Course Profile
Introduction to Information Technology in Business
Grade 9 or 10 open, Catholic
Unit 1
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Acknowledgements
Toronto Catholic District School Board Writing
Team – Introduction to Information Technology in Business
Lead Board
Toronto
Catholic District School Board
Laila
Sisca, Project Manager
Course Profile Writing Team
Grant
Evers, Lead Writer, TCDSB
Alice
Bhyat, TCDSB
Vicky
Brady, TCDSB
Marian
Keaney, TCDSB
Frank
Piddisi, TCDSB
Layout
Vicky
Brady, TCDSB
Internal Reviewers
Angela
Iacovino
Gina
Marrello
Sandra
Motta
Frank
Sacchetti
Unit #1: E-Business: Transforming Communities Using Information Technology
Activity 1˝Activity 2˝Activity
3˝Activity 4˝Activity
5˝Activity 6
Time: 18.75 Hours
Unit
Developer(s):
Toronto
Catholic District School Board
Development
Date: February, 1999
Unit Description
In this unit students will develop comprehension
in several key areas of IT as they relate to electronic business and commerce.
Students will learn key terminology, desktop and information management
techniques and will demonstrate an understanding of computer architecture,
system design and infrastructure. Students will be introduced to the Internet
as a research tool. By exploring contemporary issues (e.g., ergonomics, health
and safety, security) students will appreciate the impact that the electronic
culture has on the quality of life and work.
Strands and Expectations
Ontario
Catholic Graduate Expectations: CGE3C, 4A, 4B, 4C,
4F, 4G, 5B, 5E, 5G, 7A, 7B, 7F, 7I, 7J
Strand(s):
Information Management; Electronic Communication; Electronic
Research and Ethical Issues
Overall
Expectations: IMV.01X,
.02X, .03X, .04X; ECV.03X
Specific
Expectations: IM1.01X,
.02X, .03X; IM2.01X, .02X, .03X, .04X, .05X; IM3.01X, .02X, .03X, .04X, .05X;
IM4.01X, .02X, .04X, .05X; EC2.03X, EC3.01X, EE2.01X
Activity Titles (Time and
Sequence)
|
Activity 1 |
Introduction to the Classroom Workspace |
75 minutes |
|
Activity 2 |
Information Technology in Business |
300 minutes |
|
Activity 3 |
Accessing the World Wide Web |
150 minutes |
|
Activity 4 |
Hardware |
225 minutes |
|
Activity 5 |
System Software |
150 minutes |
|
Activity 6 |
Desktop and Information Management |
225 minutes |
Unit Planning Notes
• This unit requires that
the teacher understands the computer infrastructure of the classroom, school
and school board. In order to ensure that activities are authentic, the
contents of this unit should be adapted to the hardware and operating system
that are available locally.
• The school
Acceptable Use Policy will be introduced during this unit. The teacher will
determine the most appropriate time (consider Activity 1, 3 or 4)
Prior Knowledge
No prior knowledge of business or computers is
assumed.
Teaching/Learning Strategies
• This unit will provide students with
opportunities to collect data and information and then
examine them to generate conclusions.
• Teachers may want to use case studies and
discovery activities in small group settings.
• It is suggested that presentation of
analogies be used to help develop understanding of some of
the hardware and software concepts (e.g.
CPU is like the “brain” of the computer system).
Students may be encouraged to extrapolate
analogies of their own.
• It may be useful to provide students with a
diagnostics survey to determine their initial skill level
for the purpose of guiding further
delivery of this course.
• Lab exercises will be used to support the
objective of "learning by doing".
