Course Profile
Introduction to Information Technology in Business, Grade 9 or 10 open,
Public
Unit 1
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document
Acknowledgements
Writing Partnership Lead Board: Toronto District School Board
Course Profile Writing Team: Laura Pinto, Toronto District School Board
Avanell Scherer, Hamilton (Writing Team Leader)
Sharon Stephanian, Hamilton-Wentworth District School Board
Internal Reviewers: Cheryl Ende, Hamilton-Wentworth District School Board (ESL)
Sheila Harrington, Hamilton-Wentworth District School Board (Special Education)
Project Team Coordinator: Madeline Dennis, Toronto District School Board
Unit #1, Information Technology Groundwork
Activity 1 | Activity 2
| Activity 3 | Activity 4
Time: 8 hours
Unit Developer(s):
Laura Pinto, Toronto District School Board
Avanell Scherer, Hamilton
Sharon Stephanian, Hamilton-Wentworth District School Board
Development Date: April 1, 1999
Students will create an electronic information technology reference manual of terms, and explain the key infrastructures related to information technology. Through investigation, students will develop an understanding of key information technology infrastructures, explore legal and ethical issues related to technology, understand the importance of ergonomics, navigate through the desktop, and have their data entry skills assessed. Students’ overall performance for this unit will be evaluated using an Assessment Rubric (Unit 1, Appendix J).
Strand(s): Information Management, Software Applications, Electronic Communication, Electronic Research and Ethical Issues, Career Opportunities
Overall Expectations: IMV.01-IMV.04*, SAV.01- SAV.03*, ECV.02-.03*, EEV.01. EEV.03*, COV.02*
Specific Expectations: IM1.01-.03*, IM2.02-.05*, IM3.01*-.05, IM4.01-.03*, SA1.01-.03*, SA2.01-.02*, EC2.01*, EC2.03*, EC3.01*, EC3.03-.05*, EE1.03-.04*, EE3.01-.04*, CO2.01-.05*
|
Activity 1 |
Information Technology Reference Manual and Infrastructure |
8 hours |
|
Activity 2 |
Exploring Legal and Ethical Issues in Information Technology |
3 hours |
|
Activity 3 |
The Ergonomically Correct Workplace |
2 hours |
|
Activity 4 |
Navigating Through The Desktop |
8 hours |
· understanding of Jigsaw/Expert Group, Think/Pair/Square, and Graffiti cooperative learning strategies, brainstorming , teamwork, and conflict management strategies (Course Overview)
· students have basic data entry (Unit 1, Activity 1, Part F), word processing (Unit 2, Activity 1, Part A), database (Unit 2, Activity 1, Part C), and Internet search engine skills (Unit 2, Activity 2). (If students are unable to demonstrate sufficient skills in these areas, teach the required skills first.)
· prepare assessment/evaluation tools so they can be given to students prior to beginning activities
· prepare all handouts and materials for the Ethics Treasure Chest (Unit 1, Appendix E) prior to beginning activities
· have resources, hardware/equipment, supplies, etc. available before beginning activities
· decide on the best way to form groups/partners for a specific activity
· have students prepare their portfolios at the beginning of the course
· all Web sites should be checked in advance to ensure that they are still in operation
· obtain enough copies of Internet Acceptable Use Agreements so there is one per student, and ensure that they are all signed and returned before allowing students to use the Internet
· students may have to access community resources in order to get some of the information required
· obtain enough copies of a map of the school for each student
· receive permission from school administration to have students tour the school
· ensure students understand group presentation skills, brainstorming, cooperative learning (Course Overview) and conflict management strategies (Course Overview)
Note: Strategies specific to a particular activity are provided within the activity.
· brainstorming, cooperative learning, constructing/creating, researching/sharing, student/teacher consultation, assessing, oral/visual/kinesthetic, interactive, reading/comprehension, responding, writing, reflecting, discussing, presenting, exploring
· teacher should keep track of assignments on an ongoing basis so no student falls too far behind
· encourage students to share telephone numbers so students can call each other during non-school time for clarification
· provide exemplars of finished products to ensure students understand what is expected of them
· use the overhead to highlight difficult concepts or vocabulary
· refer to Special Education and ESL Accommodations in Course Overview to assist with modification of activities
· activities in this unit may be linked to English (terminology and meanings, communication tools, research, letter and report writing), history (ethics in historical events and figures), ergonomics in healthy living, and database skills and knowledge of the computer desktop are valuable in any course
· during group activities, teacher should act as a facilitator, moving from group to group
· summative, formative, diagnostic
· self, group, peer, teacher, reflection, checklist, content, process, rubrics, pen and pencil, homework completion
· specific assessment/evaluation techniques are listed in detail with each activity
· resources for specific activity have been listed with that activity
· refer to the Resources section of the Course Overview for additional resources to those listed with each specific activity
Time: 8 hours
Students will create an electronic information technology reference manual of terms and explain the key infrastructures relevant to information technology. Through group investigation, students will explain key information technology infrastructures, and create visuals of hardware components and the infrastructure of a stand-alone environment.
