Course Profile

Introduction to Information Technology in Business Grade 9 or 10 open, Catholic

Unit 5: Career Dynamics: Positioning Oneself for Success

Activity 1½Activity 2½Activity 3½Activity 4

Time: Activities 1 to 3: concurrent delivery with other units

Activity 4: 150 minutes

Unit Developer(s)

Toronto Catholic District School Board

Development Date: July 1999

Unit Description

Students learn how to plan for and participate in the working world of e-business that is increasingly characterized by invention, project-based teamwork, entrepreneurship, change, and the challenge of life-long learning. Students learn techniques to discern the purpose of their working lives and manage their potential with dignity, respect, and success.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: 1D, 1G, 3C, 3D, 3E, 4A, 4B, 4D, 4E, 4G, 5B, 5C, 5D, 5H, 7B.

Strand(s): Career Opportunities

Overall Expectations: COV.01X, .02X, .03X.

Specific Expectations: CO1.01X, .02X, .03X, .04X; CO2.01X, .02X, .03X, .04X, .05X; CO3.01X, .02X, .03X.

Activity Titles (Time + Sequence)

Activity 1	The IT Secondary School Program	Delivered concurrently
Activity 2	Career Exploration: Gathering IT Career Data	Delivered concurrently
Activity 3	Comparative IT Career Analysis	Delivered concurrently
Activity 4	Personal Inventory: Assessing Personal and IT Skills	150 minutes

Unit Planning Notes

The careers unit can be most effectively delivered by the integration of topics throughout the course. Classroom teachers work closely with the student services department to co-ordinate the planning of the unit. Students have the opportunity to explore a variety of career options in the IT field that are appropriate for the range of ability levels within the classroom.

Prior Knowledge Required

Students possess a sound understanding of the IT terminology that was introduced in Unit 1. Students are also familiar with the school’s course calendar and have begun to prepare a planning chart for their high school program.

Teaching/Learning Strategies

Current newspapers are available to the students. Teachers obtain a directory of local businesses through the Chamber of Commerce or the Board of Trade. Career exploration software such as “Choices” should be accessible on the network. Teachers gather course calendars of community colleges, universities and private institutions for student research. Teachers employ interest inventory software and have students explore job advertisements in the IT field. Comparisons of IT careers should remain a focus of the unit.

Assessment/Evaluation

Formative

· Completion of interest inventories and self-assessment exercises.

Summative

· Oral presentations on IT careers that employ a variety of communication methods.

Resources

CD

CAREER CRUISING

Licensed by the Ministry of Education from Anaca Technologies

CHOICES

Licensed by the Ministry of Education

Internet

HRDC TORONTO'S LABOUR MARKET INFORMATION SITE - This site has work trends and career information for the Toronto Region.

http://www.toronto-hrdc.sto.org/lmi/lmi-x.html

HRDC JOB SEARCH

http://jobs-gta.sto.org/cgi-bin/English/SearchForJobs/obtainNOCCodes.cgi?214559

HRDC JOB FUTURES - A two part-publication, which provides Canadians with information about the current world of work and projections for the future. Part I contains Occupational Outlooks and Part II contains Career Outlooks for Graduates.

http://www.hrdc-drhc.gc.ca/JobFutures/english/index.htm

HUMAN RESOURCES DEVELOPMENT CANADA ONTARIO REGION - This site has work trends and career information for the Toronto Region.

http://www.on.hrdc-drhc.gc.ca/english

DeVry, Success Fundamentals, DeVry Institute of Technology, Mississauga, ON,

Human Resources Development Canada, Towards 2001 Occupational Trends in the Greater Toronto Area.

Junior Achievement’s Strut Fest’99 Guide to the Future, Toronto and York Region, 1999.

www.jatoronto.org

Metro Toronto/York Labour Market Analysis Group, HRDC.

http://www.the-wire.com/hrdc/hrdc.html

North York Career Centre, Toronto District School Board, Summer’s Coming, Toronto, 1999

Tel. (905) 898-4680,

http://www.devry.edu

CAREER GATEWAY - Enrichment and Summer Opportunities

http://www.edu.gov.on.ca/eng/career/enrich.html

SUMMER JOBS - JOB DETAILS

http://www.summerjobs.com

YOUNG CANADA WORKS

http://www.pch.gc.ca

JOB FIND 2000

http://JobFind2000.com

YOUTH RESOURCE NETWORK OF CANADA

http://www.youth.gc.ca/jobopps/summer_e.shtml

FEDERAL GOVERNMENT SITE ON YOUTH EMPLOYMENT

http://youth.hrdc-drhc.gc.ca

CANADA WORK INFONET

http://worinfonet.ca/cwn/english/main.html

MAZEMASTER

http://www.mazemaster.on.ca

NATIONAL GRADUATE REGISTER

http://ngr.schoolnet.ca

WORKSEARCH

http://www.ipunet.com/cgi-bin/start.pl

HRDC Metro Toronto and York Region

http://www.jobs-gta.sto.org

MONSTERBOARD

http://www.monster.com

Activity 1: The IT Secondary School Program

Time: This activity is delivered concurrently with Unit 4, Activity 2: “Publishing in Print”.

Description

In this activity students prepare a three-panel brochure in which they prepare an outline of the IT program which their secondary school offers. The brochure provides course descriptions, prerequisites, names of teachers, and other relevant information about IT at the school.

Strand(s) and Expectations

(See Unit 4, Activity 2: “Publishing in Print”.)

Ontario Catholic School Graduate Expectations:

Students will:

· read, understand and use written materials effectively;

· accept responsibility for their own actions.

Strand(s): Career Opportunities

Overall Expectations:

· demonstrate an understanding of high school information technology programs designed for use in secondary schools. (COV.03X)v

Specific Expectations:

· demonstrate understanding of the importance of doing exemplary work and keeping samples of it for inclusion in resumes and portfolios that can be used in a future job search; (C02.05X)v

· identify the information technology programs available at their school; (C03.01X)v

· determine the prerequisites for specific information technology courses. CO3.02X)v

See Unit 4, Activity 2: “Publishing in Print” for:

· Planning Notes

· Prior Knowledge Required

· Teaching/Learning Strategies

· Assessment/Evaluation

· Accommodations

· Resources

Activity 2: Career Exploration: Gathering IT Career Data

Time: This activity is delivered concurrently with:

· Unit 1, Activity 3: Accessing the World Wide Web

· Unit 2, Activity 2: Word Processing

Description

In Unit 1, Activity 3, students undertake a guided exploration of IT careers using the World Wide Web. Through this exercise, students come to appreciate the scope of career opportunities in the field of Information Technology. Then, in Unit 2 Activity 2, students are provided with an opportunity to do in-depth research on a specific IT career. The end product is a multi-page report providing details of their findings.

