Course Profile
Introduction to Information Technology in Business Grade 9
or 10 open, Catholic
Unit 3
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. 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 or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario
Toronto Catholic District School Board Writing Team – Introduction to Information Technology in Business
Lead Board
Toronto Catholic District School Board
Laila Sisca, Project Manager
Course Profile Writing Team
Grant Evers, Lead Writer, TCDSB
Alice Bhyat, TCDSB
Vicky Brady, TCDSB
Rob Sedran, TCDSB
Marian Keaney, TCDSB
Layout
Vicky Brady, TCDSB
Internal Reviewer
Gina Marrello
Special thanks to:
Bozenna Karczewska
Professional Librarian
TCDSB Professional Library
Unit 3: Knowledge
Management: Accessing the Global Network of
People and Information
Activity 1½Activity 2½Activity 3½Activity 4½Activity 5
Time: 31.25 hours
Unit Developer(s)
Toronto Catholic District School Board
Development Date: July 1999
Students learn how to productively explore the resources of the Internet. Students learn how to search, collect, analyse, validate, and synthesize data permitting them to make pragmatic and ethical business decisions. Students demonstrate an understanding of the Internet’s limitless potential to link data, information, and people in order to seek the truth and build knowledge.
Ontario Catholic Graduate Expectations: 1d, 2c, 3b, 3c, 3d, 3e, 4a, 4f, 5g, 7b, 7i.
Strand(s): Information Management, Software Applications, Electronic Communication, Electronic Research and Ethical Issues
Overall Expectations: IMV.01X, SAV.02X, ECV.02X, .03X; EEV.01X, .02X, .03X.
Specific Expectations: IM1.01X, .03X; .05X; IM4.03X, .04X, .05X; SA2.02X, .03X; SA3.03X; EC2.02X, .03X, .04X; EC3.02X, .03X, .04X, .05X; EE1.01X, .02X, .03X, .04X, .05X; EE2.01X, .02X, .03X, .04X; EE3.01X, .02X, .03X, .04X.
|
Activity 1 |
Introduction to the Internet, Intranet, and Extranet |
300 minutes |
|
Activity 2 |
The Internet: Legal, Ethical and Moral Issues |
225 minutes |
|
Activity 3 |
Researching the WWW Productively |
750 minutes |
|
Activity 4 |
Collaborating Using E-Mail and Other Electronic Tools |
225 minutes |
|
Activity 5 |
Applying Collaborative Research Skills to Create Knowledge |
375 minutes |
Since this unit is the first in Phase 2 of this course profile, teachers are encouraged to examine Unit 5 before starting, as modifications have been made to Unit 5. Some of the activities in Unit 5 are designed for concurrent delivery with earlier units but not all expectations (CO1.02X, CO1.03X, CO1.04X) were referenced in Phase 1. Teachers may wish to develop appropriate tools to ensure that these expectations are assessed and evaluated.
This unit requires advanced preparation. The teacher guides the direction of student research but remains flexible in order to encourage student creativity. The information gathered through the research and collaboration activities in Activity 5 will be organized and edited in order to provide the content for a project in Unit 4.
Students use basic word processing and file management skills that were developed in Units 1 and 2.
· This unit provides opportunities to generate, select, and develop project ideas related to the unit's expectations and the students’ interests. Teachers demonstrate research and collaboration techniques as often as possible to model the appropriate strategies. Student activities emphasize “learning by doing”.
· Throughout the activities in this unit students should be reminded to update their glossaries and technical journals. Teachers check these for completeness at regular intervals.
· Where appropriate throughout this unit, have students continue to develop their keying skills and to monitor their own progress.