Strands: Information Management, Software Applications, Electronic Communication, Electronic Research and Ethical Issues, Career Opportunities
Overall Expectations: IMV.01-.03*, SAV.02-03*, ECV.02*, EEV.01*, COV.02*
Specific Expectations: IM1.01-.03*, IM2.01-.05*, IM3.01*-05, SA2.01-.02*, EC2.01*, EE1.03*, CO2.01-.05*
· refer to Unit Planning Notes, Unit 1
· ensure students understand group presentation skills, expert group cooperative learning strategies (Course Overview) and conflict management strategies (Course Overview)
· students must have signed their Internet Acceptable Use Agreements
· Part A (ongoing) - if required, teacher allocates time to teach students how to create a database with fields (Unit 2, Activity 1, Part C); determine required terminology (Unit 1, Appendix H); teachers may have students include additional terminology that is used in the teaching of this unit; teachers should encourage individual students to add any terms that they have difficulty understanding or verbalizing
· Part B - the definition for Information Technology is in the Glossary at the end of The Ontario Curriculum, Grades 9 and 10, Business Studies, 1999, p. 26; it is also important that students understand what the term concept means
· Part C - obtain sufficient materials/hardware/supplies for the required workstations; arrange classroom into distinct stations each of which is dedicated to a component of information technology infrastructure or hardware (suggested stations are Computer Hardware, Information Technology and Environments, Operating Systems); each station should have instructions that will guide groups through activities; ensure that at least one station contains an Internet-connected computer; students rotate through workstations as a group; each station should contain only one set of instructions to encourage collaboration among group members; no station should be dependent on another station for information, but students may use information from any station to help complete a product; teacher should act as a facilitator, rotating from station to station; both group process and product should be evaluated
· Part D - ensure there are sufficient sources of information available (e.g., voice mail availability in the school/district/business community where the “expert” partners can go to obtain information); if the class has 24 students, be sure to have 12 communication tool terms, one for each set of partners (additional terms might be newsgroups, pagers, cellular phones, voice activated software, etc.)
· prepare all handouts and evaluation criteria prior to beginning activity
· research outside school environment may be required
· Part E (ongoing) - students should have an individual portfolio or a personal folder, and where permitted, a disk where samples of exemplary work can be stored (Unit 5, Activity 3)
· Part F (ongoing) - be sure to have remedial exercises/software available for students who are unable to input data appropriately
· refer to Prior Knowledge Required, Unit 1
· assess students to determine if they can demonstrate basic database skills (if not, teach database fields and sorting Unit 2, Activity 1, Part C)
· refer to Teaching/Learning Strategies, Unit 1
· teacher should give instructions once and ask students to make sure that everyone in their group knows what to do to ensure readiness for the task
· provide copies of all evaluation criteria prior to beginning activities
· an exemplar of the finished product should be available before students begin to work so they can see what a good example of the finished product looks like
Instructions
Part A (Individual activity)
1. If needed, teach basic database skills (Unit 2, Activity 1, Part C)
2. Create a database of information technology terminology that will include the following identification information: STUDENT’S NAME, REFERENCE MANUAL OF INFORMATION TECHNOLOGY TERMINOLOGY, and fields for Date, Term, Meaning, Application, and Sample .
STUDENT’S NAME
REFERENCE MANUAL
OF INFORMATION TECHNOLOGY TERMINOLOGY
|
Date |
Term |
Meaning |
Application |
Sample |
|
Today’s date |
Internet Acceptable Use Agreement |
A specific set of rules and conditions governing the appropriate use of technology while accessing the Internet |
My parents and I signed my school’s Internet Acceptable Use Agreement agreeing that I would use the Internet at school for educational purposes only. |
1 – Signed IAUA |
Note: This manual is to be updated by the student on a regular basis. Students are encouraged to add additional terms that they may have difficulty remembering or understanding.
3. On a regular basis (daily/weekly), determined by the teacher, students will update their Reference Manual of Information Technology Terminology (Unit 1, Appendix A, Activity 1).
4. After the database is created, students will use the file in an interactive manner. For example, if a student does not remember what an Internet Acceptable Use Agreement is, he/she keys in the term, as a query, and the meaning will appear on the screen.
5. Students will, where applicable, keep hard copy samples, or maintain a file copy on disk, of their work. Samples will be assigned a number that will be entered into the database, and then stored on disk or filed in the student’s portfolio or personal folder for future reference.
Part B (Whole class/individual activity)
1. As a class, brainstorm the meaning of the term information technology. After all ideas have been presented, develop a definition of the term and use it correctly in a sentence. Each student is to add this information to his/her Reference Manual of Information Technology Terminology.
Part C (Small group activity) Information Technology Infrastructure and Hardware Scavenger Hunt
1. Form groups of approximately equal size.
2. Working in groups, students will rotate through the stations, each dedicated to a component of information technology infrastructure or hardware.
3. At each station, instructions will be found to guide students to the next station.
4. After rotating through all the stations, one product package per group will be submitted for evaluation. Each group member must sign the product package to indicate agreement with, and an understanding of, the product.
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Computer
Hardware Station Supplies · 1 sheet of paper with a list of hardware devices (i.e., printer, monitor, keyboard, modem, scanner, floppy disk drive, CD-ROM drive, mouse, microprocessor) · assorted pieces of hardware (actual equipment or photos), each identified by a letter · variety of articles from magazines or the Internet related to hardware · hardware manuals Instructions · Match lists of hardware items to names from the hardware list (Unit 1, Appendix B). · From information in the articles, gather sufficient data to be able to explain each hardware device. · Prepare a visual that includes pictures/drawings and text to explain each term provided at this station (Appendix C). |
Information
Technology and Environments Station Supplies · paper resources including articles and books that include information on stand-alone environments, local area network, and wide area network environments · case studies that explain how businesses use information technology (Unit 1, Appendix B) Instructions · Using the available resources, students will define the terms stand-alone environment, LAN, and WAN. · For each case study, recommend, with supporting details, the most suitable information technology environment (stand-alone, LAN, WAN). |
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Operating
System Station Supplies · Video (TV and VCR) that explain a variety of operating systems (other options are a film, vendor CD-ROM, or another computer hooked to the Internet on which students can search for information on operating systems). Instructions · Group will view the video to gather information on operating systems. · Group will answer the following questions: What is an operating system? What are the functions of an operating system? What are several popular operating systems? Which system you would prefer to use and why? |
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Part D (Partners/whole class/individual activity – time outside school may be required)
1. Students will work with a partner to describe the tools used to communicate electronically in business. Each set of partners will become an expert on one of the following communication tools: fax; e-mail; voice mail; electronic bulletin boards; discussion groups; the Internet; Intranet; Extranet. Students may do their research in or outside the school environment using the Partner Worksheet (Appendix - Generic Forms) as a guide.