Strand(s) and Expectations

(See Unit 1, Activity 3: Accessing the World Wide Web and Unit 2, Activity 2: Word Processing)

Ontario Catholic School Graduate Expectations:

Students will:

· read, understand, and use written materials effectively;

· accept responsibility for their own actions.

Strand(s): Career Opportunities

Overall Expectations:

· describe career opportunities related to Information Technology. (COV.01X)v

Specific Expectations:

· identify occupations that require an understanding of information technology; (CO1.01X)v

· explain the skills and competencies needed to work in an information technology environment; (CO1.02X)v

· identify local employers that require employees who have a knowledge of information technology; (CO1.03X)v

· summarize current job advertisements that require information technology skills and education; (CO1.04X);v

· demonstrate understanding of the importance of doing exemplary work and keeping samples of it for inclusion in resumes and portfolios that can be used in a future job search.. (C02.05X)v

See Unit 1, Activity 3: Accessing the World Wide Web and Unit 2, Activity 2: Word Processing for:

· Planning Notes

· Prior Knowledge Required

· Teaching/Learning Strategies

· Assessment/Evaluation

· Accommodations

· Resources

Activity 3: Comparative IT Career Analysis

Time: This activity is delivered concurrently with: Unit 2, Activity 2: “Word Processing”.

Description

In this activity, students compare various IT careers. First, each student researches a specific IT career and then the students’ collective findings are presented to the class. In this way, students have a wide exposure to the nature and variety of career opportunities in the field of Information Technology.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

Students will:

· read, understand, and use written materials effectively;

· accept responsibility for their own actions.

Strand(s): Career Opportunities

Overall Expectations:

· describe career opportunities related to Information Technology. (COV.01X)v

Specific Expectations:

· identify occupations that require an understanding of information technology; (CO1.10X)v

· explain the skills and competencies needed to work in an information technology environment; (CO1.02X)v

· demonstrate understanding of the importance of doing exemplary work and keeping samples of it for inclusion in resumes and portfolios that can be used in a future job search; (C02.05X)v

See Unit 2, Activity 2: “Word Processing” for:

· Planning Notes

· Prior Knowledge Required

· Teaching/Learning Strategies **

· Assessment/Evaluation

· Accommodations

· Resources

** Additional Teaching/Learning Strategies

The culminating activity in Unit 2, Activity 2 is the preparation of a multi-page report dealing with an IT career. Completion of this report presents an opportune time to do a comparative IT career analysis, which could be performed in a variety of ways:

· Possibly invite guest speakers involved in IT careers to address the class.

· Students who have researched the same or similar careers can work in groups to synthesize their findings. Then, each group can prepare an IT career bulletin board presentation which would be changed at regular intervals to highlight another career. Alternatively, on a designated ‘career day’ each group could deliver a five-minute presentation enhanced by a summary on an overhead transparency or a word-processed handout that is distributed to the class.

· Highly motivated students may wish to make individual presentations of their reports.

· A jigsaw method could be employed whereby students who have reported on different careers are grouped together to prepare a summary of the differences and similarities in IT careers.

Activity 4: Personal Inventory: Assessing Personal and IT Skills

Time: 150 minutes

Description

This activity is the culminating activity for the BTT program. Through various exercises, students take inventory of their general interests and personal and IT skills. This facilitates students’ understanding of themselves and assist them in developing their Individual Education Plans. The second part of this activity is the compilation of a personal portfolio that may be useful in furthering future educational and career plans.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

Students will:

· understand that one’s purpose or call in life comes from God and strive to discern and live out this call throughout life’s journey;

· 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.

· set appropriate goals and priorities in school, work, and personal life;

· examine and reflect on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

· think critically about the meaning and purpose of work;

· find meaning, dignity, fulfillment, and vocation in work that contributes to the common good;

· exercise Christian leadership in the achievement of individual and group goals;

· accept accountability for their own actions.

Strand(s): Career Opportunities

Overall Expectations:

· assess their information technology skills and competencies. (COV.03X)v

Specific Expectations:

· determine their information technology skills; (CO2.01X)v

· analyse their information technology strengths and weaknesses; (CO2.02X)v

· summarize, electronically their information skills and competencies; (CO2.03X)v

· demonstrate their information technology skills in samples of their work; (CO2.04X)v

· demonstrate understanding of the importance of doing exemplary work and keeping samples of it for inclusion in resumes and portfolios that can used in a future job search; (CO2.05X)v

· design a personal plan to help them achieve information technology skills and competencies. (CO3.03X)v

Planning Notes

· In order to complete the various personal inventories involved in this activity, teachers may use Appendices XXVI and XXVII or develop their own worksheets that are specifically tailored to the students in the class.

· In order to prepare the portfolio, students use exemplars of some of the work. Teachers may wish to prepare a checklist well before the portfolio is submitted to ensure that students have all the documentation that is required.

Prior Knowledge Required

No prior knowledge is required.

Teaching/Learning Strategies

1. Teachers begin this activity by discussing the need for students to plan their future academic and career endeavours. In this discussion, it should be pointed out that there are tools which can help them in planning, such as:

· Individual Education Plans;

· documentation of their personal assessments regarding interests and skills;

· a portfolio of their work which can be used to demonstrate particular skills.

· Teachers distribute the personal inventory sheets (see Appendices XXVI and XXVII) which students complete. These inventories are an inquiry to see what are the students’ interests and skills. These forms are assessed for completion only. (Teachers may wish to comment on each student’s forms and have a follow-up discussion on the skills they have and the skills they need to develop and how they will develop them.)

· Upon completion of the inventories, students use an appropriate software application to produce a chart of IT skills and competencies.

· Students prepare a portfolio of exemplars that have been completed from previous activities. Examples would include: the multi-page report, a spreadsheet, graphic ‘maze’, a database, a flyer, a newsletter, a brochure, and a web page design. These exemplars must be organized in an attractive format (e.g., binder) and submitted for evaluation.

Accommodations

· Portfolios should be individualized to reflect accommodations made in previous activities.

