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Course Profile Communications Technology (TGJ4M), Grade
12, University/College Preparation, Combined
Course Overview
Prerequisite: Communications Technology, Grade 11, University/College Preparation
This
course examines communications systems and design and production processes in
the areas of electronic, live, recorded and graphic communications. Students
create, manage and distribute complex electronic, graphic, recorded or
audio-visual projects independently and in project teams. Students also study
industry standards and regulations, and health and safety issues, as well as
explore careers, the importance of lifelong learning and the impact of
communications technology on society and the environment.
The role
of Technological Education in the Catholic faith community is to enable
students to develop and utilize their gifts and talents while creating products
that benefit others 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 the use of resources and understand the implications of
technological innovations. An emphasis on process as well as results ensures
that students create products and provide services that recognize our God-given
responsibility to respect the dignity and value of the individual and the
community.
This
course profile provides a framework for extending and deepening the skills and
knowledge students have developed in Grade 11 Communications Technology. Students
are required to design and create products using audio/visual, graphic and
interactive technologies. There are four units of study emphasizing the theory
and applications of live, recorded, electronic and graphic communication
processes. Units are organized to provide practical contexts for the
application of advanced skills and knowledge. Activities within each unit
provide opportunities for students to acquire and demonstrate understanding of
the practices and underlying principles of complex technological processes.
Students are expected to build upon their existing skills and knowledge,
especially with regard to their ability to design, plan and carry out
self-initiated projects.
In this
Course Profile, each unit of study focuses predominantly on a curricular
strand. Unit 1 is concerned with the impact and consequences of the use and
development of communication technologies. Units 2 and 4 focus on the
application of skills and processes. Unit 3 deals with the technological design
process and knowledge of graphic communication processes. This method of
organization stems from a consideration of how to generate meaningful learning
activities from logical clusters of expectations within relevant projects that
are largely student-initiated. The course consists of coherent units of study
based on projects and applications that can be realistically undertaken in a
high school. Expectations have been grouped and sequenced to promote efficient
and practical assessment of significant learning activities. In Unit 1, for
example, expectations relating to safety, impacts and education/training have
been gathered into a coherent exploration of the social and economic context of
the technologies and practices they will use in the course.
This
profile describes activities in which students generate and distribute images
and text. It is understood that student work must contain positive images of
people regardless of age, physical appearance, socio-economic status,
disability, race or gender. Similarly, derogatory stereotypes, acts of
violence, sexually-oriented themes, or use of profanity is unacceptable.
In
addition to the specific skills that are developed throughout the course,
students learn to:
·
solve
problems through careful analysis, cooperation and communication;
·
develop
individual and group skills through student-centred activities;
·
develop
time-management skills to design and follow organizational plans to complete a
range of tasks;
·
show
commitment to a task by maintaining a level of effort required to complete a
product;
·
develop
the ability to self-monitor progress using record-keeping and tracking
procedures such as logs, journals and project portfolios.
Teachers
address safety/censorship on the Internet by implementing School Board Policies
relating to appropriate student use and access to Internet services.
The units
in this course profile rely upon the availability of a wide range of computer
and audio/visual equipment. Teachers may check the planning notes for each
activity for alternative methods of instruction in the absence of the equipment
described. The chart below provides an overview of the equipment, resources and
facilities required in each unit.