· teacher observational checklists
· teacher observation
· student checklists
· technical journal
· glossary
· student-teacher conferencing
· group reporting/presentations
· terminology quizzes
· lab exercises (scavenger hunts, guided practice)
· activity journals
· tests
· case studies
· research assignments
· article assignment
· oral presentation
· activity journals
· quizzes
IMS INTERNET MARKETING SERVICES - This Internet marketing service provides businesses with information on how to use the Internet to improve business.
http://www.erehwon.com
ALPHABET SUPERHIGHWAY - This educational web site, sponsored by the U.S. Dept. of Education, assists teachers in creating, locating and communicating information through on-line activities.
http://www.ash.udel.edu/ash/
EDUCATION AND THE INTERNET: OPPORTUNITIES AND PITFALLS
http://teachers.work.co.nz/internet_education.html
INTERNATIONAL SCHOOL WEB SITE DIRECTORY
http://web66.coled.umn.edu/schools.html
LEARNING RESOURCE SERVER – Provides links to some of the most exciting uses of technologies for learning on the Internet (College of Education, University of Illinois)
http://lrs.ed.uiuc.edu/
TEACHER NET
http://www.teachernet.com
THE COMPUTER LEARNING FOUNDATION - The Computer Learning Foundation is an international, non-profit educational foundation, dedicated to improving the quality of education and to preparing youth for the workplace through the use of technology. Users may review foundation articles, browse and order resource materials, find out about activities and competitions, locate lesson plans and learn of new Foundation projects and materials as they are announced.
http://www.computerlearning.com
CANADA'S SCHOOLNET - Established in 1993, Canada's SchoolNet is designed to promote the effective use of information technology among Canadians by helping Canadian schools and public libraries connect to the Internet. Through its partnerships with provincial and territorial ministries of education, library authorities, education and library associations and the private sector, Industry Canada's SchoolNet has successfully made Canada the first nation in the world to connect its schools and libraries to the Information Highway.
http://www.schoolnet.ca/
EPALS CLASSROOM EXCHANGE - Connect with classrooms from 100 countries speaking over 100 languages. 13,547 classrooms, representing more than 900,000 students, are now registered with ePALS!
http://www.epals.com
EDUNET - Explore some of the best educational content through EduNET's 10 Learning Categories. Check out the EduNET Bookstore for recommended educational reading. Preview the Education Directory of Schools (Ontario) available on CD-ROM.
http://www.edunetconnect.com/
EDUNET CHOICE AWARDS - Awarded to sites for providing and maintaining valuable educational content. Click on Previous Winners to look at good sites.
http://www.edunetconnect.com/choiceaw.html
MEDIA AWARENESS NETWORK - The Media Awareness Network (MNet), with education and community partners, is launching an Internet education campaign in Ontario. The purpose of the campaign is to raise awareness about the challenges that are arising as children and young people go online. Web Awareness '99: Knowing the Issues features activities and events hosted by schools and local libraries throughout the province.
http://www.media-awareness.ca/eng/webawareness/webindex.htm
THE HISTORY OF THE INTERNET- This site provides a very detailed, almost year-by-year history of the development of the Internet.
http://www.davesite.com/webstation/net-history.shtml
BEGINNERS’ CENTRAL - This site is dedicated to helping people learn how to use information available on the Internet in a coherent manner.
http://www.northernwebs.com/bc/
THE HELPWEB - A guide to new users of the Internet.
http://www.imagescape.com/helpweb
THE INTERNET TOURBUS - This is a virtual tour of the best of the Internet.
http://www.tourbus.com/
INTERNET 101 – This is a high quality on-line guide to the internet.
http://www2.famvid.com/i101/internet101.html
LEARN THE NET – This outstanding web site has some very user-friendly information about all aspects of the Internet.
http://learnthenet.com
THE NET: USER GUIDELINES AND NETIQUETTE -By Arlene Rinaldi and Florida Atlantic University
http://www.fau.edu/netiquette/net/index.html
WHAT IS NETIQUETTE - 15 MINUTE SERIES
http://www.sl-regional.k12.ma.us/lab323/15min/NETIQETE/sld01.html
NETIQUETTE: LIFE ON THE INTERNET
http://www.screen.com/start/guide/netiquette.html
NETIQUETTE - "Netiquette" is network etiquette, the do's and don'ts of online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This page provides links to both summary and detailed information about Netiquette for your browsing pleasure.
http://www.albion.com/netiquette/index.html
THE 10 COMMANDMENTS FOR COMPUTER ETHICS – from the Computer Ethics Institute, Florida Atlantic Institute.
http://www.fau.edu/netiquette/net/ten.html
GLOSSARY OF INTERNET TERMS - Extensive set of Internet terms
http://www.matisse.net/files/glossary.html
THE SPIDER'S APPRENTICE - Suggestions for searching the web more efficiently.