Assessment/Evaluation
Diagnostic
• Skills survey
Formative
• Technical Journal
• Terminology Quizzes
• Case Study Assignment
• Lab Exercises
• Observational Checklist
Summative
• Unit Test
Video
“Cybernation”
- Programs 1-10; 30 minutes each. Series designed to introduce students to
emerging technologies. TCDSB
Professional Library
“Day
of Reckoning” – 45 minutes. Program examines the future where computer will be
our essential companion. TCDSB
Professional Library
Activity #1: Introduction to the Classroom Workspace
Time:
75 minutes
Description
Using a guided introductory activity, students
will explore the computers in the classroom. By having an opportunity to
approach the computers and experiment with user-friendly software, students
will begin to develop a comfort level with the equipment in the room. In
addition, interaction with other members of the class will provide them with an
opportunity for community building within a collaborative Information
Technology environment.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations
Students
will:
• think
reflectively and creatively to evaluate situations and solve problems
• demonstrate
a confident and positive sense of self and respect for the dignity and welfare
of others
• respect
the environment and use resources wisely
• take
initiative and demonstrate Christian leadership
• demonstrate
flexibility and adaptability
Strands: Information
Management, Electronic Communication
Overall Expectations
At
the end of this course, students will:
• demonstrate
an understanding of the information technology terms used in business
(IMV.01X) D
Specific Expectations
Students
will:
• define
key information technology terms (e.g., Internet, Intranet, Extranet,
infrastructure, syntax, work
environment) (IM1.01X) D
• explain
the concept of information technology (IM1.02X)
• demonstrate
appropriate interpersonal skills when interacting with colleagues and peers in
an information technology work
environment (IM3.05X) D
Planning Notes
• It will be necessary for the teacher to
determine what user-friendly software is available in the school and determine the quickest way for
students to “login” and access the software.
• The glossary that students begin in this
activity will later be converted to an electronic format.
Prior Knowledge Required
No prior knowledge is required.
Teaching /Learning
Strategies
1. Organize students into small groups of 3 or
4. Explain to them that they will be doing an individual
activity at the computers and then will be returning to their groups to review
their answers with each other.
2. Distribute the question sheet (see Appendix
V) to the students and reassure them that answers will be taken up at the end of the activity.
3. Have students run pre-loaded software.
Encourage them to help each other with difficulties and give them enough time to explore the software and think about
and take notes on the assigned questions.
Observe students not only for skill level, but for general behaviour with
equipment and with each other. Take
special note of students’ reactions to both hardware and software problems. After approximately 20 minutes
have students join their group members to continue answering the questions.
4. Follow-up: Take up question sheets and have
students begin to develop a glossary for the course. Provide some guidelines for format to make it convenient for
students to continue to add to the glossary
as the course progresses (see Appendix III). Use some of the information
collected during this discussion to
develop collaborative Class Guidelines. Use this information to make signs to post in the classroom. Students
who are more familiar with the available software may be encouraged to make creative signs to post
in the classroom.
5. Introduce the school’s Acceptable Use Policy
(AUP). Explain its key features and allow students
to comment on its purpose. Emphasize that a policy such as this is in place not
only to protect equipment and
software, but to maintain security and privacy for all members of the networked community.
Assessment/Evaluation
Formative
• Individual
Student Observation (IM3.05X)
• Small
group observation (IM3.05X)
• Quiz
(MIV.01X; IM1.01X)
• Students who have computer
knowledge/experience can act as peer helpers to those who are less familiar with computers
• For further strategies see Accommodations in Unit Organization.
Manufacturers’ hardware manuals
Department/school policies re: computer labs,
re-cycling, general safety
Heide, Ann and Henderson, Dale. The
Technological Classroom: A Blueprint for Success. Toronto: Irwin
Publishing, 1994.
See Appendices III and V
Activity #2: Information Technology in Business
Time:
300 minutes
Description
Students will develop an understanding of the
contemporary work environment and how it has changed with the introduction of IT.