|
Equipment and Facilities |
Unit 1 |
Unit 2 |
Unit 3 |
Unit 4 |
|
Computers
and Peripherals |
||||
|
PCs for
internet access, word processing, and database software |
3 |
3 |
3 |
3 |
|
Multimedia
workstations |
|
|
|
3 |
|
PC-based
digital editing workstations |
|
3 |
|
3 |
|
Desktop
publishing workstations |
|
|
3 |
|
|
Desktop
colour scanner |
|
|
3 |
3 |
|
Laser
printer |
3 |
3 |
3 |
3 |
|
Colour
printer |
3 |
3 |
3 |
3 |
|
Lighting |
||||
|
Instruments |
|
3 |
|
|
|
Control
System |
|
3 |
|
|
|
Audio |
||||
|
Microphones
– various types if available |
|
3 |
|
3 |
|
Microphone
Stands and Booms |
|
3 |
|
|
|
Audio
Amplifier, Processor and Effects Equipment |
|
3 |
|
|
|
Audio
Mixer |
|
3 |
|
|
|
Audio
Tape Recorders |
|
3 |
|
|
|
Audio
software for editing |
|
3 |
|
3 |
|
Video and Imaging |
||||
|
Television
Studio Cameras or Camcorders |
|
3 |
|
3 |
|
Tripods |
|
3 |
|
|
|
Dolly(s) |
|
3 |
|
|
|
Video
Cabling for power and signal transmission |
|
3 |
|
|
|
Voice
Communications (intercom) Equipment |
|
3 |
|
|
|
Video
Monitors |
|
3 |
|
3 |
|
Video
Switching Equipment |
|
3 |
|
|
|
Recording/Playback
VCRs |
|
3 |
|
3 |
|
Analogue
Editing Controllers |
|
3 |
|
|
|
Electronic
Titling Equipment or Computer capability |
|
3 |
|
|
|
Video
Capture Capability (VHS and/or DV) |
|
3 |
|
3 |
|
CD
Writer |
|
3 |
|
3 |
|
Digital
camera |
|
3 |
|
3 |
|
Publication |
||||
|
Laser
printer capable of printing tabloid size paper |
|
|
3 |
|
|
Colour
printer capable of printing tabloid size paper |
|
|
3 |
|
|
Software |
||||
|
Word
Processing |
3 |
3 |
3 |
3 |
|
Database |
|
3 |
3 |
3 |
|
Page
Layout |
|
|
3 |
|
|
Graphics
(vector-based) |
3 |
3 |
3 |
3 |
|
Image
Editing |
3 |
3 |
3 |
3 |
|
Desktop
Video |
|
3 |
|
3 |
|
Audio
Mixing |
|
3 |
|
3 |
|
HTML
editing |
|
|
|
3 |
|
Multimedia
authoring |
|
|
|
3 |
|
Unit 1 |
The
Social and Economic Context of Communications Technology |
18
hours |
|
* Unit
2 |
Audio-Visual
Production: Music Video |
24
hours |
|
* Unit
3 |
Illustrated
Print Publication |
25
hours |
|
Unit 4 |
Multimedia
Production |
43
hours |
* These
units are fully developed in this Course Profile.
Time: 18 hours
Unit
Description
This unit explores social and
economic implications of the projects and activities completed in the course.
Beginning with an examination of safe work practices and relevant workplace
legislation, students design and produce a document describing safe and
appropriate use of the communications technology equipment and facilities. This
document, along with demonstrations of the practices described, serves as the
students’ passport to the use of equipment and facilities in later units and
activities. Students move on to case studies of local and global applications
of communications technologies in order to discover and analyse the range of
impacts (i.e., health, environmental, social and economic) inherent in
communication practices. This is followed by a study of the industry standards
and conventions related to the communication products created in subsequent
units. Students complete the unit by investigating the training and career
opportunities aligned with skills, interests and lifestyle preferences.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
ICV.03,
IC2.04, IC2.05 |
Knowledge/
Understanding |
Review
of relevant aspects of OHSA and WHMIS. |
|
1.2 |
SPV.05,
ICV.02, IC2.02, IC2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
collaborate to design, produce, and use a passport of safe and appropriate
work practices for the school communications facilities. |
|
1.3 |
ICV.01,
IC1.01, IC1.02, ICI.03 |
Knowledge/
Understanding Thinking/Inquiry |
Students
explore the social, environmental, and economic effects of current practices
and technologies. |
|
1.4 |
TFV.04,
TF2.03, TF3.01, TF3.02 |
Communication
Application |
Students
present research findings into standard equipment, formats, and professional
practices in selected industries. |
|
1.5 |
ICV.04,
IC3.01, IC3.02, IC3.03, IC3.05 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
explore educational and professional opportunities in the context of their
interests and skills. |
Time: 24 hours
Unit
Description
In this
unit students utilize the skills and concepts of audio/visual production to
produce a music video in analogue or digital formats. Including and expanding
upon design concepts and production skills developed in the Grade 11
Communications Technology Curriculum, students produce a promotional video for
a band (either real or imaginary), enabling them to also develop and refine
design and problem-solving skills associated with media production. Students
employ a variety of skills, including designing and implementing a lighting
plot and setting up audio recording/mixing equipment. In addition, students
create a shooting script, plan camera locations and movements, videotape and
edit a live performance. Throughout the unit cooperative work strategies and
video content reflect the moral and ethical philosophy of the gospel values.
