 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Career
Plan (4
hours) |
There
is a conscious quest for a balance of traditional modelling of skills and
knowledge, a blend of small-group and individual practice, and individual
exploration in this Course Profile. Pedagogy Resources and the Ontario Curriculum Unit Planner provide detailed
explanations of strategies.
Teachers
should employ assessment strategies frequently throughout the course in order
to communicate the expectations of the course to students, to make appropriate
adjustments to teaching and learning strategies as required, and to a
Marking
schemes and rubrics used for evaluation should include the 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.
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 · Projects · Presentations · Assignments ·
Case study |
· Business report · Strategic plan · Multi-page report · Business plan · Resume · Letter of application ·
Assignments |
·
Share
the rubrics for culminating activities at the beginning of the unit, so
expectations are clear for students and 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 to support
and improve student learning.
·
Provide
multiple opportunities for students to demonstrate their achievement of
expectations.
·
Provide
opportunities for students to retry assignments until they can demonstrate
their learning.
·
Develop
tests that provide opportunities to demonstrate all categories on the
Achievement Chart
(not just knowledge) at all levels.
·
Give
practice tests as an opportunity for formative assessment.
·
Use
assessment tools that are appropriate for the expectations and related to the
categories on 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 a
·
Provide
opportunities for students to track their own progress.
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
presentation Portfolio Strategic
plan |
Rubric Checklist |
|
Personal
communication |
Student/teacher
conference Classroom
question and answer |
Rating
scale Anecdotal
record |
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation. The teacher ensures that a student’s most consistent
performance level is reflected in his/her final mark. The teacher also provides
a variety of opportunities for students to demonstrate their achievement. All
or part of the final evaluation could be based on the rich performance tasks
that make up Unit 5. (This suggestion is not prescriptive; it provides a focus
of assessment directly linked to students’ learning.)
Teachers
should consult individual student IEPs for specific direction on a
|
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. |
·
English-speaking
students can help ESL classmates by repeating, rephrasing, and writing words
down.
·
Bilingual
tutors, if available, can facilitate clarification in the first language.
·
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.
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;
·
integrating
cross-curricular activities;
·
fostering
in-depth learning of a self-selected topic within the expectation requirements;
·
being
aware that students may be gifted in one area and not in others;
·
encouraging
and using the DECA™ and Ontario Business Educators Association (OBEA) contests;
·
allowing
students to demonstrate mastery of content through preferred style of learning;
·
motivating
students to synthesize course content with their own experiences and ideas.
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The 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. 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.
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.
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
Internet
Innovation Teaching –
www.interserf.net/mcken/teacher.htm
Interactive Curriculum – www.interactivecurriculum.com
(numerous activities and assessment tools)
Microsoft –
www.microsoft.com/trademarks/t-mark/g-lines.htm (There may be appropriate
situations where you may claim that your product, services, or book are “for
use with,” “for,” or “compatible with” our product(s). For example, there are
specific guidelines prepared to assist you in referring to this type of
compatibility for Microsoft® Windows®
XE, Windows NT®, and Windows®.)
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)
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. Telephone:
1-416-326-7731
Internet
Searching and Site Evaluation
CMIS
Evaluation – www.eddept.wa.edu.au/centoff/cmis/eval/technology/usenet/use06.htm
(complete index of sites devoted to evaluating Internet content and sites)
Evaluating
Internet Resources – www.library.albany.edu/internet/evaluate.html
Evaluating
Web Resources – www2.widener.edu/Wolfgram-Memorial-Library/webeval.htm
Introduction
To Searching The Web – www.library.ubc.ca/home/websearch/#formore
Portfolio
– www.portfolio.ca (examples)
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)
Ten
C’s for Evaluating Internet Sources –
www.uwec.edu/Admin/Library/Guides/tencs.html
The 10
Commandments For Computer Ethics – from the Computer Ethics Florida Atlantic
Institute
– www.fau.edu/netiquette/net/ten.html
Print
Blanc,
Iris. Learning Computer Applications for Business. New York, NY: DDC Publishing,
distributed by Monarch Books, 1997.
Bucki,
Lisa. Business Simulations with Microsoft
Office 2000. New York, NY: DDC Publishing, distributed by Monarch Books,
1999. ISBN 1-56243-8661-1
Darby,
Grant, Lori Guest, Marion Spino, and Alan Switzer. Managing ITC Projects in
Business. Hamilton: Norbry Publishing Limited, 2002. ISBN 1-552332-073-1,
Workbook ISBN 1-55232-079-0
Hefferin,
Linda and Suzanne Weixel. Learning
Microsoft Office 2000: Advanced Skills. New York, NY: DDC Publishing, Inc.,
2001. ISBN 1562437747
Parsons,
June Jamrich and Dan Oja. Computer Concepts,
4th ed. Cambridge: Thomson
Learning, 2000.