2. Each set of partners will teach their classmates about the communication tool they have researched, and provide classmates with a correct meaning and application for each tool.
3. Partners’ presentations will be evaluated by their classmates based on the Oral Presentation Rubric (Appendix - Generic Forms).
4. Individually, students will input the terminology from Parts A, B, C, and D into their Reference Manual of Information Technology Terminology (Unit 1, Appendix A, 1; Appendix B; Appendix H).
Part E (ongoing whole class/individual/teacher conference activity)
1. As a class, develop a list of all the information technology skills (Unit 1, Appendix I) that have been worked on in this activity. From that list, and with student/teacher consultation, each student will determine the information technology skills and competencies that he/she has developed in completing this activity. Students will summarize, electronically, their information skills and competencies to date, and organize and number hard copy samples, or maintain a file copy on disk, of their work that demonstrate these skills and competencies (Unit 1, Appendix A, 2).
2. Students will file the above samples of their work in their portfolios or a personal folder.
3. Students will reflect on their information technology skills and competencies to date to determine their strengths and weaknesses (Appendix - Generic Forms) (Unit 1, Appendix I).
4. From their list of weaknesses, students will develop a plan on how to improve those particular skills and competencies (Appendix - Generic Forms).
Part F
1. Students’ data entry skills will be assessed (Unit 1, Appendix A, 3). Remedial work will be provided by the teacher for those students who require it.
· summative, formative, diagnostic
· self, group, peer, teacher, reflection, checklists, content, process, presentation (visual), pen and pencil
· Terminology Database Checklist (Part C)
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Terminology
Database Checklist ٱ Database correctly formatted ٱ Terminology in database complete ٱ Correct meaning of terms ٱ Correct usage of terms ٱ Sample work correctly numbered and organized |
· content of required number of terms to be entered into their reference manual by the end of this unit (Unit 1, Appendix H)
· Group Process and Evaluation (Part C) (Appendix - Generic Forms)
· Hardware Pictures and Terms - Product Evaluation (Part C) (Unit 1, Appendix B)
· Reflecting on the Team (Part C) (Appendix - Generic Forms)
· Partner Self-Evaluation Sheet (Part D) (Appendix - Generic Forms)
· Oral Presentation Rubric (Appendix - Generic Forms)
· Skills and Competencies Checklist (Part E) (Unit 1, Appendix I)
· Personal Information Technology Growth Reflection Sheet (Part E) (Appendix - Generic Forms)
· Reference Manual of Information Technology Terminology Quiz (Part A-E) (Unit 1, Appendix D)
· Data Entry Skills Rubric (Unit 1, Appendix A)
· Unit 1 Assessment Rubric (Unit 1, Appendix J - Communication)
· refer to Special Education and ESL Accommodations in the Course Overview
· pairing and grouping of students; lists developed by whole class from which an individual student can choose those of relevance to him/her; student/teacher conferencing; worksheets and checklists; modify time lines, activities, quiz; provide list of terminology in advance of activities
· encourage students to review terms in their Reference Manual of Information Technology Terminology as daily homework in order to reinforce the terms, commit them to memory, and practise spelling and oral pronunciation
· limit speaking time in front of the class to one or two minutes to ensure other classmates do not lose interest
· refer to Resources, Course Overview for names and Web sites of magazines, newspapers, videos
· newspapers, software manuals, brochures, periodicals/magazines, video/film/CD-ROM, school library, community library, business community, keyboarding software such as All the Right Type
Internet Web
sites
|
Dictionary:
www.webopedia.com General Terms/Quick
Finder: http://whatis.com www.techweb.com/encyclopedia www.wcsu.ctstateu.edu/~BURRITT001/desktop.htm Glossary/Concepts: http://tdi.uregina.ca/~flash/cs100/index.html My Virtual Reference
Desk: http://www.refdesk.com Pitsco’s Ask an Expert
(research-oriented): http://www.askanexpert.com/askanexpert The Computer Information
Centre: www.compinfo.co.uk/index.htm General Information: http://itrc.uwaterloo.ca/~eng|210e/BookShelf/ Technology Guides: www.techguide.com/home.shtml Infrastructures/Peripheral: www.whatis.com/tourinft.htm |
Operating Systems: www.zdnet.com/pcmag/pctech/content/15/09/tu1509.001.html www.pwc.k1.nf.ca/~wadey/intranet/mcsys1/ Internet-CenterSpan:
www.centerspan.org/tutorial/net.htm Extranet: www.plcom.on.ca/extranet/what.php3 http://home.intranet.ca/newsletter3.html Intranet -CIO
WebBusiness:
www.cio.com/forums/intranet www.intramark.com/resources/pages/sem_1a.html Hardware, WWW, and Terms:
www.rochester.webpoint.com/computer/index.htm Newsgroups: www.hobsonsquare.com/ngintro.htm Brainstorming:
www.cmu.edu/fms/crjitl/brainstorm.html Brainstorming:
www.mindtools.com/brainstm.html Data Security: www.cowan.edu.au/ITDivision/security/password.htm Internet Acceptable Use
Agreements: falcon.jmu.edu/~ramseyil/netpolicy.htm |
· three ongoing activities--Reference Manual of Information Technology Terminology (Unit 1, Appendix A, 1), Information Technology Skills and Competencies (Unit 1, Appendix A, 2), and Data Entry Skills Rubric (Unit 1, Appendix A, 3)
· Information Technology Terminology Checklist
· Case Studies for Information Technology Environment
· Computer Hardware Station Hardware Devices
· Hardware Pictures and Terms Product Evaluation
· Database Competencies Checklist
· Oral Presentation Rubric
· Reference Manual of Information Technology Terminology Quiz
· Unit 1 Assessment Rubric
Time: 3 hours
Students will use a variety of learning strategies to acquire an in-depth understanding of legal and ethical issues that pertain to information technology. Students will begin with an introduction to the concept of ethics and examine two ethical frameworks used to resolve ethical problems. In small groups, students will circulate through four learning stations, applying these concepts to one of four technology-related issues. At each learning station, students will create a page for their Legal-Ethical Booklets that demonstrates their understanding of all four ethical issues.