The use of videotapes, follow-up class discussions and case studies will
provide students with opportunities to enhance and reinforce learning.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations
Students
will:
• think
reflectively and creatively to evaluate new ideas in light of the common good
• demonstrate
a confident and positive sense of self
• apply
effective communication, decision-making, problem-solving, time and resource management
skills
• think
critically about the meaning and purpose of work
Strands: Information
Management, Electronic Communication
Overall Expectations
At
the end of this course, students will:
• demonstrate
an understanding of the information technology terms used in business (IMV.01X)
Specific Expectations
Students
will:
• describe
ways in which changes in information technology have had a positive and/or negative
impact on business, working conditions, and other aspects of people’s lives
(e.g., access
to information, the global economy, violence, racial issues, harassment, employment (EC3.L01X) D
• define
key information technology terms (e.g., Internet, Intranet, Extranet,
infrastructure, syntax, work
environment) (IMI.01X) D
• explain
the concept of information technology (IMI.02X) D
• explain
information technology health and safety issues (e.g., musculoskeletal
injuries,
eye strain, radiation from
monitors) (IM3.02X) D
• describe
the importance of security systems (e.g., passwords, encryption, log-in) in
stand
alone, LAN, and WAN
environments (IM3.04X)
• demonstrate
understanding of the importance of managing an ergonomically correct
work environment (IM3.01X) D
• demonstrate
appropriate interpersonal skills when interacting with colleagues and peers in
an information technology work
environment (e.g., keeping passwords confidential,
respecting privacy of
information) (IM3.05X) D
Planning Notes
• Select a video or other resource to help illustrate
the following concepts: e-business/e-commerce;
information
technology (IT); data vs. information; flow of information in business;
process-oriented
business; ergonomics.
• Consider collaborating with your Student
Services or Co-operative Education departments to
organize a job-shadowing experience or
“Take Your Child to Work Day”.
• If appropriate consider moving Activity 4
#7 and #8 into this activity.
Prior Knowledge Required
No prior knowledge required.
Teaching /Learning
Strategies
1. Show a video which presents the contemporary
workplace. The use of a question sheet is
recommended.
2. Follow up with a discussion or Socratic
lesson to address the concepts and terms listed in planning
notes.
3. With the class, develop a list of questions
that could be asked of an individual who works in an IT
environment. (This activity may be
integrated with the students’ experiences from a “Take Your
Child to Work Day” or job shadowing
program). The questions should provide information about
the flow of information, type of
information, number of jobs, security systems, ergonomics, and
the way tasks are performed. A discussion
may ensue about the quality of life and the “Priority of
Labour” principle.
4. Pair students to interview the individual and
report back to the class using a “presentation tool”
with which they are most comfortable
(e.g., board display, handout, overhead). The teacher may
videotape students’ presentations. This
video will be used for comparative purposes at the end of
the course to illustrate how IT tools have
increased productivity.
5. Using a keyboarding tool (e.g., All the Right
Type) demonstrate appropriate techniques for
keyboarding and allow students time to
practise. Next, discuss how ergonomics can impact on
productivity and supports a positive
working environment. Provide students with diagrams to
reinforce technique and posture.
6. Build in practise time as a warm up activity
during the remainder of this unit. Using the software
tool of choice, show students how they can
build on their skill level by selecting more challenging
drills. Provide them with a checklist to
monitor their skill level.
Assessment/Evaluation
Formative
• Interview Presentation (IMV.01X, IM1.01X,
EC3.01X)
• Student Observation (IM3.01X, 05X)
• Checklist for Keyboarding Techniques
(IM3.01X)
• Quiz (IMV.01X; IM1.01X, 02X,; IM3.02X;
EC3.01X)
Accommodations
• Provide specific tutorials for those
students who experience difficulty in developing their
keyboarding skills
• A program
such as “All the Right Type” may be used for self-paced learning
• For further strategies see Accommodations in Unit Organization.
Video
“Venture: Technology and Change”; CBC
TCDSB Professional Library
Internet
BPW & ASSOCIATES - This site provides an
overview of the major changes impacting businesses today including
technological, global, socio-cultural and structural changes in the
marketplace.
http://www.strategis.ic.gc.ca/SSG/mi06363e.html
Print
Labour Behind the Label Coalition, Wear Fair
Action Kit, Toronto, (tel.) 416-532-8584
(fax) 416-532-7688, 1997.
Brand, M. et. al., Success in the Workplace.