http://www.monash.com/spidap.html
WHERE THE WILD THINGS ARE – This is a librarian's guide to the best information on the Internet. Click on Internet Resources for information on the social impact of the Internet, technical assistance and viruses. Click on Training Resources for a wealth of training information.
http://www.sau.edu/CWIS/Internet/Wild/index.htm
TEN C'S FOR EVALUATING INTERNET SOURCES
http://www.uwec.edu/Admin/Library/Guides/tencs.html
EVALUATING WEB RESOURCES
http://www2.widener.edu/Wolfgram-Memorial-Library/webeval.htm
INTRODUCTION TO SEARCHING THE WEB
http://www.library.ubc.ca/home/websearch/#formore
EVALUATING INTERNET RESOURCES
http://www.albany.edu/library/internet/evaluate.html
SEARCHING THE INTERNET: RECOMMENDED SITES AND SEARCH TECHNIQUES
http://www.albany.edu/library/internet/search.html
BLUE MOUNTAIN ARTS
http://www.bluemountainarts.com/
123 GREETINGS
http://www.123greetings.com/
CARDMASTER
http://www.cardmaster.com/
AWESOME CYBER CARDS
http://www.marlo.com/
E-CARDS
http://www.e-cards.com/
HOWAREYOU
http://www.howareyou.com/cards.shtml
WEBCARDZ
http://www.paradocs.com/webcardz/
ANGELFIRE
http://www.angelfire.com
GEOCITIES
http://www.geocities.com/
TRIPOD
http://www.tripod.com
ONE STOP
http://home.onestop.net/
INTERACTIVE NET
http://www.talkroom.com
PARACHAT
http://www.parachat.com/
INTERNET CHAT EXCHANGE
http://www.spin.de/commline/ice.html
NEWSLET
http://www.chatplanet.com/
STEPHANIE'S PAGE OF LESSON PLANS
http://bulldog.unca.edu~srashley/lesson.html
LESSON PLANS ON THE INTERNET
http://www.swift.cps.k12il.us/swift/lessons.html
ASK ERIC LESSON PLANS
http://ericir.syr.edu/Virtual/Lessons/
DOWNLOAD ZONE – Educational Shareware, Freeware, and software
http://www.angelfire.com/ks/tonyaskinner/download.html>
EVERYTHING E-MAIL – This web site offers just what it states… everything you would want to know about email. It also offers an e-postcard service.
http://everythingemail.net
CANOEMAIL
http://canoemail.com
HOTMAIL
http://www.hotmail.com
EXCITE MAIL
http://www.mailexcite.com
ROCKETMAIL
http://www.rocketmail.com
MAILCITY
http://www.mailcity.com
NETADDRESS
http://wwwnetaddress.usa.net
FRIENDLY E-MAIL
http://wwwthekeyboard.com
YAHOO! MAIL
http://www.mail.yahoo.com
MY OWN E-MAIL
http://www.betty-boop.com
GLOSSY E-MAIL
http://www.glossy.com
SUPERNEWS E-MAIL
http://www.supernews.com
EUDORAMAIL
http://www.eudoramail.com/
Bix, Cynthia, et al. Kids do the Web. San Jose, CA.: Adobe Press, 1996.
Carrol, Jim, et. al. 1998 Canadian Internet Handbook. Educational Edition. Scarborough, ON: Prentice Hall Ginn, 1998.
Cram, Carol M. World Wide Web. North Vancouver, BC: Capilano College, 1997.
Lamb, Annette. The Magic Carpet Ride, 2nd ed. Emporia, Kansas: Prepublication Printing, 1998.
Perkins, Joyce and Jernigan. Activities for the Internet: An Introduction. Cincinnati: South-Western Educational Publishing, 1998.
Poindexter, Sandra. E~Course Netscape Navigator. Cambridge, MA, Course Technology, 1997.
Norton Peter. Essential Concepts Third Edition. New York: Glencoe/McGraw-Hill, 1999.
Videotapes listed below may apply to earlier units of this course.
Caught in the Net
Cybernation
Day of
Reckoning
Digital
Design
Infologic Series
Internet for
Educators
Venture: Technology and Change
Webheads
All from the TCDSB Professional Library. See Appendix XXIII for detailed information.