Strands: Information Management, Electronic Communication, Electronic Research and Ethical Issues
Overall Expectations: IMV.01*, IMV.03, ECV.03*, EEV.01*, EEV.03*
Specific Expectations: IM1.01*, IM1.03*, IM3.03*-.05, EC2.03, EC3.01*, EE1.04*, EE3.01-.04*
· refer to Unit Planning Notes, Unit 1
· at least one day prior to commencing this activity, distribute the Ethics handout and accompanying worksheet (Unit 1, Appendix E); have the students complete Part A in class and assign Part B as a homework assignment
· when homework is due, have sheets of chart paper or a space on the chalkboard for students to anonymously record their difficulties which will then be addressed by the teacher and other students
· prepare Treasure Chest (Unit 1, Appendix E) materials, each representing one of the ethical issues described; create original items, or use the ones provided in Unit 1, Appendix E
· ensure that students are familiar with the Think/Pair/Square and Graffiti cooperative learning strategies (Course Overview) and conflict management strategies (Course Overview)
· further exploration of the topic of ethics may be needed in order to enhance class discussion
· provide copies of all evaluation sheets prior to beginning specific activities
· refer to Prior Knowledge Required, Unit 1; knowledge of Think/Pair/Square and Graffiti cooperative learning strategies (Course Overview)
· individual reading/comprehension, large group discussion, small group research, small group response to questions, Think/Pair/Square and Graffiti cooperative learning, individual written work, Skills and Competencies Checklist
Instructions
1. Prior to the introductory lesson, distribute copies of the Ethics handout below and accompanying worksheet (Unit 1, Appendix E).
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ETHICS What are ethics? A simple definition for
ethics is those rules a person sets for himself or herself about what is right
and wrong. If something is ethical,
it does not always mean that it is legal.
At the same time, legal actions are not always ethical. This is because ethics are subjective --
that means each person's ethics are unique to that individual. For example, Mandeep, who works at Quickie
Convenience Store, may give a carton
of milk to a young mother with a baby who has no money for food. Though Mandeep feels that this action is
right (ethical), it is not legal. The
owner of the store will see Mandeep's action as wrong. Where do ethics come
from? People’s individual
ethics are formed by: Family Influences: People
learn about right and wrong from family members based how their families act,
and from punishments they receive for doing “wrong” things. Peer Influences:
Classmates and friends tend to shape what a person believes is right and
wrong. For example, a person might
think it is okay to shoplift because they see their friends do it all the
time. Past Experiences: People
base their beliefs on things that happened to them in the past. For instance, if a salesperson lies to a
customer in order to make a sale, and then is punished by his/her manager for
lying, he or she might not want to try lying again. On the other hand, if the person makes the sale by telling a
lie, and is rewarded by the manager, the salesperson will think it is good to
lie. Religion: Generally, a
person's religious beliefs will shape what he or she thinks of as right and
wrong. Situations: People
sometimes change their beliefs depending on the situation they are in. For example, Andrea, who works in an
office, thinks stealing is wrong.
Sometimes, she takes home boxes of pens, markers, and masking tape to
give to her nieces and nephews. She
is taking supplies that belong to her employer without asking, which is
stealing. She feels okay stealing
from her employer in this situation, although she would never steal from a
store. Ethical Frameworks An ethical framework is a
system that a person can use to help make a decision when faced with a
problem. Two ethical frameworks
are: deontology and utilitarianism. |
Deontology is when a person makes a decision about an action
based on a set of personal rules of right and wrong. Deontology tells us that people should do
“right” things (being honest), and not do “wrong” things (stealing) for the
sake of following ethical rules. This
can cause problems, if doing the right thing has a negative outcome. For example, if you are honest about the
whereabouts of someone being sought by the police and wrongly accused of a
crime, the effect is that an innocent person will be arrested. Another problem with deontology is that
what one person believes is “right” might be “wrong” to another person. There are no clear rules that all people
agree with. Utilitarianism is when hen a person chooses a behaviour or action
that will result in the greatest good for the greatest number of people
affected by the action. It does not
matter if the actual behaviour is "right" or "wrong,” the
amount of good or harm to others helps make the decision. Utilitarian arguments are based on meeting
a specific goal, and not on following rules of right and wrong. If a person is faced with the decision to
shoplift, a utilitarian argument would say that the person should not
shoplift because it may cause harm to the store owner, the employee, and
other customers. Since a large number
of people might be harmed, the person should not shoplift. Discussion Questions 1.
Answer all the
questions on the worksheet that was given to you with this article. 2.
Form small
groups. Each group will ·
create three original
examples of ethical problems. ·
argue each example
using ( a ) a deontological argument; and ( b ) a utilitarian argument. 3.
Each group will discuss
the story in the reading about Mandeep, the convenience store employee, who
gave a carton of milk to the poor mother.
As a group, they are to decide what a a)
deontologist would say
about Mandeep’s action? b)
utilitarian would say
about Mandeep’s action? 4.
Using the Graffiti
cooperative learning strategy, each group member will record on the paper how
he/she thinks ethics applies to technology.