This unit prepares students for post-secondary education leading to careers in
audio/visual production.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus of Activity |
|
2.1 |
TFV.03,
TF2.01, SPV.05, SP2.01, SP4.03, ICV.02, IC2.01 |
Knowledge/
Understanding Application |
Prepare
lighting equipment for live performance and recording. |
|
2.2 |
TFV.05,
TF2.05, SPV.03, SP2.03, SP2.05, SP2.06, IC2.01 |
Knowledge/
Understanding Application |
Set
audio equipment in place for live performance and recording. |
|
2.3 |
SPV.03,
SPV.05, SP2.02, SP2.05, SP4.02, IC2.01 |
Knowledge/
Understanding Application |
Prepare
video equipment for live performance and recording. |
|
2.4 |
SPV.03,
SPV.05, SP1.01, SP2.01, SP2.02, SP2.04, SP2.05, SP2.06, SP2.07, SP4.02,
IC2.01 |
Application |
Audio/Video
recording and titling of live performance. |
|
2.5 |
SP2.01,
SP2.02, SP2.03, SP2.04, SP3.02, SP4.02, SPV.02 |
Application |
Edit
source material for final videotape. |
Time: 25 hours
Unit
Description
Students
apply their understanding of desktop publishing to produce an original
illustrated book for print production. This unit expands upon the graphic
communications skills developed in the Grade 11 Communications Technology
course. To prepare information for publishing, students select a theme that
reflects a personal interest. Students use the format of a coffee-table book
and include text and original photographic images. They select a book style to
best deliver their theme, generate a variety of design ideas to lay out their
theme, create photographic images (35 mm and/or digital), compose text,
generate a folded mock-up of the imposition of their book, and produce a
prototype for print production. Using their mock-up as a guide, students
determine page layout, apply typographical principles, and generate
photographic images. Students also create a full-colour cover that enhances the
presentation quality of the book. Students select and use a variety of computer
hardware and software to create the publication. This unit prepares students
for post secondary study in graphic design and communications.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus of Activity |
|
3.1 |
TFV.01,
SPV.01, SPV.04, SPV.05 |
Knowledge/
Understanding Communication Thinking/Inquiry |
Apply
the design process to plan personal interest book. Create
a mock-up for imposition of the multiple-pages that shows the placement of
text and photographs. Write a
proposal for publishing approval. Build a
page template using desktop-publishing software. |
|
3.2 |
SPV.01,
SPV.04, SPV.05 |
Knowledge/
Understanding Application |
Compose
and capture photographic images to reflect personal book theme. Convert
photographic images to digital format. Apply
photo-editing techniques to enhance photographic images using vector-based
software program. Crop
photographic images to fit page parameters. |
|
3.3 |
SPV.03,
SP1.02, SP1.03, SP3.03 |
Knowledge/
Understanding Application |
Select
appropriate type style and size. Integrate
text and photographs on the pages according to the mock-up layout. Perform
text editing. Add
page numbers. Output
pages. |
|
3.4 |
ICV.02,
SP2.03, SP2.04, SP3.01, IC2.01, IC2.05 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Design
a full colour cover that enhances the presentation. Bind
pages to the cover. |
Time: 43 hours
Unit
Description
In this
unit, students explore methods of creating and delivering multimedia content
for Internet and CD-Rom delivery. Students study factors such as bandwidth and
data rate in order to prepare multimedia and interactive content for different
methods of distribution. Students first produce a detailed analysis of a
variety of transmission channels and their uses in local and global file
sharing. Then, in an independent project exploring the limitations and
potential of the World Wide Web for delivery of multimedia, students produce a
website with media content available for varying connection speeds (e.g., modem
and broadband). At this point students have the option of linking their website
project to previous activities (e.g., a website for their music video or a
multimedia version of their illustrated book) or of choosing a new topic and
producing completely new content. The culminating activity of the unit serves
as part of the final evaluation for the course. This activity requires students
to author an interactive interface for a digital portfolio documenting their
projects and skills. In their portfolio students describe the skills they have
acquired, analyse their skills in the context of careers in communications
technology, and demonstrate technical proficiency by producing content