· Extensive conferencing with students regarding further development of IT skills.

· Students work with a ‘buddy’ to complete the forms.

· Allow more time for students to fill out their forms and organize their portfolios.

· Encourage students to include any exemplars of IT skills that may have been prepared outside of the course.

· For further strategies see Accommodations (General) on page 7, Phase 1.

Assessment/Evaluation

Formative

· completion of personal interests and skills inventories (COV.03X, CO2.01X, C02.02X, C03.03X)

Summative

· chart summarizing IT skills and competencies (CO2.03X)

· student portfolios (CO2.04X, C02.05X)

Resources

No resources required.

Appendix I: Internet-Related Terms

Sources for Definitions:

1 http://www.library.nwu.edu/iesca/glossary/interms.html Glossary: Internet Terminology

2 http://www.cyberorg.com/oscpa_pres/tsld005.htm What is an Extranet?

3 http://www2.famvid.com/i101/terms.html Internet 101: Basic Terminology

4 http://www.backroomstudio.com/web/extranet/what_is.html What is an Extranet?

5 http://www.backe.com/fnic/.terms.html Basic Web Terms

6 http://www.netvoyage.com/netcafe/extranet./htm NetEnvelope vs. Extranet

7 The Ontario Curriculum: Grades 9 and 10, Business Studies

8 Heide, Ann and Linda Stilborn. The Teacher’s Complete & Easy Guide to the Internet.

9 Cordi, Joseph. Teachers’ Internet Cookbook: A Recipe for Internet Implementation for the Absolute Beginner. Toronto, Canada: Baxter Group Publishing Company, 1998.

In the definitions below, the superscript number indicates the source.

Browser ³

An application that displays a Web page. Also known as a Web browser.

Browser ¹

A program which allows a person to read hypertext. The browser gives some means of viewing the contents of nodes, and of navigating from one node to another.

Extranet ⁴

Extranets are external Intranets. By setting up an Extranet, companies can allow trusted customers or partners to connect via the Web to view certain private Intranet information stored behind the firewall while at the same time restricting access to sensitive information.

Extranet ²

An extranet is a network application that lets your company use the Internet for secure business relationships with partners, suppliers, and customers. It’s like an Intranet that you share with your partner organizations, anywhere in the world.

Extranet ⁶

An Extranet is a collaborative network that uses Internet technology to link businesses with their suppliers, customers, or other businesses that share common goals. The term was used … to describe software that facilitates inter-company relationships. An Extranet can be viewed either as part of a company’s intranet that is made accessible to other companies or as a collaborative Internet connection with other companies….It can also be viewed as an intersection set of a number of different company intranets.

Firewalls ⁷

A system used to prevent access to or from a private network. Firewalls are often used by companies to prevent individuals outside the company from accessing private networks that are connected to the Internet.

HTML ³

Hypertext Markup Language. The standard for adding tags to a text file, so that the file is able to be interpreted by a Web browser.

Appendix I: Internet-Related Terms (Continued)

HTTP ³

Hypertext Transfer Protocol. The Internet protocol that the Web uses to send information to the client, so the client browser can view Web pages.

Hyperlink ³

An icon, graphic, or word in a file that, when clicked with the mouse, automatically opens another file for viewing.

Hyperlink ⁵

(AKA; Hot Area/Links) Connection from one page to another on the World Wide Web. Links are usually indicated by underlined text or highlighted graphics.

IP Address ³

The number that identifies your machine as unique on the Internet. Without it, you cannot use any Internet protocols.

ISP ⁵

Internet Service Provider. An organization that provides access to the Internet and/or additional services.

Internet ¹

The largest worldwide system of interconnected computer networks, capable of the exchange of messages and of offering seamless connectivity for service, such as, remote login and file transfer. Today, the Internet is mainly composed of local and wide-area networks that use the TCP/IP suite of protocols for computer-to-computer communications; its technical standards are defined by an international cooperative committee known as the Internet Activities Board and the IAB’s Internet Engineering Task Force. Other computer networks, which can exchange messages with computers on the Internet, but which cannot connect for services, such as, file transfer and remote login, can be considered part of an even larger network, sometimes referred to as the Matrix.

Internet ⁸

An interconnection of thousands of separate networks worldwide, originally developed by the U.S. federal government to link government agencies with colleges and universities. The Internet’s real expansion started recently with the addition of thousands of companies and millions of individuals who use graphical browsers to access information and exchange messages.

Intranet ⁷

A network that is similar in design to the Internet but that is only accessible to individuals within an organization or with authorization. For security purposes, Intranets are usually behind firewalls.

Intranet ⁵

An Intranet is just like an Internet, except that it is a private network that is limited to a certain group of people. For example, companies set up Intranets for employees to access while they are at work. Intranets reside inside a “firewall” which blocks access from anyone outside the company.

Search Engine ³

A utility that locates resources via searches by keywords and phrases.

Appendix I: Internet-Related Terms (Continued)

Search Engine ⁹

A Web site with a huge database. A search engine Web site will have search tools running on it to help a user find materials on the Internet.

World Wide Web ¹

WWW is a system of hypertext-based documents that are linked across the Internet, unlike the hierarchical directory of documents, or a gopher menu, where the connections from one directory or file to another are linear. WWW connections are unrestricted, nonlinear, and seemingly endless. As the third part of its name implies, it is a web of connections, linking information from one resource to another, possibly providing the best opportunity for serendipitous discoveries on the Internet.

World Wide Web ³

A collection of electronic documents loosely knit by a concept called “hypertext.” Documents connect to each other by clickable “hyperlinks.” You need to run a browser program to access the Web.

World Wide Web ⁵

WWW – World Wide Web – subset of the Internet. Graphical representation of Internet using HTML language and hyperlinks to connect you to sites (data) around the world.

Appendix II: How Is a Computer Connected to the Internet?