Print
Brady,V.,
J. Ellerby, and L. Pinto. Insights.
Toronto/Vancouver: Irwin Publishing, 2001.
ISBN 2-89310-876-8
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
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 a
Shepard,
R. Computer Concepts. St. Paul, MN:
Paradigm Publishing, 1998. ISBN 1-56118-931-6
Internet
Canada
Customs and Revenue Agency – www.
Institute
for Information Technology – www.iit.nrc.ca/english.html
IT
opportunities US – www.ntia.doc.gov/otiahome/top/
Public
Service Commission of Canada IT Careers – http://jobs.gc.ca/it-ti/index_e.htm
The World
Information Technology and Services Alliance – www.witsa.org
Bangs
Jr., David H. The Marketing Planning
Guide, 5th ed. Dearborn,
Michigan: Upstart Publishing Company, 1998.
Print
Bucki,
Lisa A. and Judy Fischer. Learning
Computer Applications: Projects and Exercises. Downsview: Monarch Books,
1999.
How to Prepare a Business Plan for Service
Businesses.
Toronto: Ministry of Industry, Trade, and Technology, 1989.
Internet
Canadian
Bankers Association – http://ourwworld.compuserve.com/home
Canadian
Business Services Centre – www.cbsc.org (sample business plans for a variety of
sectors)
Canadian
Foundation for Consumer Information (Government of Canada) for Economic
Education
– www.consumerinformatioon.ca
Canadian
Youth Business Foundation – www.yourmoney.cab.ca www.cyba.ca
Changemakers
– www.changemakers.net
Fleetkids
– www.fleetkids.com
Getting
Started in Small Business (Canadian Bankers Association)
– www.cba.ca/eng/Tools/Brochures/tools_small.cfm
Industry
Canada – www.strategis.ic.gc.ca
Moneyopolis
– www.moneyopolis.org
National
Institute of Consumer Education (NICE) – www.nice.emich.edu
Quicken
– www.quicken.com
Realm
– Creating the Work you Want – www.realm.net
Royal
Bank of Canada – www.royalbank.com
WebPage
Development
Desktoppublishing.Com –
www.desktoppublishing.com (free images and templates for web pages)
HTML
Tutorials – www.bfree.on.ca
(This website, created by John C. Gilson, a Mathematics Department Head at
Pauline Johnson Collegiate in Brantford, teaches people to design their own
websites.)
In
and Out of the Classroom With Microsoft Publisher
– www.microsoft.com/education/curric/pub98/website.htm (creating websites with MS Publisher 98)
Learning
and Using Netscape Composer – www.bama.ua.edu/%7eray011/composer.htm
MSDN
Online Web Workshop – http://msdn.microsoft.com/workshop
(This site provides online workshops for webpage developers using the Internet Explorer browser.)
Netscape
Developer – http://developer.netscape.com/docs/manuals/ (documentation for
developers)
Web
Developer’s Site – www.wdvl.com (images, graphics, and design tips)
Website
Development – www.fg-a.com (images, webpage design, and programming)
Free
WebPage Posting
Angelfire
– www.angelfire.com
Geocities
– www.geocities.com/
Tripod
– www.tripod.com
One Stop
– http://home.onestop.net/
Print
Bix,
Cynthia, et al. Kids do the Web. San Jose, CA: Adobe Press, 1996.
Cashman,
Gary B., Thomas J. Cashman, and Mi
Cram,
Carol M. World Wide Web. North
Vancouver, BC: Capilano College, 1997.
Lamb,
Annette. The Magic Carpet Ride, 2nd ed. Emporia, Kansas: Prepublication Printing, 1998.
Learning Macromedia Flash 5. New York, NY: DDC Publishing,
distributed by Monarch Books, 2001. ISBN 1585771473
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.
Kitto,
Rick and Rob Scott. Easy Web Pages With
Netscape Communicator. London, ON: KS Publications, 1999.
Norton,
Peter. Peter Norton’s Essential Concepts.
Toronto: Glencoe/McGraw-Hill, 1999.
O’Hara,
Shelley. Learning Computer Concepts.
New York, NY: DDC Publishing Inc., distributed by Monarch Books, 2001. ISBN
1-58577-047-7
Parsons,
June Jamrich and Dan Oja. Computer Concepts, 3rd ed. Cambridge, MA: Thompson Learning, 2000. ISBN
0-619-01732-5
Perkins,
Joyce and Jernigan. Activities for the
Internet: An Introduction. Cincinnati: South-Western Educational
Publishing, 1998.