optimized for CD-ROM delivery.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
TF2.02,
TF2.05, SP2.05 |
Knowledge/
Understanding Communication |
Technologies
used in the distribution of multimedia and interactive content. |
|
4.2 |
TFV.01,
TFV.03, TF1.01, SPV.04, SP1.02, SP2.03, SP3.02 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Authoring
content for a range of bandwidths. |
|
4.3 |
SPV.02,
SP3.01, SP2.04, SP4.02, IC3.04 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Describing,
analysing, and demonstrating the skills and knowledge acquired in the course. |
Students
use and explore communications technologies by means of the following learning
strategies:
Application – creation of technological products for identified purposes;
Brainstorming – group generation of initial ideas expressed without criticism or analysis;
Collaborative/Cooperative Learning – small group learning and decision making providing high levels of student engagement and interdependence;
Computer-assisted Learning – learning of new material through online methods of instruction;
Conferencing/Discussion – student-to-student discussion and teacher-to-student conferencing to encourage confidence and motivation to success in all learners;
Design Process – the stages of development of a product or process, including developing a focus, developing a framework, choosing the best solution, implementing a plan and reflecting on the process and the product;
Independent Study – exploration and research of a topic interesting to students.
Problem Solving – identifying and working through a problem;
Report/Presentation – oral, visual, written and electronic presentation of researched topic to class;
Socratic Lesson – oral presentation of information by the teacher;
Teacher-directed Class Discussion – students actively participate by taking turns discussing current issues.
Teachers
may seek the collaboration of other teachers in interdisciplinary and
cross-curricular projects (for example in the production of multimedia or
interactive presentations). Teachers should seek the collaboration and
participation of Guidance personnel during Unit 1.
The
assessment techniques described below focus on both the process and product of
student learning.
Paper-and-Pencil
· Quizzes and tests
· Worksheets
· Project proposals
· Final written evaluation
Performance
Assessment
· Skills demonstrations
· Presentation
· Finished product
· Portfolio
Personal
Communication
· Conferencing
· Student-teacher
· Teacher-group
· Daily activity log or journal
· Critique peer conferencing
·
Checklists
·
Marking
schemes
·
Rubrics
·
Anecdotal
comments with suggestions for improvement
·
Rating
scales
· Diagnostic – occurs at the beginning of a term, unit of study, or whenever information about prior learning is useful.
· Formative – during the learning process, provides ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction.
· Summative – is usually carried out at the end of a learning process (may include feedback and/or judgment).
Students
are formally evaluated on their demonstration of curriculum expectations using
the categories of skills and knowledge set out in the Achievement Chart.
Checklists are used to provide information about the operational steps of the
production process (such as the completion of planning documents) and an ongoing
means of monitoring the level of achievement attained. Rating scales and
rubrics describe the look and feel of completed products. All evaluation tools
should be available to students at the beginning of an activity to provide
information about task requirements and the features of exemplars.
Teacher/student discussions during pre-production, production and
post-production can clarify standards and expectations as well as provide a way
of monitoring progress. The inclusion of informal opportunities for peer and
self-assessment can promote in students a sense of responsibility,
accountability, and growth. Written tests and question sheets are effective in
the evaluation of required knowledge. The vocabulary used in test questions
should reflect that used in the learning situation. The option for oral testing
and student demonstrations of acquired skills should also be used. Although
students are encouraged to write answers in proper sentence form, diagrammatic
answers are effective assessment instruments in technological education. In
their planning and implementation of projects, work assignments, and
problem-solving activities, students demonstrate their ability to combine
skills and knowledge successfully in practical tasks. 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.