Appendix III: Comparison of Internet Service Providers

Service Provider	Type of Ownership	Cost per month	Speed of Transmission	# of E-Mail Addresses	Space for Web pages? How much?
Sympatico	Home
Sympatico	Business
Rogers	Home
Rogers	Business
Other…	Home
Other…	Business
Other (local)…	Home
Other (local)…	Business

Appendix IV: The Internet, Intranet and Extranet

Medium	Description	Accessibility
Internet	Interconnection of thousands of separate networks	Anyone with an Internet connection
Intranet	Similar in design to the Internet but positioned inside a firewall. (A firewall is a system which is designed to prevent access to a private network by outside users - in the diagram above, solid lines indicate firewalls.)	Users within the organization (with passwords)
Extranet	Selected portions of one or more Intranets to form an “extra” Intranet(In diagram above, middle square forms an Extranet)	Authorized users inside and outside of the organization (with passwords)

Appendix V: The Ten Commandments for Computer Ethics

I	Thou shall not use a computer to harm other people.	VI	Thou shall not use or copy any software for which you have not paid.
II	Thou shall not interfere with other people’s computer work.	VII	Thou shall not use other people’s computer resources without authorization.
III	Thou shall not snoop around in other people’s files.	VIII	Thou shall not appropriate other people’s intellectual output.
IV	Thou shall not use a computer to steal.	IX	Thou shall think about the social consequences of the program you write.
V	Thou shall not use a computer to bear false witness.	X	Thou shall use a computer in ways that show consideration and respect.

(Rinaldi, Arlene. The Net: User Guidelines and Netiquette. Florida, Atlantic University. Graphics included by writing

Appendix VI: Computers and The Criminal Code of Canada

Section 430 (1) MISCHIEF IN RELATION TO DATA

OFFENCE	EXAMPLES OF SITUATIONS
(A) DESTROYS OR ALTERS DATA
(B) RENDERS DATA MEANINGLESS, USELESS OR INEFFECTIVE
(C) OBSTRUCTS, INTERRUPTS OR INTERFERES WITH THE LAWFUL USE OF DATA
(D) OBSTRUCTS, INTERRUPTS OR INTERFERES WITH ANY PERSON IN THE LAWFUL USE OF DATA OR DENIES ACCESS TO DATA TO ANY PERSON WHO IS ENTITLED TO ACCESS THERETO

SECTION 430 (5)

EVERYONE WHO COMMITS MISCHIEF IN RELATION TO DATA

A) IS GUILTY OF AN INDICTABLE OFFENCE AND IS LIABLE TO IMPRISONMENT FOR A TERM NOT EXCEEDING 10 YEARS

B) IS GUILTY OF AN OFFENCE PUNISHABLE ON SUMMARY CONVICTION

QUESTIONS:

2. Distinguish between an "indictable offence" and a "summary offence". (Use a law textbook or law dictionary.)

· Under what circumstances might a person convicted of an offence under Section 430 receive a penalty of 9 years? of 1 year?

· Under what circumstances within a school setting might a person be charged with the offence of "Mischief in Relation to Data"?

· What are the maximum penalties that could be imposed on a young offender? (See law textbook - e.g., Talos et. al.)

Appendix VII: The Search for Chip Case

It is imperative that a business manager speak immediately to a recently-hired employee, Chip Case. However, a construction crew has accidentally cut the power lines to the business. Thus, the only way to communicate with Chip Case is to speak to him face-to-face.

The manager asks three security guards to find Chip Case, who is known to be on the premises. The first security guard checks an employee list to see where Chip Case should be at that moment. The second guard checks every room and hallway in the building. The third guard, not aware that Chip Case is a person, looks for and returns with anything that is a chip or a case.

What are the benefits and drawbacks of each guard’s search strategy to find Chip Case?

Points which might be raised in discussing this scenario are outlined in the table below.

Search Strategy	Benefits	Drawbacks
Checking Employee Records	Fast	Records may not be updated and Chip’s name may not appear
Checking Every Room	Chip Case will eventually be found	Time-Consuming
Returning with every ‘chip’ and ‘case’	Chip Case will eventually be found	Time-Consuming Office will be cluttered with unwanted items such as potato chips, computer chips, bookcases, briefcases.

(Teachers should use the above scenario, or one like it, to highlight the fact that search strategies will vary among search engines.)

Appendix VIII: Refining Your Internet Search

(For Teacher Use)

A productive search, using key words, begins before using the computer. To illustrate how this may be done, teachers lead the students through the accompanying worksheet (Refining Your Internet Search). In this worksheet, the class will supply the examples.

The following is an analysis of the ways in which an Internet search may be refined. The examples shown all relate to World War I. However, teachers may wish to use a current topic of interest to students, or use a topic suggested by another subject teacher. Alternatively, teachers may wish to use generic examples--examples that are not necessarily related to one specific topic.

3. What is it that you really want to know?

· A description of the battles of World War I in the Ypres Salient

· What are the key words?

· Battles

· World War I

· Ypres Salient

· What are some synonyms, or closely-related terms, for the key words?

· Battles: conflicts

· Ypres Salient: Western Front, Passchendaele

· Identify words that should stay together to accurately reflect search topic.

· “Ypres Salient”

· Identify words that must appear within the same document (use AND)

· World War I AND Ypres Salient

Result of Search would be: Documents containing both these terms

· Identify words that are suitable if either word appears in the document (use OR)

· Ypres Salient OR Passchendaele

Result of Search would be: Documents containing at least one of these terms.

· Identify words that should not appear in the same document (use NOT)

· Western Front NOT World War II

Result of Search would be: Documents containing the term Western Front but not the term World War II.

· Try “Natural Language” which involves composing a question.

· Where can I find information about the battles of World War I?

If teachers wish, the above concepts can be further developed using other, and multiple, boolean operators.

Appendix IX: Refining Your Internet Search

Before you get to the computer

Examples

4. What is it that you really want to know?

· State the information wanted.

· Brainstorm to arrive at a list of key words

· List synonyms for these key words.

· Identify words that should stay together to accurately reflect your search topic.

· Identify the logical relationships among your key words

Examples of what this can mean:

· Words that must appear together (use “____”)

· Words that must appear within the same document (use AND)

· Either word appears in the document (use OR)

· Words that should not appear in the same document (use NOT)

· Try “Natural Language”

· Compose a question such as “Where can I find information about __________?”

Appendix X: Evaluating Internet Resources

“The Internet is a self-publishing medium. This means that anyone with a small amount of technical skill and access to a host computer can publish on the Internet. It is important to remember this when you locate sites in the course of your research. Internet sites change over time according to the commitment and inclination of the creator. Some sites demonstrate an expert’s knowledge, while others are amateur efforts. Some may be updated daily, while others may be outdated. As with any information resources, it is important to evaluate what you find on the Internet."

Cohen, L., “Conducting Research on the Internet”, http://www.albany.edu/library/internet/research.html

When evaluating Internet resources, consider the following:

5. Purpose

Who is the intended audience of the site you are viewing? Consider its content, tone, and style. Is this appropriate for your purposes?