2nd ed., Toronto: Copp Clark Pitman, 1996.
Nef, Jorge et. al. Ethics and Technology.,
Toronto: Wall & Thompson, 1989
TVOntario, Independent Learning Center, Information
Processing, 20 Videotapes on the subject of Information Technology in
Business. Contact TVO for most recent productions.
Activity #3: Accessing the World Wide Web
Time:
150 Minutes
This activity has two distinct parts. In the
first part the teacher demonstrates how to do a very basic search using a
search engine. Students will learn how to access their school’s default browser
and its homepage and then students are asked to find a Canadian newspaper site
in order to report on the day’s headline. The purpose of the forward, backward,
stop and home buttons will be explained. In the second part students will
complete a guided exercise on IT careers to help them get a feel for how they
might use the Web for school and personal use. Students will key in addresses
supplied by the teacher, go to those sites and use them to collect information.
Ontario Catholic Graduate Expectations:
Students
will:
• apply
effective communication, decision-making, problem-solving, time and resource
management skills
• demonstrate
flexibility and adaptability
• think
critically about the purpose and meaning of work
Strands: Information
Management, Electronic research and Ethical Issues, Career Opportunities
Overall Expectations:
At
the end of this course, students will:
• describe
the career opportunities related to information technology (COV.01X)D
• use
a variety of electronic media to find relevant information( EEV.01X) D
• demonstrate
an understanding of the information technology terms used in business
(IMV.01X) D
Specific Expectations:
Students
will:
• define
key information technology terms (e.g., Internet, Intranet, Extranet,
infrastructure, syntax, work environment) (IM1.01X)
• use
current Information technology terminology appropriately (IM1.03X) D
• describe
the function of search engines (EE1.02X) D
• identify
occupations that require an understanding of information technology (CO1.01X) D
Planning Notes
• The availability of World Wide Web sites
should always be checked out just prior to the class as
addresses change, are frequently deleted
or may be down for maintenance. To smooth the delivery
of this first web experience, teachers may wish to change the default homepage
to a
search engine address.
• If appropriate consider moving Activity 4,
#7 and #8 into this activity.
No prior knowledge required.
Teaching/Learning Strategies
1. Ask the entire class to identify as many
information technology jobs as they can. Make a list of
them on the blackboard. Tell them that by
the end of this activity they should be able to
supplement their knowledge of IT positions
by using the World Wide Web to collect
information. Check to see if anybody knows
what a browser or a search engine is. If they do,
work with them on their definitions; if
they don’t give them the definitions for their glossaries.
2. Demonstrate how to access the World Wide Web
using the facilities at your school. Ask one
student what his/her hobby is and search
for sites related to it. In the process of doing this show
them how to click on a hyperlink, and the
forward, backward, home, and stop buttons. Discuss
why you might use each one.
3. Students then access the web and are
instructed to find the newspaper sites of our major Ontario newspapers. Ask them to record the
headline from each newspaper site that they locate. (If some
students want to do this with
each other, let them do so).
4. Call their attention back to a demonstration
where you show them how to enter a known address
directly.
5. Distribute a guided exercise on IT careers.
For example, first have them visit the Globe and Mail
Technology site at http://globetechnology.com.
Once there, they should link to the Tech
Careers.
Next, have them select one of the articles from either the Two-Minute Manager,
Job
Hunt Central, Workplace Harmony, Workplace
and the Law, Schools and Training or The Wired
Workplace. Instruct them to print the
article for later reading and to include it in their notebook
Next, have them click on Search Jobs and
then on the newJOBS hyperlink. Make
sure they
notice how many jobs are available and the
differing job titles and functions. Have them click on
a particular job to find out its
description and requisite skills. Have them go back to the long list
using the back button and find the
description and skills necessary for four or five jobs of interest
They can print job descriptions to hand in
or place in their notebooks so that the whole class has
material to debrief on this exercise.