The
teacher consults individual student IEPs for specific direction on
accommodations for individuals. The teacher uses a range of teaching/learning
strategies to accommodate the needs of all students. Exceptional students
benefit from accommodations in the overall activity criteria, as well as
teacher and peer assistance when appropriate. Written tests are designed to
suit students’ reading and writing levels. The teacher adapts teaching
strategies to accommodate learning styles. These may include:
· verbal instead of written tests;
· demonstrations of acquired skills instead of written evaluations;
· providing rewrite opportunities when appropriate;
· conferencing/discussion – student-to-student discussion and teacher-to-student conferencing to encourage confidence and motivation;
· small-group learning;
· flexible timelines;
· adapting handouts;
· peer tutoring;
· enrichment and extension activities.
Units in this Course Profile make reference to the use of specific texts, magazines, films and websites. The teacher must consult board policies regarding the use of any copyrighted materials. Before reproducing materials for student use from printed publications, the teacher must ensure that the school board has a Cancopy licence and that this licence covers the resources to be used. Before screening videos/films with the students, the teacher must ensure that the board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. Note: much of the material on the Internet is protected by copyright. The person or organization that created the work usually owns the copyright. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.
Each
activity in this profile lists specific resources that may include textbooks,
training manuals, magazines, websites, multimedia and presentation packages,
videos, online tutorials and career/industry sources. Below is a comprehensive
list of resources referenced in the activity descriptions for each course unit.
Adobe
Creative Team. Official Adobe Print Publishing Guide, 2nd Edition. USA:
Adobe Press, 2002. ISBN: 0201700131
Alkin,
Glyn. Sound Recording and Reproduction. London: Focal Press, 1994.
Andersen,
Neil and John J. Punjente, SJ. Scanning Television: Videos for Media
Literacy in Class. Toronto: Harcourt Brace & Company, 1997. ISBN
0774701730
Barden,
Robert and Michael Hacker. Communication Technology. Canada: Nelson
Canada, 1990.
ISBN
0-8273-3225-4
Bermingham,
Alan [et al.]. The Video Studio. London: Focal Press, 1994.
Brainerd,
T. Graphic Design - Letterhead and Logo Design. USA: Rockport Publisher,
1998.
ISBN 0-15649-6618-6
Broekhuizen,
Richard. Graphic Communications. USA: Glencoe Macmillan/McGraw-Hill,
1995.
ISBN 0-02-676305-2
Cloghessy,
Florence, John Ritz, and Richard Seymour. Exploring Communication. USA:
Goodheart-Wilcox Co., Inc., 2000. Text ISBN 1-56637-678-5, Student Activity
Manual ISBN 1-56637-679-3, Instructor’s Manual ISBN 1-56637-680-7
Heller,
S. and T. Fernandes. Becoming a Graphic Designer: A Guide to Careers in
Design. USA: Wiley, John and Sons, 1999. ISBN 04712990
Hitchcock,
Peter. Videography: The Guide to Making Videos. Toronto: Peter Hitchcock
Productions Inc. and TV Ontario, 1992. ISBN 0-9696261-0-X
Hone,
Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video.
Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-888996-344-4
Hone,
Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video, Teacher’s
Guide. Toronto: Globe/Modern Curriculum Press, 1992. ISBN 0-888996-281-2
Jensen,
C. and F. Mason. Fundamentals of Engineering Graphics, SI Metric.
Canada: McGraw Hill Ryerson Ltd., 1988. ISBN 0-07-549209-1
Johnson,
Charles. Communication
Systems. USA:
Goodheart-Wilcox Co., Inc., 1992.
ISBN 0-87006-961-6
Karsnitz,
John. Graphic Arts Technology. USA: Delmar Publishers Inc., 1984. ISBN
0-8273-1828-6
Katz,
Steven. Film Directing – Shot by Shot. USA: Michael Wiese Productions,
2000.
ISBN 0-941188-10-8
Kyker,
Keith and Christopher Curchy. Television Production: A Classroom Approach.
USA: Libraries Unlimited, 1993. ISBN 1-56308-101-6
Millerson,
Gerald. Video Camera
Techniques. London: Focal Press, 1994
Purst,
Zeke. Graphic Communication, The Printed Image. USA: Goodheart-Wilcox
Co., Inc., 1989. ISBN 0-87006-961-6
Sanders,
M. Communication Technology - Today and Tomorrow. USA:
Glencoe/McGraw-Hill, 1984. ISBN 0-02-677110-1
Stanaway,
Jim. A Beginner’s Guide to Video Communications. Chicago: NTC
Publishing, 1997.