· Source

· Is the author/developer identified on the page?

· Does this person have expertise in this area? Are credentials provided?

· Is the sponsor or “host” of the site appropriate for the material presented? Examine the URL.

Examples

If domain name ends with:	This site represents a(n):	Example of appropriate information:
.edu	educational institution	research material
.gov	government organization	government resources
.com	commercial site	products and prices

· Does the URL contain “~name” (tilde – name) where the name can be any username or expression? This represents a personal home page with no official sanction.

· Is there an e-mail address offered for submission of questions or comments?

Appendix X: Evaluating Internet Resources (Continued)

· Content

a) Accuracy of Information

· Don’t automatically take information at face value, since web sites are seldom reviewed in the same way as published material

· Look closely for any evidence of bias? (political, religious, profit motive or some hidden agenda). Is the point of view one-sided? Does the author focus only on the negative? the positive?

· Is the source of the information clearly stated? Is it original or borrowed?

b) Comprehensiveness

· Does the content presented cover a specific time period or aspect of the topic? Is this what you want?

· Always refer to additional print and electronic resources to complement this information.

c) Currency

· Check that “date of last update” on the page or site that you are viewing. Is the material current enough?

d) Links

· Are the links provided to you relevant and appropriate for this topic? Don’t assume that they will be the best available.

· Style and Functionality

· Is the site organized in a clear and logical manner?

· Is the style of writing appropriate for the intended audience?

· Does the site contain clear navigation buttons (e.g., Home, Back, Go to Top)

· Do all the Internet links work?

· Is there a search feature for a large site?

Adapted from Jacobson, T. and L. Cohen. “Evaluation Internet Resources”. http://www.albany.edu/library/internet/evaluate.html

Appendix XI: Anatomy of a Web Site Address

A web site address is also referred to as Uniform Resource Locator or URL for short (pronounced “earl”).

Appendix XII: Comparing Search Engine Sites

Instructions: Complete the chart below by answering the questions for each search engine site you visit. Look ONLY at the home page of the site.

QUESTION	Site:		Site:		Site:
Do you have to scroll to see the entire page?	Yes	No	Yes	No	Yes	No
Is there an advance searching feature?	Yes	No	Yes	No	Yes	No
Is there an e-mail service?	Yes	No	Yes	No	Yes	No
Is there a help feature?	Yes	No	Yes	No	Yes	No
Are there ‘search for’ options (e.g., web page, images, video, audio)?	Yes	No	Yes	No	Yes	No
Is there a copyright line? (Hint: Look at bottom of page)	Yes	No	Yes	No	Yes	No
Does the home page have stock market information?	Yes	No	Yes	No	Yes	No
Does the company have a site in other countries?	Yes	No	Yes	No	Yes	No
What are the first three subject categories shown on the home page?	1-		1-		1-
	2-		2-		2-
	3-		3-		3-
How many advertisements do you see?

Appendix XIII: Simple and Advanced Search Strategies – Teacher Copy

Assume : You can evaluate (read) an entire site in one second.

NUMBER OF HITS	TIME TO READ (minutes)	TIME TO READ (hours)
60	1
600	10
6000	100	1.7
60000	1000	16.7
600000	10000	166.7 = 6.9 DAYS
1000000	16666.66	277.7 = 11.5 DAYS

Using Simple and Advanced Search methods can minimize the amount of time spent looking at inappropriate or unnecessary web sites. The following strategies were applied in looking for the song “I want to hold your hand” by the Beatles. The Search Engine used is http://Altavista.com

SIMPLE SEARCH STRATEGY	ALTA VISTA FOUND (# OF HITS)
The beatles	135,032
“the beatles”	136,059
“The Beatles”	84,839
(“The Beatles” and lyrics)	862,025 *
(“The Beatles”) and (lyrics or music)	1,686,780 *
(“The Beatles”) and (lyrics and “want to hold your hand”)	392,728
(“The Beatles” or Beatles) and (lyrics and “I want to hold your hand”)	339,265
Lyrics near ”The Beatles”	1,868,818
“I want to hold your hand” The Beatles	87,311 **

* Note that as a search becomes more detailed, it is expected that the number of hits will decrease. As the exercise shows, it is not always be the case. There are no absolutes in researching on the web and students should be made aware of that.

** Note the difference in selecting the same keywords in a simple search strategy as opposed to an advanced search strategy. (87,311 vs. 173)

ADVANCED SEARCH STRATEGY	# OF HITS
ENTER RANKING KEYWORDS (IN ANY LANGUAGE)
ENTER BOOLEAN EXPRESSION
“I want to hold your hand” The Beatles **	173
“I want to hold your hand” “The Beatles”	173
“I want to hold your hand” “The Beatles” lyrics	3
“I want to hold your hand” “The Beatles” lyrics and download	1

Appendix XIV: Simple and Advanced Search Strategies – Student Copy

Assume : You can evaluate (read) an entire site in one second.

NUMBER OF HITS	TIME TO READ (minutes)	TIME TO READ (hours)
60	1
600	10
6000	100	1.7
60000	1000	16.7
600000	10000	166.7 = 6.9 DAYS
1000000	16666.66	277.7 = 11.5 DAYS

Using Simple and Advanced Search methods can minimize the amount of time spent looking at inappropriate or unnecessary web sites. The following strategies were applied in looking for the song “I want to hold your hand” by The Beatles. The Search Engine used is http://Altavista.com

SIMPLE SEARCH STRATEGY	ALTA VISTA FOUND (# OF HITS)
the beatles
“the beatles”
“The Beatles”
(“The Beatles” and lyrics)
(“The Beatles”) and (lyrics or music)
(“The Beatles”) and (lyrics and “want to hold your hand”)
(“The Beatles” or Beatles) and (lyrics and “I want to hold your hand”)
Lyrics near ”The Beatles”
“I want to hold your hand” The Beatles

Choose the Advanced Search feature found in Alta Vista and key in the following. Note the first line of the advanced search is identical to the last line of the simple search.

ADVANCED SEARCH STRATEGY	# OF HITS
ENTER RANKING KEYWORDS (IN ANY LANGUAGE)
ENTER BOOLEAN EXPRESSION
“I want to hold your hand” The Beatles
“I want to hold your hand” “The Beatles”
“I want to hold your hand” “The Beatles” lyrics
“I want to hold your hand” “The Beatles” lyrics and download

Appendix XV: Netiquette Guidelines

The Core Rules of Netiquette

The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea.