Next, have them visit the Toronto Catholic District School
Board Business Site (see General
Resources). If they click on the link to Careers
they will find a
number
of government sponsored career sites with statistical career information which
can be
referenced
for future use. Have students click on the Occupational
& Career Development site,
then English,
then Career Word Game and then have
them play a few rounds of career hangman
to end this activity.
6. Wrap up this lesson by collecting or checking
off the information which they were able to
retrieve and review new terminology with
them. Remind them that they will be asked to use the
web on a regular basis to access
information or to do research.
Formative:
• teacher observation (IMV.01X)
• lab exercise (CO1.01X, EEV.01X )
• wrap up (IM1.03X, EE1.02X, COV.01X)
• Personal teacher demonstrations as required
• ESL students could be paired with non-ESL
students; peer helpers could be deployed in the class
• For further strategies see Accommodations in Unit Organization.
Resources
Internet
THE OTTAWA CITIZEN
http://www.ottawacitizen.com/
THE KINGSTON WHIG STANDARD
http://www.kingstonwhigstandard.com/
THE LONDON FREE PRESS
http://www.lfpress.com/
THE GLOBE AND MAIL
http://www.globeandmail.com/
THE TORONTO CATHOLIC DISTRICT SCHOOL BOARD
BUSINESS STUDIES WEB SITE
http://www.tcdsb.on.ca/external/departments/business/index.html
HUMAN RESOURCES DEVELOPMENT CANADA - Career Game
site.
http://www.hrdc‑drhc.gc.ca/hrib/hrp‑prh/pi‑ip/career‑carriere/hangman/hang.shtml
GLOBETECHNOLOGY.COM – The Globe and Mail
technology site.
http://www.globetechnology.com
TECHNOLOGY CAREERS – The Globe and Mail
technology career site.
http://www.globetechnology/summary/TechCareer.html
Activity #4: Hardware
Time: 225 Minutes
Description
This activity will expand on the knowledge that
students started to acquire in Activity 1. Students will be provided with
opportunities to learn the internal and external parts of a computer
workstation and how the workstation fits into the school and Board networking
environment.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations
Students
will:
• demonstrate
a confident and positive sense of self
• apply
effective communication, decision-making, problem-solving, time and resource management
skills
• think
critically about the meaning and purpose of work
Strand(s): Information
Management, Electronic Research and Ethical Issues
Overall Expectations
At
the end of this course, students will:
• demonstrate
an understanding of the information technology terms used in business (IMV.01X)
• explain
the key infrastructures relevant to information technology (IMV.02X) D
Specific Expectations
Students will:
• define
key information technology terms (e.g., Internet, Intranet, Extranet,
infrastructure, syntax, work
environment) (IM1.01X) D
• use
current information technology appropriately (IM1.03X) D
• explain
the hardware components of a computer workstation (IM2.01X) D
• explain
the use of a variety of peripheral devices (e.g., printers, scanners, video and
digital cameras) (IM2.03X) D
• differentiate
between stand-alone systems and networked environments (IM2.04X) D
• describe
the environments to which stand-alone systems and networks are best suited
(e.g., home office, school,
multinational company) (IM2.05X) D
• explain
how a stand-alone computer is connected to the Internet (EE2.01X) D
• explain
the importance of keeping information secure and confidential (IM3.03X) D
• describe
the importance of security systems (e.g., passwords, encryption, log-in) in
stand- alone, LAN, and
WAN environments (IM3.04X) D
• demonstrate
appropriate interpersonal skills when interacting with colleagues and peers in
an information technology work
environment (e.g., keeping passwords confidential, respecting
privacy of information) (IM3.05X) D
Planning Notes
• Prepare a schematic of a computer system
that illustrates input, processing and output and identifies the specific devices related to each. Provide space
for students to add examples of a variety
of input and output devices.
• Prepare a schematic to illustrate
networking concepts within the school, Board and the global community. (Refer to available computer
manufacturer’s manual and your school Computer Site Administrator)
• Select one or two computer advertisements
from a newspaper or flyer and understand the features and benefits offered. It is useful to show the students a video
to reinforce these concepts.