HYPERSTUDIO TRAINING VIDEOS - OSAPAC has purchased a licence for training videos for HyperStudio; duplicating masters have been shipped to school boards (as per announcement on site listed below, July 1999).
http://www.haltonbe.on.ca/OSAPAC/osapacE.html
Time: 300 minutes
This activity is designed to introduce students to basic concepts and terminology associated with the Internet, Intranet, and Extranet. Through teacher-led discussions, and guided exploration exercises, students begin the journey to learn how the myriad of Internet applications can enhance personal and business productivity. This activity encompasses a brief overview of the Internet (e.g., history, how it works) and terms (See Appendix I – Internet-Related Terms.). In order to provide students with a ‘taste’ of the diversity of information available on the Internet, they are given an opportunity to explore various sites.
Ontario Catholic School Graduate Expectations:
Students will:
· read, understand, and use written materials effectively;
· use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;
· create, adapt, and evaluate new ideas in light of the common good;
· demonstrate flexibility and adaptability;
· apply effective communication, decision-making, problem-solving, time and resource management skills;
· respect the environment and use resources wisely.
Strand(s): Electronic Research and Ethical Issues, Electronic Communications
Overall Expectations:
· analyse the various uses of the Internet in a business environment (EEV.02X).
Specific Expectations:
· explain how a stand-alone computer is connected to the Internet; (EE2.01X)v
· compare the services provided to businesses by a variety of Internet Service providers; (EE2.02X)v
· explain the ways in which organizations can use the Internet and Intranet; (EE2.03X)v
· compare the ways the Internet and Intranet are used in a variety of organizations; (EE2.04X)v
· describe the tools used to communicate electronically in business (e.g., fax, e-mail, voice mail, bulletin board, discussion group, the Internet, Intranet, Extranet); (EC2.01X)v
· compare a variety of electronic communication tools in terms of their uses and benefits to business. (EC2.02X)v
· To stimulate interest, use a teacher-prepared visual aid that illustrates various Internet terms on the first day of this unit. For ideas see: http://discoveryschool.com/schrockguide/brush/board.html.
· Students have already been exposed to the Internet (see Unit 1, Activity 3: Accessing the World Wide Web), so the topic is not an entirely new one. In preparing for this activity, teachers consult several sources that provide information on the history of the Internet and Internet-related terms. (See Appendix I - Internet-Related Terms.)
· In preparation for this activity, teachers may choose to assign the discussion questions (see Teaching/Learning Strategies 1) as homework in advance of the lesson.
· For the Internet scavenger hunt (Teaching/Learning Strategies 4) teachers have the option of preparing their own hunt, perhaps tailored to the interests of their students, or using scavenger hunts already developed. Three Internet scavenger hunts can be found in Joseph Cordi’s The Teachers’ Internet Cookbook. Another print source is The Teacher’s Complete and Easy Guide to the Internet by Ann Heidi and Linda Stilborne. An Internet source is Internet Scavenger Hunts – http://www.angelfire.com/ks/tonyaskinner/scavhunt.html. It is suggested that the difficulty of the exercise be graduated.
· To augment understanding of the security of an Intranet and an Extranet, teachers may identify in advance a site (e.g., local school board Intranet site or some other locally relevant site) that requests authorization in order to access. Some working examples (as of July 1999) are: webserver.ehvert.com, intranet.tcdsb.on.ca and canadatrust.com (select easyweb).
· Teachers remind students to update glossaries and technical journals as required.
Teachers should reinforce the school’s Acceptable Use Policy (AUP) (This policy was already covered in Unit 1, Activity 3 but the start of Unit 3 may be an opportune moment to refresh the students' understanding of it.)
1.
Introduction
Begin with a class discussion of the Internet. The discussion should centre around the following points:
· What is the Internet?
· How does society benefit from the use of the Internet?
· How did the Internet develop as a business tool?
· How does business benefit from the use of the Internet?
· How do students benefit from the use of the Internet?
Following the discussion, students brainstorm, in groups, how a typical high school student would go through a day in the year 2010. They must try to incorporate the use of the Internet in as many ways as possible. Each group then prepares an hour-by-hour log and presents it to the class. The group who has incorporated Internet usage into the day most often could win a small prize.
2.