Poindexter,
Sandra. E-Course Netscape Navigator.
Cambridge, MA: Course Technology, 1997.
Robbins,
Curt. Learning HTML 4.0. New York,
NY: DCC Publishing Inc., 2001. ISBN 1562439618
Stevenson,
Nancy. Learning E-Commerce: Business
Analysis & Design. New York, NY: DDC Publishing Inc., distributed by
Monarch Books, 2001. ISBN 1585770574
How to Prepare a Business Plan for Service
Businesses.
Toronto: Ministry of Industry, Trade and Technology, 1989.
Business
Plans
BDO
Dunwoody – www.smallbusiness.ca
Business
Development Bank of Canada – www.bdc.ca/bdc/home/Default.asp
Business
Plan, Queen’s University – http://qged.com/research/cases/sample.
The
Canada-Ontario Business Service Centre (COBSC) – http://www.cbsc.org/ontario/
CanadaOne
– www.canadaone.com (interactive business plans, business plan links, and
checklists to assist in assessing each point against your business plan)
Canadian
Franchise Association – www.cfa.ca/members_index.html
Home
Business Report – www.homebusinessreport.com
Industry
Canada’s extensive online business – www.stratgis.ic.ca (A
Management
– www.managementmag.com
Profit Magazine
– www.profitguide.com
Print
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
OSSTF/FEESO.
Quality Assessment: Fitting The Pieces
Together. Toronto: OSSTF Educational Services Committee, 1999. ISBN
0-920930-47-6 (pp. 150-156 for portfolio management)
Electronic
Canada
Work InfoNet, The Interview –
www.workinfonet.ca/cwn/english/index.cfm?cat=1&sub=5
Canadian
Youth Foundation – www.cyfa.ca
Canjobs.com
– www.canjobs.com (Canadian employment search network)
Career
Circuit – www.the
Career
Competency – www.psychometrics.com/onlinetesst/onlinetesting
(questionnaire and work styles inventory)
Career
Cruising – www.careercruising.com
Career
Journal – http://jobstar.org/tools/resume/
Career
Plan Information – www.mapping-your-future.org/planning/careerpl.htm
Career
Span – www.careerspan.com/
Careerclick.Com
– www.careerclick.com (career resources, job postings, and company profiles)
Conference
Board of Canada
– www2.conferenceboard.ca/education/learning-tools/employability-skills.htm
Cx
Bridges Canada – http://cdn.cx.bridges.com (general career information)
Entrepreneurship
and Self Employment – www.on.hrdc-drhc.gc.ca/hamilton/english/work/entre.html
Human
Resource Development – www.hrdc-drhc.gc.caanada
Human
Resources Development Canada, job futures 2000
– www11.hrdc-drhc.gc.ca/doc/jf/part2 (labour market trends and information on
careers)
Ministry
of Education: Resume Writing / Careers / Job Search
– www.edu.gov.on.ca/eng/career/resume.html
– http://www.edu.gov.on.ca/eng/career/intervie.html
National
Lifework Center Blue Print for Life/Work Designs
– http://lifework.ca/blue_2000/pr_blue_draft.htm
Ontario
College Application Service – www.ocas.on.ca (links to all colleges in Ontario)
Portfolio.ca
– www.portfolio.ca/ (examples)
The
University Application Service – www.ouac.on.ca (links to all universities)
US
Career – www.careerbuilder.com (resume writing and career sites)
Workopolis
– www.workopolis.com (technology career information and job postings)
Youth
Employment Information – www.youth.gc.ca/index_e.shtml
Youth
Resource Network of Canada – http://207.61.100.12/jobsearc/interv_e.shtml
(interview techniques)
Teacher’s
Video Company (1-800-262-8837)
Using the Internet for Research. 35 min. Item#utif.
Careers, Preparing for Your Future. 25 min. Item#cpff.
How Computers Work. 26 min. Item#hcwo.
Technology Unplugged. 17 min. Item#tunp.
The Skills You Need to Get a Job. 22 min. Item#sngj.
Criminals in Cyberspace. 50 min. Item#cicy.
The Future of the Internet. 60 min. Item#tweb.
The Ontario Curriculum, Grades 11 and 12,
Business Studies, 2000.
The Ontario Curriculum, Grades 9 to 12, Choices
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.