• Prepare case studies to be used in the
activity. See Appendix VI for a sample.
• Teaching/Learning strategies #7 and #8 may
be moved to Activity 1 or 3, if appropriate.
Prior Knowledge Required
No prior knowledge is required.
Teaching /Learning
Strategies
1. Distribute the computer system schematic that
you developed for this activity. Help students
understand the external parts and identify
additional input and output devices.
2. Show a video to illustrate and describe the
following computer parts: memory (RAM, ROM);
auxiliary storage media and devices (hard
drive, floppy disk drive, CD ROM drive); central processing unit (types and speeds); peripheral devices. Have
students complete a question sheet
after viewing the video.
3. Present copies of several computer ads. Have
students work in small groups to identify computer parts. Ask students to answer the following questions:
• What
type of processor is advertised for the system?
• What
is the speed of the processor?
• What
auxiliary storage devices are included?
• What
is the size of the RAM on this system?
• What
is the size of the hard drive?
• What
ports does the computer system have?
• What
peripherals are included?
• What
is the size of the screen?
• What
software is included?
4. Take up the questions with the class and
remind students to add new terms to their glossaries.
5. Have students bring in sample flyers and
computer newspapers. Assign case studies (see
Appendix VI) to small groups of students.
Provide them with a sample template for summarizing their recommendations. Allow students an opportunity to present
their case studies and
recommendations to the rest of the class.
Students will submit work to the teacher.
6. Distribute schematics illustrating the Local
Area Network (LAN) and how it connects to the
board’s Wide Area Network (WAN) installed
at your school (see Appendix VII). Provide
analogies to help students understand the concept
of a networked environment (e.g., the human
nervous system). Show students how
computers are connected by cables within the classroom. In
order to demonstrate problem determination
and repair, simulate a number of network and
computer malfunctions (e.g., loose cable,
disconnected mouse). To reinforce these skills, create
random malfunctions in the computer lab
and have students solve the problems.
7. Introduce the concept of different user level
access and rights. As an example, describe the
school’s user hierarchy and extrapolate
from classroom to business. Using a probing question,
have students reflect on how a user
hierarchy respects their privacy and the privacy of others.
(Reinforce the school AUP)
8. Assign students user names and passwords and
instruct them on how to change their passwords
when necessary. Provide them with
guidelines on composing a more secure password.
9. Demonstrate how they can access public
folders on your operating system or network interface.
Emphasize that public folders provide
opportunities to share information with other members on
the network. Provide examples of the type
of information that can be shared (e.g., clipart).
Assessment/Evaluation
• Teacher Observation (IM1.03X; IM2.01X, 03X,
04X, 05X; IM3.03X, 04X; EE2.01X)
• Quiz (IMV.01X, 02X,; IM1.02X; IM2.03X,
IM3.03X)
• Case Study (IM1.03X, IM2.01X, 03X),
Accommodations
• During group activities, ensure that
special needs students are included in a grouping where a
particular student is assigned to assist
them.
• For further strategies see Accommodations in Unit Organization.
Internet
CMP NET THE TECHNOLOGY NETWORK - This site
provides articles about infrastructure and has many links to other sites dealing
with IT.
http://www.networkcomputing.com/918/918ws1.html
CISCO EDUCATION ARCHIVE AND RESOURCES CATALOG -
This site provides help for educators and schools who want to find educational
resources on the Web.
http://sunsite.unc.edu/cisco/cisco-home.html
Print
Robinette, Michelle, Windows 95 for Teachers.
Chicago: IDG Books, 1997.
Benoit, Nicole Windows 95: A Graphics
Environment. Trois-Rivieres, Quebec: Madoc, 1996.
Luperstein, Joan and Christopher Gentle. The
Connected Learning Community Technology Roadmap: A Comprehensive Guide
to Planning and Implementing Computer Technology in K-12 Schools. Microsoft
Corp., 1998.
Video
The Journey Inside,
A useful video from Intel. Visit www.intel.com/education/journey for
information. A teacher’s video accompanies this resource.