After every group member has recorded his/her thoughts, the group will
come to a consensus and select an example to prove the point. Share the groups’ final decision with the
class. |
2. Students complete Part A of the worksheet with a partner using the Think/Pair/Square cooperative learning strategy.
3. Have students complete Part B of the worksheet as a homework assignment.
4. On the day the homework is due, have students anonymously record their difficulties (Part B, 1) on chart paper or on the chalkboard. Use the difficulties and the worksheet as a guide to facilitate a class discussion, ensuring students assist each other in understanding the concepts associated with ethics.
5. As a class, take up the remainder of the homework and the Discussion Questions from the reading.
6. Divide the class into four groups. Set up four learning stations each containing a Treasure Chest (Unit 1, Appendix E) with all the required information students need to complete a page of their Legal-Ethical Booklets using the guideline below.
7. Groups will circulate through each of the stations. By the end of the activity, they will have completed a four-page booklet that covers the topics listed below:
ٱ Copyright and Intellectual Property
ٱ Personal Privacy (Passwords, Hacking, Encryption)
ٱ Privacy in the Workplace (Employee E-mail Monitoring)
ٱ Privacy in E-Commerce (Cookies, Use and Distribution of Customer Information)
8. Each group will use the information below to help them complete the research on their specific topic.
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Legal-Ethical Booklet Outline Name of Ethical Issue: Brief Description of Ethical Issue: Laws Pertaining to This Issue: How This Issue Affects You: Example of a Situation: Ethical Argument (Use either Utilitarianism or Deontology to argue. State which argument you used.): Ways to Resolve The Situation |
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Sample Legal-Ethical Booklet Evaluation Criteria Deadline met /5 All headings/questions have been addressed /10 Correct application of laws for each topic /15 Correct application of ethical arguments /15 Total mark /45 |
9. As a class, develop a list of all the information technology skills and competencies that have been worked on in completing this activity (Unit 1, Appendix I).
10. Students will complete Activity 2, Unit 1, Appendix A using Unit 1, Appendix I as a guide.
· formative evaluation for completion of homework Discussion Questions
· teacher-created summative assessment of individually created Legal-Ethical Booklets
· update Reference Manual of Information Technology Terminology (Unit 1, Appendix H)
· diagnostic assessment using the Skills and Competencies Checklist (Unit 1, Appendix I)
· Unit 1 Assessment Rubric, (Unit 1, Appendix J)
· refer to Special Education and ESL Accommodations in the Course Overview
· assemble groups to ensure stronger students are able to assist weaker students
· use the sample outline sheet above to assist students in creating their Legal-Ethical Booklets
· Carroll, Jim and Rick Broadhead. Canadian Internet Handbook. Toronto: Prentice Hall Canada Inc., 1998.
· DeCew, Judith Wagner. In Pursuit of Privacy: Law, Ethics, and the Rise of Technology. Ithaca NY: Cornell, 1997.
· Nef, Jorge and Jokelee Vanderkop and Henry Wiseman. Ethics and Technology. Toronto: Wall & Thompson, 1989.
· Recent issues of Fast Company, PC Computing, PC Magazine, PC World Magazines
|
Internet Web sites Australian Institute of Computer Ethics: http://www.aice.swin.edu.au/ Computer Ethics as a Discipline: http://www.ccsr.cms.dmu.ac.uk/resources/general/discipline The
Ethics Connection, Santa Clara University: http://www.scu.edu/Ethics
Government of Canada, The Privacy Act: http://www.privcom.gc.ca/privacyact1/htm Brochure: Need Help Using the Privacy Act? http://magi.com/~privcan/pubs/needhelp.html Employers, Employees, E-Mail, and the Internet: http://cla.org/RuhBook/chp6.htm Oyen Wiggs Green & Mutala (lawyers), Copyright
FAQ: http://www.patentable.com/copyright_info.html Government of Canada information about intellectual
property: http://strategis.ic.gc.ca/SSG/it00854e.html |
· Worksheet for Ethics Reading
· Treasure Chest Contents
· Information Technology Terminology Checklist
· Skills and Competencies Checklist
· Unit 1Assessment Rubric
Time: 2 hours
Through examination of catalogues, students will demonstrate a knowledge and understanding of ergonomic design. Students will produce a poster that exhibits examples of ergonomically-designed items for the workplace. Following this, small groups of students will use a checklist of criteria to evaluate sections of the school for ergonomic design. Students will prepare a report discussing their findings.
Strands: Information Management, Electronic Communication
Overall Expectations: IMV.01*, IMV.O2*
Specific Expectations: IM1.01*, IMV2.01*, IMV3.01-.02*, EC3.01*
· refer to Unit Planning Notes, Unit 1
· assess students to determine if they can demonstrate basic word processing and Internet search engine skills (if not, teach them the basics from Unit 2, Activity 1, Part A and Unit 2, Activity 2)
· at least one day prior to commencing this activity, distribute the Ergonomics handout and accompanying worksheet (Unit 1, Appendix F)
· have the students complete Part A in class and assign Part B as a homework assignment
· when homework is due, have sheets of chart paper or a space on the chalkboard for students to anonymously record their difficulties which will be subsequently addressed by the teacher and other students
· contact local business supply, fixture, and furniture retailers well in advance of the activity in order to obtain catalogues; check the catalogues beforehand to ensure they contain the ergonomic design items students need in order to complete their projects
· obtain a copy of the school map well in advance, and tour the school yourself before assigning sections (or rooms) to groups for Part B of the activity
· receive permission from school administration to tour the school and ensure that each group has a relatively equal amount of space to cover and similar level of assessment to make
· ensure that adequate supplies are available for students (e.g., Bristol board, scissors, glue, markers)
· ensure that students understand group presentation skills, brainstorming and Think/Pair/Square cooperative learning strategies (Course Overview), and conflict management strategies (Course Overview)
· provide copies of all evaluation sheets prior to beginning specific activities.