The working portfolio is not just a collection of the student’s work. The portfolio has a clear purpose: to store and organize student work for subsequent units or the Culminating Project. Students need teacher direction on the pieces of work to be stored or used in future units. The teacher and students establish the form of the portfolio and select the contents of the portfolio (rough drafts, best work, work that needs revisions, school material, or material from outside the school). Rubrics and other assessment tools are maintained in the portfolio. At the end of each unit, the teacher/students determine the work to be placed in the portfolio. Students attach the cover sheet.
|
Portfolio Item Cover Sheet |
|
Date: Item: Why I
chose this item for my portfolio: Strengths
shown: How I
could improve: Assessed
by: Assessment
tool used: |
Other options are a working portfolio that
progresses to either a showcase portfolio used to display the best work or an
assessment portfolio used to document achievement of learning expectations.
(The
checklist becomes a formative assessment tool for the student).
|
Superior
Portfolio Performance |
|
|
|
Extensions
of assigned activities are done. |
|
|
Applications
of 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 concepts are o |
|
Adequate
Portfolio Performance |
|
|
|
Assigned
activities are completed. |
|
|
Initial
errors are corrected. |
|
|
Applications
of 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 progress. The Portfolio Archive tracks the ongoing portfolio
assessment
Portfolio Inspection/Assessment Tool starts
with the highest category. The hope is that the student will aspire to the
first set of criteria. The tool can be used for both formative and summative
assessment, but the items do not tie to expectations, rather they apply only to
learning skills.
|
Superior
Portfolio Performance |
|
|
|
The
portfolio is clearly organized and exciting to look through. |
|
|
The
work demonstrates creative and insightful mastery of concepts and tools. |
|
|
Unique
techniques are used to store the portfolio. |
|
|
Makes
elegant and precise correction of all errors. |
|
|
Self-evaluation
reflects a desire to excel in the subject. |
|
Proficient
Portfolio Performance |
|
|
|
The
portfolio is organized and easy to look through. |
|
|
The
work demonstrates perceptive use and comprehensive mastery of concepts and
tools. |
|
|
Storage
method is clean and attractive. |
|
|
All
errors are corrected. |
|
|
Self-evaluation
reflects a desire to su |
|
Adequate
Portfolio Performance |
|
|
|
The
portfolio is complete and organized. |
|
|
The
work demonstrates appropriate use of concepts and tools. |
|
|
Basic
requirements are met for the storage method. |
|
|
Most of
the errors are corrected. |
|
|
Self-evaluation
reflects a desire to su |
|
Limited
Portfolio Performance |
|
|
|
The
portfolio is unorganized, messy, or hard to look through. |
|
|
The
work demonstrates limited mastery of concepts and tools. |
|
|
Storage
method problems are not solved. |
|
|
Few
errors are corrected. |
|
|
Self-evaluation
does not reflect a desire to improve in the subject. |
Comments:
Assessed by:
Date:
MLA Style
and APA Style are two a
MLA Style
(Modern Languages Association)
|
Source Type |
Format |
Example |
|
Magazine
Citation from eLibrary Canada |
Author.
“Title.” Publication. Version Number (if Provided) Date Published.
Name of Subscription Service. Name and City of Library. Date Retrieved URL. |
Cox,
Cindy. “Ozone – Solution to Indoor Air Quality Problems? (Panel Discussion).”
Journal of Environmental Health 61 September 1998:1. ELibrary Canada.
Mowat High School Lib, Toronto, ON. 10 July 2001
<http://www.elibrarry.ca/education>. |
|
Professional
Website |
Title
of Professional Website. Information Supplier. Date Retrieved URL. |
Faculty
of Arts and Science Page. University of Toronto. 25 May 1999
<http://artsandsciences.utoronto.ca/> |
|
Personal
Website |
Author.
Title of Personal Website. Date Retrieved URL. |
Severson,
Larry. Optimizing National Education. 5 May 1999
<http://www.opnated.org/>. |
APA
Style (American Psychological Association)
|
Source Type |
Format |
Example |
|
Magazine
Citation from eLibrary Canada |
Author.
Date Published. Title. Publication.
Version number (if provided. Date retrieved name of Subscription Service:
URL. |
Benady,
S. (1998). Drug cost sharing can aggravate patient non-compliance. Medical Post, 22-23. Retrieved October
2, 2000 from elibrary Canada: http://www.elibrary.ca/edu |
|
Professional
and Personal Websites |
Author.
Date Published. Title. Date
Retrieved URL. |
Tom, J.
(1999). ABC Report on Internet Usage.
Retrieved March 8, 2001 from http://www.usagereports.com. |
Teacher
Note on Preferred Style:
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).
Unit 3
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