Introduction

Rule 1: Remember the Human

Rule 2: Adhere to the same standards of behavior online that you follow in real life

Rule 3: Know where you are in cyberspace

Rule 4: Respect other people's time and bandwidth

Rule 5: Make yourself look good online

Rule 6: Share expert knowledge

Rule 7: Help keep flame wars under control

Rule 8: Respect other people's privacy

Rule 9: Don't abuse your power

Rule 10: Be forgiving of other people's mistakes

To view this table of contents and obtain more information, visit the web site: http://www.albion.com/netiquette/corerules.html

Some Practical Netiquette Tips for E-mail and Newsgroups

6. Avoid using all caps. IT LOOKS LIKE YOU'RE SHOUTING!

· To personalize your messages, you can use smileys, also known as emoticons, expressions you create from the characters on your keyboard. A few popular ones include:

:-)	Happy	:-e	Disappointed
:-(	Sad	:-<	Mad
:-o	Surprised	:-D	Laughing
:-@	Screaming	;-)	Winking
:-I	Indifferent

· Keep your communications to the point. Some people pay for Internet access by the hour.

Appendix XV: Netiquette Guidelines (Continued)

· Keep in mind that anything you post to a newsgroup or type into a chat session is a public comment. You never know who's reading it, or who may copy it and spread it around.

· If you're posting a message to a public bulletin board, forum, or newsgroup, stick to the topic. Don't make the mistake of posting advertisements or announcements to every newsgroup you can think of. This practice, referred to as spamming, will quickly lead to another unpleasant Internet practice known as flaming.

· What is flaming? Sometimes you might offend someone unintentionally. Be prepared to receive some angry e-mail or be treated rudely in a public discussion. This is called being flamed. If you attack back, you will spark what is known as a flame war. The best response usually is no response at all.

· If you post an ad to a newsgroup, or send it in an e-mail, clearly identify it in the subject line. That way people who aren't interested can delete it.

· To keep messages short, there are some abbreviations you can use:

· <BTW> means "by the way."

· A <G> enclosed in brackets indicates grinning.

· A good one to keep handy in case you're worried about offending someone is <IMHO> -- In My Humble Opinion.

· Some additional resources you can consult include the following:

· For a short and friendly summary, try the UK Beginners' Guide to Good Manners.

· For the definitive guide, read Arlene Rinaldi's The Net: User Guidelines and Netiquette.

· Keep in mind that FAQs (Frequently Asked Questions) are very handy documents to read before asking questions. You should always consult them whenever they are available.

Adapted from The Net: User Guidelines and Netiquette - Index

By Arlene H. Rinaldi

http://www.fau.edu/netiquette/net/

Appendix XVI: E-Mail Checklist

Appendix XVII: Collaboration Tools on the Internet

7. E-Mail (one-to-one, one-to-many)

We use Internet E-mail (electronic mail) to send electronic letters to people or organizations. E-mail messages may contain text and multimedia data and can be delivered within seconds to almost any E-mail address in the world. To send and receive messages, a user must have an E-mail account and an E-mail program. Accounts are available through commercial Internet Service Providers (ISP) or a school’s or organization’s network manager. Some non-commercial E-mail accounts are designed to function only within the school or organization in which they were created or inside the firewall (the electronic “wall” that separates your internal network or Intranet from the rest of the world). E-mail programs are built into most Web browsers and are also available as separate products.

The path of an e-mail message

When someone types and SENDS a message to you this message travels to the POST OFFICE (disk space on a computer) on the Internet MAIL SERVER at your school, organization or ISP. Here it is stored in your private MAILBOX. Instead of a box number and key, you have a USERNAME and PASSWORD for this mailbox. You can prevent other users from viewing your mail by keeping your username and password secure just as you would your house keys or locker combination

The anatomy of an e-mail address

There are two protocols (or sets of “rules”) for the sending and receiving of e-mail messages via a MAIL SERVER. They are SMTP (Simple Mail Transfer Protocol) and POP (Post Office Protocol).

Appendix XVII: Collaboration Tools on the Internet (Continued)

· Mailing Lists (one-to-many)

An Internet Mailing List operates much like a magazine subscription – after you find a topic that interests you, you subscribe. All users on the list may post messages which will be sent to all members on the list. All replies will ALSO be sent to every member of the list. Some popular WEB resources for locating mailing lists are: http://www.liszt.com, http://www.tile.net/listserv, and http://www.listtool.com.

· File Transfer Protocol (FTP) (one*-to-one)

*(In this case “one” refers to a file)

This is one of the oldest Internet services which enables you to download (copy) a file from a remote (distant) computer. This service may expose your computer to unwanted viruses

File Compression

Files available by FTP are typically compressed to reduce the amount of storage space required and the amount of time required for downloading. These files typically have extensions such as .tar, .zip, .z, .zr, .gz.

· Newsgroup (one-to-many)

A newsgroup is an electronic forum where users participate in ongoing discussions among an unlimited number of people about a multitude of topics. A system called Usenet is a widely used example which is much like a huge bulletin board where people post new messages and/or replies to existing ones. An ongoing discussion about a particular topic is typically referred to as a newsgroup. In order to participate you need a news reader (also known as a newsgroup client). This is a program that allows you to compose and read messages. The collection of messages about one topic is called a thread. Netscape Navigator and Microsoft Explorer have built-in news readers just as they have an E-mail program.

There are six major domains in the Usenet structure as follows: comp (computer-related), sci (science), soc (social issues and politics), news (topics related to Usenet), rec (recreational activities), misc (miscellaneous), alt (alternative)

Many newsgroups are targeted to users who are members of a particular network or institution such as a university or large organization as opposed to the general public.

Appendix XVII: Collaboration Tools on the Internet (Continued)

· Chat (one-to-one, one-to-many)

This is a popular way for Internet users to communicate in real-time. Real time communication means that communication is “right now”. Unlike e-mail, there is no waiting period between the time you send the message and the other person or group of people receives the message. Most chat rooms have a dedicated topic and may be monitored by a moderator. A web browser is all that is needed to participate in most chat rooms. It is possible to combine both keyboard and voice chat with such programs as Cool Talk which comes with Netscape Navigator 3. Another popular chat program is called Microsoft Chat.