ISBN 0-8442-5998-5
Thode,
T. Technology. USA: Delmar Publishers Inc., 1994. ISBN 0-8273-5098-8
Utz,
Peter. Recording Great Audio. USA: Quantum Publishing, Inc. 1989. ISBN 0-930633-15-6
Utz,
Peter. Today’s Video, Equipment, Setup and Production. USA:
Prentice-Hall, 1992.
ISBN 0-13925033-6
Vineyard,
Jeremy. Setting Up Your Shots. USA: Michael Wiese Productions, 2000.
ISBN 0-941188-74-4
Ward,
Peter. Basic Betacam Camera work. London: Focal Press, 1994.
Wiese,
Michael. The Independent Film & Videomaker’s Guide. USA: Michael
Wiese Productions, 2000.
ISBN 0-941188-57-4
Wurtzel,
Alan. Television Production. Toronto: McGraw-Hill, 1989.
Zettl,
Herbert. Video Basics. Toronto: Nelson Canada, 1995.
Computer
Arts. London:
Digital
Imaging. New York:
Cygnus Publishing.
Digital
Video. USA: Miller
Feeman Publications.
New
Media.pro. Toronto:
Southam Inc.
Video
Systems. USA:
Interac/Primedia Publication.
VideoMaker. USA: VideoMaker Inc.
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.
Adobe
Photoshop website http://www.adobe.com
Contains information about Adobe Photoshop
Computer
Arts Magazine Online www.computerarts.co.uk
Graphic and electronic tips, techniques, and tutorials
Corel
Corporation website http://www.corel.com/index.htm
Contains information about CorelDraw
Desktop
publishing http://www.desktoppublishing.com/linkus.html
Desktop publishing
Digital
Imaging Magazine http://www.digitalimagingmag.com
A good source of digital video/editing online articles, links to user groups,
and equipment information.
Digital
Video Magazine http://www.dv.com
A good source of digital video/editing online articles, links to user groups,
and equipment information.
Graphic
Arts Technical Foundation http://www.gatf.org
Contains educational information on the graphic arts and helpful links to
graphic utilities.
Graphic
Designers’ Paradise http://desktoppublishing.com/design.html
Contains information and advice for graphic designers.
New
Media.pro Magazine http://www.newmediapromagazine.com
A good Canadian source of digital video/editing online articles, links to user
groups, and equipment information.
Video
Systems Magazine http://www.videosystems.com
A good source of video/editing online articles, links to user groups, and
equipment information.
Videomaker Magazine http://www.videomaker.com
A good source of video/editing online articles, links to user groups, and
equipment information.
Videonics
Systems http://www.videonics.com
Articles on video/editing, links to user groups, industry information, and
equipment information.
Basic
Shooting. USA: Videomaker,
Inc., 1994. 42 minutes.
Commercial
Mania: Highlights from the Weirdest, Wackiest, Wildest Commercials of the 50’s
and 60’s. California:
Rhino Video, 1987. 30 minutes. RNVD 902
Video
Editing. USA:
Videomaker, Inc., 1994. 47 minutes.
Videography:
The Guide to Making Videos. Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. Eight
30-minute videos.
Ontario
Curriculum Centre http://www.curriculum.org
Ministry-approved resources, course profiles, and links to other educational
sites.
Educational
Computing Organization of Ontario (ECOO) http://www.ecoo.org/
Resources for teachers and links to other educational sites.
Education
Network of Ontario (ENO) http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites.
Media
Awareness Network http://www.media-awareness.ca/
Practical support for teaching media in the classroom with links to other sites
Ontario
Ministry of Education http://www.edu.gov.on.ca/
Ministry site with up-to-date information and useful links.
School
Net http://www.schoolnet.ca/
Learning resources, programs, and links to other educational sites.
Technology
Educators of Ontario (TEO) http://www.octe.on.ca/
Learning resources, programs, and links to other educational sites.
TV
Ontario (Educational Programming & Services) http:/www2.tvo.org/eduprog/
Learning resources, programs, and links to other educational sites.