Cisco System. Cisco Network Academies
Promotional Video-Clips, 23 minutes, Toronto,
416-216-8126 (fax) 416-216-8099
See Appendices VI and VII
Activity #5: Operating Systems
Time:
150 Minutes
In this activity, students will explore the
function of operating systems. They will learn how to use some of the basic
maintenance tools in the available operating system (e.g. Scandisk, Defrag)
Students will learn what viruses are, their destructive nature and how to use
anti-virus programs to detect and eliminate them. Students will also
investigate ethical security issues.
Ontario Catholic School Graduate
Expectations:
Students
will:
• think
reflectively and creatively to evaluate situations and solve problems
• respect
the environment and use resources wisely
• contribute
to the common good
Strands: Information
Management, Electronic Communications and Electronic Research and
Ethical
Issues
Overall Expectations
At the
end of this course, students will:
• demonstrate
an understanding of the information technology terms used in business
(IMV.01X) D
• manage
an information technology work environment (IMV.02X) D
• demonstrate
an understanding of legal issues relating to electronic communication
(ECV.03X)
Specific Expectations
Students
will:
• explain
how a variety of operating systems work (IM2.02X)D
• describe
the desktop elements and functions of a computer environment (e.g., icons,
menus, toolbars, folders)
(IM4.01X) D
• analyse
potential impact of computer viruses on computer systems and files
(IM4.03X) D
• explain
how anti-virus software applications in a business environment enhance system
security (IM4.05X) D
• Review documentation that pertains to the
computer lab’s operating system and classroom
administrative interface.
• It is suggested that Intel video for
teachers is viewed in advance.
Prior Knowledge Required
No prior knowledge is required
1. Show the Intel video and follow up with a
discussion about operating systems. After students have
seen the video, discuss the general
purpose and function of operating systems. Identify popular
systems and some of their features,
focussing on the specific features of the local operating
system and desktop interface.
2. Demonstrate the multitasking capability of
your operating system. Have students launch multiple
applications and experiment with
minimizing, maximizing and closing windows.
3. Introduce the maintenance tools provided by
your operating system (e.g., ScanDisk, Disk
Defragmenter for Windows 95). Using a
guided activity, have students run some of the system
tools providing them with guidance when
responding to prompts for information. Have them
note the information that is provided to
the user. See below for a sample “Defrag” simulation.
4. Defrag Simulation and Activity
a) Random Storage: Explain to students
that when files are saved on a disk , the information in
the files is stored randomly in
“chunks” or “clusters”. Illustrate this by cutting up several
different coloured sheets (red,
blue, green) of paper into equal sections (to represent the
“chunks”). To illustrate random
storage, throw the papers into the room (the disk) allowing
them to fall in random locations.
b) Discussion: Explain that when the user
(or the teacher in this case) wishes to work on a
document (eg. red) the software will
have to re-combine the parts so that it may display on
the screen. Have students bring all
the document pieces of the red document to the teacher,
then the blue, and then the green.
Ask them what could have been done to assemble the
documents more quickly. They should
conclude that keeping the parts closer together would
speed things up.
c) Introduce Disk Defragmenter: Describe how the process of defragmentation
brings all
pieces of files that belong together
closer together (much like cleaning one’s room or
organizing notes). To illustrate,
scatter the documents once again. This time, after the pieces
have landed, ask the students to
“defrag” the documents (move all coloured pieces so they are
closer together). Once again, ask
students to bring up each document one at a time (first all
reds, then blues and then greens).
d) Conclusion:
Explain how defragmenting a disk will move electronic files so that the parts
are
closer together and this will
improve the speed of a computer system.
e) Activity: Have students run the Disk Defragmenter utility. Describe the
components of
the screen and draw comparisons to
the coloured paper activity.
5. Introduce students to the anti-virus programs
available at your school. Have students use an anti-
virus program to scan a disk and/or hard
drive. Point out some basic features of the software.
Follow up with a discussion about types of
viruses, how they spread, the damage they can cause
and what individuals and organizations can
do to prevent them from spreading.