· refer to Prior Knowledge Required, Unit 1
· knowledge of brainstorming and Think/Pair/Square cooperative learning strategies
· ability to work in small groups and an understanding of group presentation skills (Oral Presentation Rubric, Appendix - Generic Forms) are essential
· basic word processing skills
· individual reading/comprehension, large group discussion, small group work and research, small group presentations, individual written work, Skills and Competencies Checklist (Unit 1, Appendix I)
Instructions
Part A
1. Prior to the introductory lesson, distribute copies of the Ergonomics handout and accompanying worksheet (Unit 1, Appendix F).
2. Prior to reading the article, students complete, in class, Part A of the worksheet with a partner using the Think/Pair/Square cooperative learning strategy.
3. Students complete Part B of the worksheet as a homework assignment.
4. On the day the homework is due, have students anonymously record their difficulties (Part B, 1) on chart paper or on the board. Use the difficulties and the worksheet as guides to facilitate a class discussion ensuring that students assist each other in understanding the concepts associated with ergonomics.
5. Divide the class into groups of three or four students. Give each group two to three catalogues from business supply/fixture/furniture retailers. By the end of the period, students are to cut out photographs of ergonomically-designed office equipment and furniture. Each group is responsible for the creation of a poster titled An Ergonomically Correct Workplace, comprised of a compilation of the photos they cut out, along with a keyed description underneath each that explains how the item is ergonomically designed. The poster should include a minimum of five pictures chosen from desks, chairs, mice, keyboards, and any other examples they are able to locate. The poster is to be submitted to the teacher for evaluation (Unit 1, Appendix F), then displayed in the learning area.
Part B
1. Distribute copies of the Ergonomic Workplace Checklist and Ergonomic Workplace Worksheet (Unit 1, Appendix F) to the class.
2. Using the same groups from Part A, distribute a map to each group that indicates the section of the school for which each group is responsible. Depending on the size and organization of the school, students may only be responsible for specific rooms such as computer labs, language labs, science labs, library, teacher/department offices, and administrative offices.
3. Groups will tour their section of the school to assess the assigned areas using the checklist created in Part A. Groups may wish to take digital photographs to insert into their reports.
4. Using the results from the tour of the school, each individual prepares (electronically where possible), as a homework assignment, a written report on the group's findings which will be submitted for evaluation. The written report must include the section of the school being described, a description of what was observed, an objective assessment of the observations based on the Ergonomic Workplace Checklist (Unit 1, Appendix F), and suggestions for improvement from the Ergonomics Workplace Worksheet (Unit 1, Appendix F).
5. Individually, students add new terminology to the Reference Manual of Information Technology Terminology (Unit 1, Appendix H).
6. Students will complete ongoing Activity 2, Unit 1, Appendix A using Unit 1, Appendix I as a guide.
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An Introduction to
Ergonomics Ergonomics
is the study of the how the physical health of workers is affected by their
workplace. Studies have shown that
certain things in the workplace (including temperature, lighting, air, and
furniture and equipment design) can affect the speed at which employees work,
workers’ health, and how often they are absent. Ergonomic design means
creating a healthier work area for employees. When
work environments are designed to be ergonomically correct, employees are
happier, healthier, produce more work in a shorter period of time, miss fewer
days, and quit their jobs less frequently.
As a result, businesses can save a lot of money. When
workplaces are not designed ergonomically, they can cause many types of
injuries to employees. The most
common type of injury is musculoskeletal injuries (MSI). MSI happens when a worker performs the
same task over and over, causing stress on nerves, muscles, tendons, or other
body parts. The most frequently
reported MSI in North America is carpal tunnel syndrome (CTS). CTS occurs when a nerve in the wrist is
used over and over with the wrong equipment.
The wrist is then unable to move properly, and the person suffering
cannot input data or hold objects in that hand. CTS is often caused by long
hours of keying at a computer workstation that is not properly adjusted to
the worker's height. Other
illnesses caused by poor ergonomically-designed work areas are eye strain,
headaches, tiredness, allergies, backaches, and poor circulation. Work Environment The temperature of the
workplace should be kept between 15 C and 22 C (62 F and 78 F). Plenty of air circulation (but not drafts
from open windows) is important. This
reduces the amount of dust and bacteria in the air, keeping workers
healthier. Cleanliness is important
because workers can develop allergies from exposure to dust, mold, and other
particles in the air. Lights should
not flicker because this causes eye strain.
The colour of workrooms should be neutral and soft. Pure white, very dark, or shiny surfaces
can cause tiredness. Furniture Chairs should have five
legs for stability. The height of the
seat should be between 37.5 and 52.5 cm (15 and 21 inches) from the floor,
and a firm seat back should allow the elbows to be bent at a 90 angle.
The seat should be padded for comfort, but firm enough to maintain
good posture. A good chair will help
the worker’s back and circulation remain healthy. |
Tables
and desks should provide enough space for workers to do their jobs without
bumping into one another. There
should be enough space under the desk to allow workers to change seating
position to avoid leg injuries. The
edges of tables and desks should be smooth and rounded to avoid
injuries. Also, medium- and
light-coloured surfaces help ease eye strain when reading. Surfaces should have a dull finish to
reduce glare which hurts the eyes. Computer Hardware Monitors
should have flat screens to reduce eye strain. They should be positioned so that the top of the screen is at
eye level, and at a distance of 45 cm
to 60 cm (18 to 24 inches) from the face to reduce stress on the eyes and
neck. Because monitors attract dust,
then send it towards the user's face, they should be cleaned often. Keyboards
should be kept at elbow height and at an angle that causes the fingers to
land on the home row at a 90 elbow
angle. This prevents strain on the
wrists. CTS occurs when these things
are not adjusted properly. Discussion Questions 1. Define the
terms ergonomics, musculoskeletal injuries, and carpal tunnel syndrome. 2. What types
of office equipment can be made ergonomically correct? 3. What are
the benefits to employers of making a workplace ergonomically correct? 4. What are
the benefits to workers of making a workplace ergonomically correct? 5.