· Conferencing (one-to-one, one-to-many)

Internet conferencing enables a group of users to communicate in real-time using a combination of keyboards, microphones, speakers, and video (where available). Internet conferencing makes it possible for people in distant locations to communicate and share files and applications so that they may work collaboratively in a group. Some popular software include Microsoft NetMeeting and Powwow. “Buddy lists” are programs that let you create specific lists of people with whom you want to chat in real time – much like conferencing. A program that provides this feature is available from http://www.icq.com.

Appendix XVIII: E-Mail and Newsgroups

Appendix XIX: E-Mail Journal

Task	Done (4)	Date	Comments
Introductory e-mail sent
Reply e-mail received
Editing of word processing document
Final Draft completed
Categories			Date Information Requested	Date Information Received

events
stories
clubs
school, location
other…

REFLECTION

Answer in space below.

What have you learned about your partner?

What have you learned about the cultural background of your partner’s school?

How is it different from your school? Name some differences and similarities.

How would you change this activity if you were to do it again?

Appendix XX: Electronic Communication Tools

Instructions: Complete the chart below by indicating, for each electronic communication tool identified:

· An example of the information a business might wish to communicate using the tool;

· The reason(s) why the electronic tool might be used by a business.

ELECTRONIC COMMUNICATION TOOL	EXAMPLE OF INFORMATION REQUESTED/ COMMUNICATED	REASON(S) FOR SELECTING ELECTRONIC TOOL
Fax
E-Mail
Voice Mail
Internet
Intranet
Extranet

Appendix XXI: Guidelines for a Student Web Site Plan

Title of Web Site:

Audience:

Purpose (e.g., Entertainment, Promotion, Information)

General Description (in sentences)

Summary of Content (e.g., pictures, song lyrics, recipes)

Link Objects or Text (e.g., Education will link to another page which lists my education Picture of a magnifying glass will link to my favourite search engine)

Attach a flowchart plan for your web site.

Teacher comments and authorization to continue:

Appendix XXI: Guidelines for a Student Web Site Plan (Continued)

Sample Flowchart

Appendix XXII: Multimedia Presentation Project

A Guide For New Grade Nine Students

Suggested Areas to Include in Guide

Layout of the School

The Role of the Library Resource Centre

The Role of Chaplaincy Services

Liturgies, counselling

community services

The Role of Student Services

The Role of Student Council

School Rules and Policies

Student Behaviour

Uniform, Attendance

Evaluation

Extra-Curricular Activities

Sports, Clubs

Special Events

Dances, Fund Raisers

Career Days

Take Your Child to Work

Miscellaneous

Dress Down Days (or Jeans Days)

What to do at Lunch Time

Personal Observation

(Any experience or advice which you wish to share with an incoming Grade 9 student)

Appendix XXIII: Tips to Help You With HyperStudio

The “pieces” of HyperStudio

· A card is what you see on one computer screen

· A card may contain text and or graphic objects or buttons

· Several cards make up a stack (e.g., you may have 10 cards in one stack).

· Buttons are objects which will perform an action when “clicked” with the mouse (e.g., move to the next page, play an animation).

Getting Started

· Launch HyperStudio, look at the File menu and notice that the file name is referred to as a stack

· Examine the Edit, the Move, and the Tool menus. Look for commands that are familiar and explore those that are not.

· The Objects menu allows you to add a button, a graphic or a text object to a card.

· Select File, New Stack - this will give you your first card to work on.

· Select File, Import Background and select a background from Disk file.

· Select Tools and drag the toolbox to any spot on the screen. You may move it as required and close it when it is not needed.

Working with HyperStudio

· To add text, select Objects and choose Add a Text Object - a dialog box will appear to help you position your box.

· In the Text Appearance dialog box, select the Style menu, select a font, size, colour, and background.

· To add a button select Objects and choose Add a Button.

· In the Button Appearance dialog box, you can name your button, select a shape, choose text colour and a background colour.

· When you click outside the button the Action menu will appear.

· Choose a suitable action from the Places to Go (e.g., Next card) and/or Things to Do (e.g., Play Frame animation) lists.

· Select Play Animation, select an image from the disk and experiment with the settings.

· If you selected Places to Go a Transitions dialog box will appear. Experiment with several effects until you find one that you like.

· Add additional cards and buttons to move between cards as necessary.

Adapted from Kitto, Rick and Scott Rob. HyperStudio. London, Ontario: KS Publications, 1998.

Appendix XXIV: Multimedia Project Evaluation

This project has a value of 50 marks. Half of the marks will be awarded for content (e.g., research, spelling, and grammar) and half for technical design (e.g. use of buttons, animation).

Categories	Needs Improvement	Good	Excellent	Mark
Content
Content – Thoroughness of Research				/5
Content - Accuracy of Information				/5
Content - Spelling				/5
Content - Grammar				/5
Content - Writing Style				/5
				/25
Technical Design
Technical Design - Buttons				/5
Technical Design - Graphics				/5
Technical Design - Animation				/5
Technical Design - Order of cards				/5
Technical Design - Creativity				/5
				/25

Total Marks = /50

SUGGESTIONS FOR IMPROVEMENT:

Appendix XXV: HyperStudio Presentation Project Rubric

Categories	Level 1	Level 2	Level 3	Level 4
Content Knowledge and Understanding of HyperStudio functions	- demonstrates limited knowledge and understanding of HyperStudio functions	- demonstrates some knowledge and understanding of HyperStudio functions	- demonstrates considerable knowledge and understanding of HyperStudio functions	- demonstrates extensive knowledge and understanding of HyperStudio functions
Thinking and Inquiry Evidence of Planning and Problem-Solving in Development of HyperStudio Presentation	- provides limited evidence of planning and use of problem-solving strategies	- provides some evidence of planning and use of problem- solving strategies	- provides considerable evidence of planning and use of problem-solving strategies	- provides extensive evidence of planning and use of problem-solving strategies
Communication - Oral Presentation Communication of information and ideas	- communicates relevant information and ideas with limited clarity and sense of audience and purpose	- communicates relevant information and ideas with some degree of clarity and sense of audience and purpose	- communicates relevant information and ideas with considerable clarity and sense of audience and purpose	- communicates relevant information and ideas with exceptional clarity, insight and sense of audience and purpose
Application of Technology Application of HyperStudio Software	- is able to employ HyperStudio to a limited degree with teacher direction	- is able to employ HyperStudio to a limited degree without teacher direction	- is able to employ HyperStudio to a significant degree without teacher direction	- is able to confidently employ HyperStudio in a creative manner without teacher supervision providing evidence of insight