World Wide Web
The World Wide Web allows for computer connections that are non-linear and almost endless. To illustrate the concept of the World Wide Web, it is suggested that teachers use an analogy to demonstrate that information can be gathered divergently. For example, the teacher could involve the class in planning a trip. In rapid-fire order, the teacher asks questions such as:
· Where would you like to go for a holiday?
· Why do you want to go there?
· Why not to (another place)?
· What clothes will you bring?
· How much money will you need?
· What will you see?
· At which hotel will you stay?
· Do you have to worry about natural disasters?
· Do you have to worry about wars?
Once the trip has been planned, the teacher then points out that just as the questions were not asked in any particular order, the World Wide Web allows one to access information on the Internet in an unrestricted order.
3.
Let’s Go Somewhere!
The teacher guides students to visit a few WWW sites. Possibilities include:
· http://www.disney.com (various sites to explore)
· http://www.littlejason.com/lemonade (a business game in which students compete with each other)
· http://canada.gc.ca/ (provides a wealth of information about Canada’s government)
· http://www.vatican.va/ (The Vatican)
· http://home.golden.net/~wts/youth.html (CATHOLIC YOUTH IN CANADA)
· http://pauline.org/saintday/index.html (The profiles of the saints are taken from the book Saints for Young People for Every Day written by Sr. Susan Helen Wallace, FSP.)
· http://www.march21-2000.com (Racism - Stop It! Action 2000)
· http://www.interlog.com/~uarr (Urban Alliance on Race Relations)
Through this activity students gain further
practice at using the main features of their Internet browsers (e.g., back and
forward buttons, home, stop, reload) and come to understand the concept of
hyperlinks.
4.
Let’s Find Some
Information
Students, individually or in groups, undertake an Internet scavenger hunt. This could be a graduated exercise. For example, the first set of questions could direct students to a specific site to search for answers and the second set of questions could direct students to various sites to seek specific information.
5.
How the Internet
Works
How is a Computer Connected to the Internet?
Using Appendix II - How Is a Computer Connected to the Internet?, teachers outline how a computer is hooked up to the Internet. Terms covered include: Interface Card, Modem, Service Provider, IP Address, Browser, HTML, Hyperlink. (See Appendix I – Internet-Related Terms.)
Comparison of
Internet Service Providers
Using a local computer magazine (e.g., Toronto Computes) or the Internet, have groups of students research various service providers to compare the features that they offer to home and business users (e.g., cost, speed of transmission, number of e-mail addresses, space for web pages).
Findings are presented in table format and submitted for evaluation. (See Appendix III.)
Internet,
Intranet, and Extranet
Using Appendix IV – The Internet, Intranet, and Extranet, teachers explain the interrelationship among the Internet, Intranet, and Extranet. In order to experience the security features of an Intranet or Extranet, students attempt to access an Intranet or Extranet site (see Planning Notes) at which they will be unsuccessful. The result of this attempt, will be an error message such as the following:
HTTP Error 401
401.1
Unauthorized: Logon Failed
This error indicates that the credentials passed to the server do not match the credentials required to log on to the server.
Please contact the Web server's administrator to verify that you have permission to access the requested resource.
A follow-up discussion as to the possible reasons for security on an Intranet and an Extranet should lead to the types of information exchanged by each medium. For example:
|
Medium |
Available to |
Information Exchanged/Relayed |
|
Internet |
Public |
· Promotional material · On-line catalogues · E-Commerce |
|
Intranet |
Individuals within an organization |
· Internal newsletters · Upcoming meetings |
|
Extranet |
Selected business partners e.g., suppliers |
· Purchase requests · Price lists |
Have students prepare a chart similar to the one shown above filling in additional examples where appropriate.
As an additional resource to illustrate the use of the Internet, Intranet, and Extranet in business, refer to the following:
GRAPHIC: HOW A MYTHICAL MERCHANT USES THREE AVENUES OF THE NET FOR E-COMMERCE. Visit this site to link to an excellent graphic (.pdf format) that illustrates the use of the Internet, Intranet, and Extranet for E-commerce.
http://www.businessweek.com/1998/25/b3583001.htm
(Select Extranets, then GRAPHIC: How a Mythical Merchant Uses Three Avenues of the Net for E-Commerce (.pdf) at bottom of page)
· Invite peer tutors or gifted students to act as lab assistants during this activity.