Create a chart in your
notebook, similar to the one below, that lists the components (e.g., desk,
chair, keyboard) of an ergonomically correct workplace, health problems each
may cause, and how to correct these problems. Ergonomically Correct Workplace
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· formative assessment of group research results and poster, formative assessment of individually-created reports, peer evaluation of presentation of research findings, diagnostic assessment using the Skills and Competencies Checklist (Unit 1, Appendix I)
· Ergonomics Written Report Evaluation Sheet (Unit 1, Appendix F)
· Poster Evaluation (Unit 1, Appendix F)
· Unit 1 Assessment Rubric (Unit 1, Appendix J)
· refer to Special Education and ESL Accommodations in the Course Overview
· assemble groups to ensure stronger students are able to assist weaker students
· attach a brief explanation, in plain language, of what the article on Ergonomics is about
· distribute the Ergonomic Workplace Checklist for students (Unit 1, Appendix F)
· prepare a worksheet with very specific questions for the student's individual final report instead of having a prose-style analysis (Unit 1, Appendix F)
· if geographic information systems software (GIS) is available, groups may geocode a map of the school with their findings and with photographs
· as an enrichment activity, have students calculate the cost of making ergonomic upgrades to locations in the school, using the catalogues from Part A
Internet Web sites
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Cornell University: www.ergo.human.cornell.edu/ergoguide.html Defence Supply Center Columbus: www.dscc.dla.mil/programs/safety_health/ergonomics
University of Virginia Ergonomics Quiz: www.virginia.edu/enhealthy/ERGONOMICS/quiz.html University of Texas Guidelines: www.lib.utexas.edu/Pubs/etf/guidelines.html HRDC Occupational Health and Safety in the
Workplace: www.hroe.org/categories.cfm?prov_code=ON&lang=EN List of Canadian and International Ergonomics
Organizations: www.nomos.se/links/assoc.htm |
· Worksheet for Ergonomics Reading
· Ergonomic Workplace Checklist
· Ergonomics Written Report Evaluation Sheet
· Ergonomics Report Worksheet
· Personal Information Technology Growth Reflection Sheet
· Peer Evaluation Sheet
· Information Technology Terminology Checklist
· Skills and Competencies Checklist
· Poster Evaluation Sheet
· Unit 1 Assessment Rubric
Time: 8 hours
Students will participate in several learning stations in order to develop basic skills pertaining to creating organized, personal electronic files. They will also be learning about the basic components of the desktop and their functions. In small groups, students will create some of the learning stations which will then be used by other students. Peer evaluation will be used to assess the student-created learning stations. Students will submit their work from the stations for teacher evaluation.
Strands: Information Management
Overall Expectations: IMV.01V-.04V*
Specific Expectations: IM4.01-.03*
· refer to Unit Planning Notes, Unit 1
· establish how many groups will be needed for this activity
· ensure that a sufficient number of workstations are available for the groups
· prior to commencing this activity, count the number of icons, the largest number of toolbar buttons on any given application, and the largest number of menu titles that appear in any one software application; double this number to arrive at the number of index cards each group will require; obtain sufficient cards or paper cut to index-card size (at least 60)
· obtain a sufficient number of file folders, or supplies to construct folders, for all groups (10 per group)
· explore the computer to ensure that password-protected functions exist; for instance, most computers that operate through a LAN and WAN environment require a password to change desktop themes (e.g., icons, screen savers, wallpaper) or to change default settings (e.g., printers, modems, default fonts); if computers in your lab do not have this feature, modify this portion the activity in Part B to have students research the topic
· know how to locate the information required in Part B pertaining to computer information (e.g., amount of free space on the hard drive, printers installed, drives available)
· refer to Prior Knowledge Required, Unit 1
· definition of the terms icon, toolbar, button, and menu
· ability to work in groups using learning stations and an understanding of conflict management strategies (Course Overview)
· small group work, hands-on exploration on the computer and with manipulatives
Instructions
Part A
1. Divide the class into small groups that will work together for the duration of this activity. Explain that they will first create two learning stations per group. Once these have been completed, groups will rotate through three learning stations where they will have the opportunity to try out all groups' creations. Finally, they will be required to provide written feedback on a feedback sheet located at the stations.
2. Explain that the first learning station, to be created by students, involves setting up an organized system of files (3 below). The objective of this learning activity is for groups to reorganize the files after they have been shuffled. An organized system with appropriate file names will make this process manageable (4 below). The second learning station involves the creation of a matching game in which students are required to match icons, buttons, and menu headings with their functions. This will be done at a computer workstation where students can search for the correct answers using trial and error.
3. Describe to the class the concept of electronic folders being used to store electronic files within computers.
4. Using a group of 10 file folders, each group decides on an original theme (e.g., school work, career, specific hobby) for a folder system starting with My Computer as the highest-level folder. Groups must look up the file structure on the hard drive to ensure they are correct. Students must also give their folders appropriate names to allow for logical sequencing. Once completed, the group prepares an answer key. The folders (in random order), answer key, and a Feedback Sheet (Unit 1, Appendix G) are all placed in a large manila envelope. The envelope is labelled with group members' names and the title Folder Activity. (Note: If available, set up this activity at a computer workstation so that students can set up the folders on the desktop once they have completed the paper-folder system. This can be used by groups in lieu of a paper-based answer key. This will allow students to go through the process of creating and moving files.)