TV
Ontario (Edulinks) http:/www2.tvo.org/edulinks/
Technological Education page with lesson plans and other resources to meet
curriculum expectations using Internet-based resources. Links to other
educational sites.
TV
Ontario (Pdonline) http://www.tvo.org/pdonline/
Professional development for teachers online with links to other useful
educational sites.
TV
Ontario (OESS) http://www.tvo.org/oess/
Ontario Education Software Service – Ministry-licensed educational software.
YTV
(InClass) http://inclass.ytv.com/
Media-related teacher resources and links to other sites.
Women in
Trades & Technology Network http://www.wittnn.com/
An education and advocacy organization dedicated to promoting and assisting in
the recruitment, training, and retention of women in trades and technology.
Useful links to other sites.
Grade 12 Communications Technology,
College/University Preparation is designated as a Technological Education, Part
A, Broad-Based Technology program. The philosophy that underlies the teaching
of broad-based technology is that students learn best by doing. University/College
Preparation courses are designed to equip students with the knowledge and
skills they require to meet the requirements for admission to college and
university programs. (See Ontario Curriculum, Grades 9 to 12: Program
Planning and Assessment, 2000 for a description of the different types of
secondary school courses).
Ontario
secondary school graduates are expected to be technologically literate as
stated in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma
Requirements, 1999. They should be able to understand and apply
technological concepts, use computers in various applications and analyse the
implications of a wide range of technologies for individuals and society.
To ensure
that all students in the province have equal opportunity to achieve their full
potential, the education system must be free from discrimination and provide
all students with a safe and secure environment so that they can participate
fully and responsibly in the educational experience. Schools are also required
to adopt measures to provide a safe environment for learning that is free from
harassment of all types, violence and expressions of hate. Anti-discrimination
education, equity/social justice issues, conflict resolution/violence
prevention, community partnerships and faith development are addressed in the
course. These support the Ontario Secondary School board policies as well as
the Ontario Catholic School Graduate Expectations. For more information,
consult Section 7.13 Anti-discrimination Education of the OSS document.
Career
exploration is a component of all units and is aligned with Choices Into
Action: Guidance and Career Education Program Policy for Elementary and
Secondary Schools, 1999. Students have a broad range of career exploration
opportunities.
Coded
Expectations, Communications Technology, Grade 12, University/College
Preparation, TGJ4M
TFV.01 · apply the design process to
develop solutions, products, processes, or services in response to complex challenges
or problems in electronic, live, recorded, or graphic communications;
TFV.02 · describe the processes used to
plan an independent project in communications technology;
TFV.03 · explain how to maximize the
performance of electronic, live, recorded, or graphic communications systems;
TFV.04 · describe the different industry
standards that apply to electronic, live, recorded, or graphic communications;
TFV.05 · describe the different forms of
current communications systems and how they interface with one another.
The
Design Process
TF1.01 – explain how a human need or want
can be met through a new or improved product;
TF1.02 – apply the following steps of the
design process to solve a variety of complex communications technology
challenges or problems:
q identify what has to be accomplished (the
problem);
q gather and record information, and establish a
plan of procedures;
q brainstorm a list of as many solutions as
possible;
q identify the resources required for each
suggested solution, and compare each solution to the design criteria, refining
and modifying it as required;
q evaluate the solutions (e.g., by testing,
modelling, and documenting results) and choose the best one;
q produce a drawing, model, or prototype of the
best solution;
q evaluate the prototype and what is required to
produce it;
q communicate the solution, using one or more of
the following: final drawings, technical reports, electronic presentations,
flow charts, storyboards, mock-ups, prototypes, and so on;
q obtain feedback on the final solution and
repeat the design process if necessary to refine or improve the solution.
Components,
Systems, and Processes
TF2.01 – analyse colour theory and
industry standards for colour manipulation and representation;
TF2.02 – demonstrate a working knowledge
of signal conversion, amplification, and processing;
TF2.03 – research and describe the
equipment and techniques used in the communications industry and in
postsecondary programs;
TF2.04 – describe the roles of individuals
within a communications system or process;
TF2.05 – describe the use of
state-of-the-art technology (e.g., microwaves; fibre optics; wireless, streamed
net casting, digital audio, and infrared communications systems).