· Simplify terminology or use everyday analogies to explain terminology.
· Simplify the Internet scavenger hunt (e.g., limit the number of sites or questions).
· For further strategies see Accommodations (General) on page 7, Phase 1.
· teacher observational checklists (EE1.01X, EC2.02X)
· terminology quizzes (EE2.02X)
· completion of scavenger hunt(s) (EE1.01X)
· test (EE2.01X, EE2.02X, EE2.03X, EE2.04X, EC2.01X)
· research assignment (EE2.02X)
Glossaries
INTERNET 101 BASIC TERMINOLOGY - Many pages of Internet-related terms.
http://www2.famvid.com/i101/terms.html
GLOSSARY: INTERNET TERMINOLOGY - Many pages of internet-related terms.
http://www.library.nwu.edu/iesca/glossary/interms.html
The Internet and Business
GRAPHIC: HOW A MYTHICAL MERCHANT USES THREE AVENUES OF THE NET FOR E-COMMERCE. Visit this site to link to an excellent graphic (pdf format) that illustrates the use of the Internet, Intranet and Extranet for E-commerce.
http://www.businessweek.com/1998/25/b3583001.htm
(Select Extranets, then GRAPHIC: How a Mythical Merchant Uses Three Avenues of the Net for E-Commerce (.pdf) at bottom of page)
General - Education
BUSY TEACHERS' WEB SITE K-12 - A subject directory of resources for teachers.
http://www.ceismc.gatech.edu/busyt/
Heide, Ann and Linda Stilborne. The Teacher’s Complete and Easy Guide to the Internet, 2nd ed. Toronto, Canada: Trifolium Books Inc., 1999.
Cordi, Joseph. Teachers’ Internet Cookbook: A Recipe for Internet Implementation for the Absolute Beginner. Toronto, Canada: Baxter Group Publishing Company, 1998.
See Appendix XXVIII - Video Resources, for a detailed list of video resources.
Time: 225 Minutes
In this activity students investigate legal, ethical and moral issues pertaining to Internet use. Students are presented with several scenarios that require the identification of legal, ethical, or moral implications. A foundation of ethical principles is presented to the students that can serve as a guide for socially responsible use of the Internet. Students then proceed to investigate specific issues including "Acceptable Use " policies, network security, cyber-crime and copyright.
Ontario Catholic School Graduate Expectations:
Students will:
· think reflectively and creatively to evaluate situations and solve problems;
· make decisions in light of gospel values with an informed moral conscience;
· demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;
· achieve excellence, originality, and integrity in their own work and support these qualities in the work of others;
· act morally and legally as individuals formed in Catholic traditions;
· accept accountability for their own actions;
· contribute to the common good.
Strand(s): Electronic Communication, Electronic Research and Ethical Issues
Overall Expectations:
· demonstrate an understanding of the legal issues relating to electronic communication; (ECV.03X)v
· analyse the ethical issues concerning use of electronic information. (EEV.03X)v
Specific Expectations:
· investigate and describe legal issues related to electronic communication; (EC3.04X)v
· describe the major issues related to security on the Internet, Intranet, Extranet, and e-mail (e.g. privacy, credit card use and use of firewalls); (EC3.05X)v
· explain the purpose and content of an Internet acceptable use agreement; (EE3.01X)
· apply copyright rules, regulations, and conventions to reference material obtained from electronic sources. (EE3.04X)v
· Teachers review the school's or school board’s "Acceptable Use Policy".
· Teachers preview each of the suggested web sites in Teaching/Learning Strategies 2 and 7. For example, the United Nations has produced a report that provides an excellent overview of computer crime.
· Teachers select appropriate articles that discuss legal and ethical issues in relation to the use of computers (e.g., network security, cyber-crime) to be used in Teaching/Learning Strategies 5 and 6. Each of the major newspapers and magazines serve as valuable sources. (See Resources, Unit 1, p. 11, and/or consult with your school teacher/librarian.)
· Teachers make copies of secondary school law textbooks or law dictionaries available for reference.
· Teachers may wish to consult with the school teacher/librarian re: guidelines for proper referencing of print and Internet sources (See Teaching/Learning Strategy 6)
· Before developing this activity teachers may wish to consult the web site, http://www.mapnp.org/library/ethics/ethxgde.htm , which provides a practical guide to business ethics. This site discusses ten interesting myths about business ethics.