5. Using one computer station per group, instruct groups to identify all icons on the desktop and a set of toolbar buttons that appear in one software application on the computer. For each icon that appears on the desktop, the group should produce one full-colour drawing that represents the icon on a card (without labelling it). The cards will be numbered. Groups create a corresponding index card (not containing the number) describing the function of that icon. Groups discover the function through experimentation. As the group works, an answer key is created for their work. Next, the group must create a series of numbered drawings of the buttons on the toolbar of any one software application. A corresponding card containing a description of each button's function is created. These are added to the answer key. Next, the group creates a series of cards containing the titles of the menu bar from a different software application of their choice. The corresponding menu choices and their functions are written on another set of cards. These are added to the answer key. All items are placed in a large manila envelope along with the Feedback Sheet (Unit 1, Appendix G). The envelope is labelled with group members' names and the title Icons, Toolbars, and Menus Activity.
Part B
1. Working in groups, students rotate through a series of four learning stations, allowing approximately 15 minutes per station.
2. At each station, instructions will be found to guide students through the activities that will contribute to their understanding of folders and the functions and components of the desktop.
3. One package from each group will be submitted for evaluation. Each group member must sign the package to indicate agreement with, and an understanding of, the package. This package includes completed feedback forms for both activities created in Part A, the results of the Password and Encryption Activity, and answers generated in the Getting Personal With Your Computer Activity.
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Folder Activity Supplies:
student-created packages from Part A Instructions: As a
group, try to correctly organize as many student-created packages as possible
in the allotted time. Upon completion
of each envelope, consult the answer key (electronic if possible) to see if
the group organized the folders correctly.
Provide detailed comments on the Feedback Sheet in the envelope to
indicate the degree of logic demonstrated by the creators of the
activity. All members sign their name
on the Feedback Sheet (Unit 1, Appendix G). |
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Icons, Toolbars, and
Menus Activity Supplies:
student-created packages from Part A Instructions: Match the
icons, buttons, and menus with their function in as many of the envelopes as
time permits. Groups may use a workstation to assist them. Upon completion of each envelope, consult
the answer key to see if the group matched things correctly. Provide detailed comments on the Feedback
Sheet in the envelope to indicate the success of the activity for its
creators. All members sign their name
on the Feedback Sheet (Unit 1, Appendix G). |
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Password and
Encryption Activity Supplies: one computer workstation; 1 sheet of paper per
group Instructions: By
exploring all icons and directories in the computer, locate three functions
or areas that require a password to enter or make changes. Record these. For each, explain why you believe it is important to have
password-only access to these areas. |
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Getting Personal With
Your Computer Activity Supplies: one
computer workstation; 1 sheet of paper per group Instructions: Explore
all the icons and menus on the desktop, recording information as you locate
the following: names of all the drives available on that workstation; amount
of free space available on the hard drive; total capacity of the hard drive;
list of all software installed on the workstation; printer installed on the
computer; description of the function of the control panel (see Planning
Notes for details) (Unit 1, Appendix G). |
4. Students will complete ongoing Activity 1, Unit 1, Appendix A using Unit 1, Appendix H as a guide.
5. Students will complete ongoing Activity 2, Unit 1, Appendix A using Unit 1, Appendix Ias a guide.
· peer evaluation of student-created learning stations; formative assessment of group research results; Skills and Competencies Checklist (Unit 1, Appendix I; Getting Personal With Your Computer Learning Station Quiz (below); Unit 1 Assessment Rubric (Unit 1, Appendix J)
GETTING PERSONAL WITH YOUR
COMPUTER LEARNING STATION QUIZ
Group Members Names:
Instructions: Match the icon, toolbar button, or menu to its function.
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1. 1 2. 2 3. < 4. Edit 5. Tools 6. Window 7. x 8. Insert 9. View 10. Format |
a. allows you
to perform mail merges and use functions like spelling, grammar, and
thesaurus b. allows you
to arrange all the documents on your screen, or toggle from one document to
another c. closes an
application or document d. save your
work e. open a new
document f. open an
existing document g. gives you
options to make changes to your work such as undo a mistake, copy, and paste h. allows you
to change or add headers and footers and add various features to your work i. allows
you to change things in your document such as fonts, justification, and
paragraph features j. allows
you to change the things you see on the screen or the way you see things on
the screen |
· refer to Special Education and ESL Accommodations in the Course Overview
· assemble groups to ensure stronger students are able to assist weaker students
· prepare a visual of the terms icon, toolbar, button, menu and post it in the room as a prompt so students will not forget what the terms mean
· provide students with a list of terminology (Unit 1, Appendix H) to be added to their Reference Manual of Information Technology Terminology.
· provide students with worksheets for each learning station
· provide a structured, questionnaire-style feedback sheet at the student-generated learning stations
· have students brainstorm a list of the information technology skills and competencies covered in completing this activity (Unit 1, Appendix I)
· Manufacturers’ software manuals for the specific applications used at your school.
· Videos: Microsoft Windows98 Operating System, Cisco Systems, Cisco Network, Academics Promotional Clips
· Freedman, Alan. The Computer Desktop Encyclopedia. New York: Amacom, 1996.
· Pyne, Sandra and Allene Tuck (Eds.). The Oxford Dictionary of Computing for Learners of English. London: Oxford University Press, 1996.
Internet Web sites
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Symantec Security Introduction to Encryption: www.symantec.com/avcenter/security/encryption/encryption.html PC Novice Magazine Search Site:
www.pcnovice.com/penglus.html Computer Learning Site: www.computerlearning.org Encyclopedia: www.webopedia.internet.com/TERM/c/computer/html Links to resources that relate to this activity: http://educ.queensu.ca/~compsci/resources/grade10/websites.html Basic Screen Layout (Icons, Windows, Toolbars): www.til.org/basics6.html |
· Skills and Competencies Checklist
· Getting Personal With Your Computer
· Getting Personal With Your Computer Learning Station Quiz
· Information Technology Terminology Checklist
· Unit 1 Assessment Rubric
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