Standards
TF3.01 – identify the purpose of industry
formats in electronic, live, recorded, or graphic communications systems;
TF3.02 – describe the current guidelines,
conventions, and rules used in communications design and production.
SPV.01 · design and plan solutions to
problems both individually and as members of a team;
SPV.02 · select and safely use the
appropriate technologies and resources to solve problems in electronic, live,
recorded, or graphic communications technology;
SPV.03 · organize and maintain complex
communications systems;
SPV.04 · use industry-recognized standards
and formats when developing and recording solutions to problems;
SPV.05 · use mathematics and language
skills and apply scientific principles to design and set up communications
systems and production processes for electronic, live, recorded, or graphic
communications projects.
Organizational
Skills
SP1.01 – analyse and demonstrate the
interpersonal and group skills required to work as part of a team;
SP1.02 – develop a production plan for a
project from its conception to its completion;
SP1.03 – apply time management skills,
including the use of software scheduling and project management software, to
meet deadlines when solving problems.
Production
Skills
SP2.01 – operate and control devices
effectively in communications technology projects;
SP2.02 – use industry standard specific
gauges and meters to monitor, test, and modify project requirements;
SP2.03 – integrate various current communications
technologies in their solutions;
SP2.04 – select appropriate computer
software and production techniques to complete projects;
SP2.05 – connect digital and analog
systems to process signals;
SP2.06 – troubleshoot components of
communications systems;
SP2.07 – set up and operate the components
and systems required to create and modify environments for communications
productions (e.g., a live production studio, desktop publishing configurations,
websites, test labs).
Documentation
and Standards
SP3.01 – develop a personal portfolio to
use to document skills in communications technology;
SP3.02 – use software programs to document
the project planning and production process;
SP3.03 – use appropriate graphics formats
in pre-production documents and drawings.
Interdisciplinary
Applications
SP4.01 – select appropriate formulas to
solve mathematical problems in production and post-production work (e.g.,
calculating resistance related to wire size when transmitting signals);
SP4.02 – develop the technical vocabulary
used in electronic, live, recorded, or graphic communications;
SP4.03 – apply scientific principles
related to light, colour, magnetism, and electricity.
ICV.01 · demonstrate an ability to make informed decisions
related to the social, environmental, and economic consequences and impacts of
the communications technology sector;
ICV.02 · implement safe work practices when
performing communications technology tasks;
ICV.03 · identify the role of health and safety
legislation in schools and in the communications sector;
ICV.04 · describe postsecondary programs
associated with the communications technology sector and evaluate the
appropriateness of the programs to their career plans.
Impacts
IC1.01 – identify potential consequences
of specific communications technology activities for the individual and for
society, and formulate potential alternatives to minimize harmful consequences
(e.g., by assessing the effect of innovations in the transmission and reception
of long-distance communications signals);
IC1.02 – describe the negative impacts of
communications technology activities on the environment and identify a variety
of materials, processes, and waste management methods to reduce them;
IC1.03 – explain the economic impact of
the communications technology sector for the local community, the province, and
the nation.
Safety
and Legislation
IC2.01 – use safe work practices and model
the most appropriate ways of accomplishing specific operations;
IC2.02 – develop and conduct safety audits
and inspections of the school communications technology facility and implement
a plan to address any deficiencies;
IC2.03 – develop an effective emergency
action plan for the school communications technology facility;
IC2.04 – analyse the Occupational Health
and Safety Act (OHSA) and implement the parts of it that relate specifically to
the school communications technology facility;
IC2.05 – identify the issues addressed in
the Workplace Hazardous Materials Information System (WHMIS).
Education,
Training, and Career Opportunities
IC3.01 – demonstrate a knowledge of career
activities within the communications technology sector, including those in
creative occupations, management positions, and skilled trades;
IC3.02 – demonstrate an understanding of
their own strengths and limitations in preparation for careers in the
communications technology sector;
IC3.03 – investigate the opportunities for
self-employment in the communications sector and the education and skills that
would be required;
IC3.04 – complete electronic portfolios
that include their career and education plans;
IC3.05 – identify the entry requirements
to guilds and associations in the communications technology sector.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.