Assessment/Evaluation
• checklists (IMV.01X, 03X; IM2.02X)
• teacher observation (IMV.02X; IM4.01X, 02X)
• teacher/student conferencing (IMV.03X)
Summative
• teacher prepared tests (IMV.01X, 02X, 03X;
IM2.02X; IM4.03X, 05X)
• For possible strategies see Accommodations in Unit Organization.
Print
Robinette, Michelle. Windows 95 for Teachers.
Chicago: IDG Books, 1997
Microsoft Windows Users Guide 3.1,
Express Micro
Freedman, Alan. The Computer Desktop
Encyclopedia . AMACOM, 1996
Benoit, Nicole Windows 95 A Graphics
Environment. Trois-Rivieres, Quebec: Madoc, 1996
Video
Intel Video for Students: The Journey Inside
(see Activity 4)
“Infologic: MS Windows 95”: 10 programs, 30
minutes each
TCDSB
Professional Library
Activity #6: Desktop and Information Management
Time: 150 - 225 Minutes
In this activity students will learn to manage
and arrange their desktop. They will learn to create folders and keep them
organized in their personal space on the network server.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations
Students
will:
• think
reflectively and creatively to evaluate situations and solve problems
• respect
the environment and use resources wisely
• contribute
to the common good
Strands: Information
Management, Electronic Communications and Electronic Research and
Ethical
Issues
Overall Expectations
At
the end of this course, students will:
• demonstrate an understanding of the information
technology terms used in business
(IMV.01X)D
• manage
an information technology work environment (IMV.03X)D
• electronically
manage personal data and computer files (IMV.04X)D
Specific Expectations
Students
will:
• explain
how a variety of operating systems work (IM2.02X)D
• describe
the desktop elements and functions of a computer environment (e.g., icons,
menus, toolbars, folders)
(IM4.01X)D
• demonstrate
an ability to arrange personal folders in a logical and useful manner that is
easily understood by others
(IM4.02X)D
• differentiate
between stand-alone and networked environments (IM2.04X)D
• Create simple text files and place them in
the available public folders for students to access during
the activity described below. The teacher
may wish to create files which follow a theme (e.g.,
Find Waldo, IT Career theme).
• Depending on the security of the Classroom
Administration Interface, the teacher may want to
consider carrying out this activity in
small groups.
• Investigate the capabilities of your local
desktop interface. Activity design will depend on
students’ access privileges for modifying
their desktops.
No prior knowledge is required.
1. Following teacher instructions, students will
create folders, one personal and one for each course
or other grouping. Have students practise
copying, moving and deleting folders.
2. Following the teacher’s guidelines, students
will copy files into their folders from a public folder,
then
will open, alter and save them. Provide students with some instruction on using
a simple
text editor (e.g., Notepad)
3. During this activity teachers should clarify
the difference between the “desktop” and the
student’s default saving location (or home
directory) on the server.
4. Have students explore other elements of their
desktop and local interface (e.g., StudeNT Vista,
School Vista, RM Connect). Distinguish
between operating system features and interface features.
• Invite a gifted student to act as a lab
assistant during this activity.
• For further strategies see Accommodations in Unit Organization.
Formative
• checklists (IMV.01X)
• teacher student conferencing (IMV.03X)
• quiz (IMV.01X, .03X, .04X; IM2.02X, .04X,
.05X; IM4.01X, .02X)
Internet
CMP NETTHE TECHNOLOGY NETWORK - This site
addresses the importance of information management. (http://www.nwc.com/906/906colgall.html)
Print
Robinette, M. Windows 95 for Teachers,
Chicago: IDG Books, 1997.
Freedman, Alan. The Computer Desktop
Encyclopedia . AMACOM.
Benoit, Nicole Windows 95: A Graphics
Environment. Trois-Rivieres, Quebec: Madoc, 1996
Video
Intel video for students (See Unit 1-15)
Continue
to Unit 2 | Back to Course Profiles main menu