Adapted from Llinda Taggart-Fregoso - http://memorial.sdcs.k12.ca.us/LESSON/WWII/WWIIunit//HyperStudiorubric.html

Appendix XXVI: Personal Inventory

PERSONAL TRAITS	Often	Sometimes	Never
I enjoy making decisions…
I work at something until it is finished before taking on a new task…
I prefer to organize things myself…
I feel comfortable giving instructions to others…
I prefer to work as part of a group…
I become nervous when talking in front of a group…
I develop an action plan before starting any new task…
It is difficult for me to tell someone that certain habits annoy me…
I become tongue-tied when speaking on the telephone…
I prefer to have established procedures to work by…
I like to try to help people deal with their problems…
I enjoy new challenges…
I speak more than one language…

PERSONAL INTERESTS
My Personal Interests Include:	If Applicable, Identify Sport, etc. and Include Positions/Awards
Sports
Clubs
Community Groups
Other Activities (e.g., Hobbies)

By looking at the completed personal inventory above, describe the type of work (employment) in which you would be most successful.

Appendix XXVII: My Information Technology Skills

My Skill Level in Each of the Following Areas Is….	Excellent	Good	Fair
Desktop Management
Word Processing
Spreadsheets
Graphic Tools
Databases
Use of the Internet
Desktop Publishing
E-Mail
Presentation Tools
Computer Literacy (Terms: e.g., Browser, etc.)

The IT skills in which I require improvement are:

· ____________________________________

What I will do to improve my IT skills:

· __________________________________________________________________

Appendix XXVIII: Video Resources

Inside the Internet

Mississauga, Ont: International Tele-Film, 1996. 1 videocassette (28 min.)

Focuses on how to use the Internet as a learning tool. This program shows how to use the World Wide Web in the classroom and discusses the different types of Internet connections.

Recommended for: Professional Development, Educational Technology

Caught in the Net

Montreal: National Film Board of Canada, 1997. 1 videocassette (14 min.)

Provokes young people to explore the risks of getting too personal on the Internet. Adam reluctantly faces the possibility that a girlfriend he met on the Internet may not be everything she appears to be. Viewers are urged to think critically and carefully about the many people and sources of information on the Internet.

Recommended for: Intermediate, Senior, Internet (Computer network)

Cybernation--programs 1-4 (4 programs on 1 videocassette - 30 min. each)

Cybernation--programs 5-8 (4 programs on 1 videocassette - 30 min. each)

Cybernation--programs 9, 10 (2 programs on 1 videocassette - 30 min. each)

Mississauga, Ont.: International Tele-Film, [199-],

This series is designed to introduce students to emerging technologies, help them understand how they work, what they've replaced (or what motivated their development), and how they've changed the world technologically and socially.

Recommended for: Intermediate, Senior, Technological innovations

Infologic Series

Toronto: International Tele-Film [distributor], 1995.

4 programs per videocassette (ca. 30 min. each)

Episode 1. Microsoft Windows 95

Episode 2. Microsoft Word 6.0

Episode 3. Lotus Smartsuite 3.0

Episode 4. Microsoft Word 6.0.

Episode 5. Lotus Smartsuite 3.0

Episode 6. Lotus Smartsuite/1-2-3

Episode 7. Microsoft Excel 5.0

Episode 8. Microsoft Word 6.

Episode 9. Microsoft Access 2.0

Episode 10. Lotus Notes

Episode 11. Microsoft Publisher

Episode 12. Microsoft Publisher.

Episode 13: Delrina Winfax: Erin Hintz, from Delrina, shows Beverly how easy it is to send and receive faxes using the computer and faxmodem.

Recommended for: Intermediate, Senior

Appendix XXVIII: Video Resources (Continued)

WebHead

Toronto: CBC Enterprises, 1996, 1 videocassette (47 min.)

Roughcuts Host Don McKellor takes us on a visit through a new and quickly changing neighborhood, the Internet. Using a wide range of experts and clear analogies, McKellor and company explain the history of the net and how it is expected to develop.

Recommended for: Senior, Professional Development

Digital design—programs 1-4

Digital design—programs 5-8

Mississauga, Ont., International Tele-Film, [199-], 2 videocassettes (120 min. each)

This series makes the essentials of page design, illustration, and typography accessible to everyone. Programs offer an overview of the tools, software, and concepts required to produce professional-looking documents. Also featured are the insights and wisdom of accomplished and professional designers and authors who share their favourite tips and techniques.

Recommended for: Intermediate, Senior, Electronic publishing.

Internet for Educators: A step-by-step guide to help educators understand and use the Internet

Speakeasy Cafâe/White Rain Films, 1996, 1 videocassette (66 min.)

A step-by-step guide demonstrating effective techniques for using the World Wide Web, E-mail, FTP, and others. The video also examines the Internet phenomenon from the educator's point of view. Examples are given of how to put the Internet to work in the classroom or to interact with fellow educators.

Recommended for: Professional Development, Senior

Venture: Technology and change

Toronto: CBC Enterprises, 1992, 1 videocassette (26 min.)

Technology is creating new realities and methods of getting things done in our homes, our workplaces and just about everything in between. We're in the midst of a world-wide technological revolution that is radically altering the speed and manner in which information is stored, accessed and communicated

Recommended for: Professional Development, Senior

Computer Applications

Scarborough, Ont.: Nelson Canada, 1996, 1 videocassette (29 min.)

This program gives a brief history of computers, explains white collar crime and the role of a forensic accountant, and looks at the Internet and the World Wide Web.

Recommended for: Senior, Teacher reference

Information Processing – 20 part Series

Ontario, TV Ontario, 1993

These series covers a variety of Information Technology topics. The videos were designed to accompany the Independent Learning Centre courses.

Titles include: Business Organization, The changing workworld, Data Bases, Telecommunications, Preparing for an Information Processing Career, Business documents.

Internet Searching Skills: Navigating the Web with Ease

Schlessinger Media, 1998, 1 videocassette (23 minutes)

Available from: The Magic Lantern Group, 10 Meteor Drive, Toronto, ON

http://www.magiclantern.ca

Recommended for: Grade 5 and up

Back to Unit 4 | Back to Course Profiles main menu