Ideally, a school’s or school board’s “Acceptable Use Policy” was distributed and signed by the student and his/her parent/guardian at the outset of the course. Therefore, students should possess a general familiarity with its contents. The students are to know how to access the Internet from their computer.
1.
Decision-Making
Case Studies
Teachers begin this activity by providing brief scenarios that require students to make moral, ethical, and/or legal decisions, such as the following:
· accessing another student's or teacher's computer upon gaining knowledge of their password;
· changing another student's password;
· accessing a web site that contains pornographic images of a sexual or violent nature;
· accessing a web site that contains hate literature;
· computer "hacking";
· accessing confidential files;
· using pirated software;
· sending racist, sexist, or derogatory e-mail;
· copying music from the Internet;
· creating or intentionally spreading a virus.
Students identify the moral, ethical, or legal principles that are violated in each of the situations. Discuss the rationale for objections to these behaviours. Distinguish among the concepts of ethical, moral, and legal behaviour, noting that what may be legal, may not necessarily be moral or ethical. Establish definitions of the terms moral, ethical, and legal. The teacher may wish to distinguish between the concepts of private and public morality (See Talos, et. al.)
2.
Commandments for
Computer Ethics
Using Appendix V – The Ten Commandments for Computer Ethics, discuss each of the suggested "Commandments". Ask students to identify additional "commandments" that might be desirable. Refer to a commentary on the "Ten Commandments for Computer Ethics" by visiting the following web site: http://www.ccsr.cms.dmu.ac.uk/resources/professionalism/codes/cei_command_com.html.
3.
Acceptable Use
Policy
Lead the students in an evaluation of the school’s or school board’s “Acceptable Use Policy”.
4.
Computer Crime
within the Criminal Code of Canada
Provide students with a copy of selected excerpts from the Criminal Code of Canada that concern the abuse of computers (see Appendix VI – Computers and the Criminal Code of Canada). Distribute this worksheet and have students provide examples of these offences.
5.
Security Issues
Distribute newspaper articles to groups of students that investigate issues of network security (e.g., privacy, firewalls). Assign the same questions to each group, such as:
a) What is the source of the article?
b) What is the security issue?
c) Who are the parties involved?
d) What solutions are proposed to the problem?
Have a member from each group report the group's answers to the class.
6.
Cyber-crime
Define the term "cyber-crime". Distribute newspaper articles to groups of students that investigate cyber-crime incidents (e.g., credit card fraud). Students prepare a keyed summary of the incident that they selected. A brief presentation may follow the exercise. Ensure that students reference their sources in proper format.
7.
Copyright
Define the term copyright. Emphasize the ethical principles that underlie the acknowledgement of copyright: respect and integrity for the intellectual output of the creator. Discuss examples of works that are subject to copyright (e.g., books, songs). The recent Sarah McLachlan case could be cited as a musical example of alleged copyright infringement (refer to http://caldercup.com/jammusic/sarahmclachlan/home_trial.html). Provide examples of how a person could infringe copyright by using computers. Have students access the Harvard University web site (http://eon.law.harvard.edu/property/respect/main.html) to examine a case of copyright infringement using a computer (e.g., ”Coca Cola assignment” case study). Teachers should note the following ways by which copyright can be infringed on the Internet:
· A copier may pass off an original creator's work as his/her own.
· A copier might reproduce an image exactly, alter it slightly, or distort it until it is not recognizable as the original.
· A copier may reproduce the style of the original creator and thereby lead readers to believe, falsely, that his work is the original creator's.
· A copier may fail to credit the original creator on his web site or may give the creator unwanted credit for the distorted copy.
· For further strategies see Accommodations (General) on page 7, Phase 1.
· Teachers could invite a law teacher and a religion teacher to the class to conduct a panel discussion of legal, ethical, and moral issues in relation to computer use.
· teacher observation (ECV.03X, EEV.03X, EC3.04X, EC3.05X, EE3.01X)
· group oral report (ECV.03X, EEV.03X, EC3.04X, EC3.05X, EE3.01X)
· case summary (EC3.04X, EC3.05X, EE3.04X)
· worksheet (EC3.04X)
Edwards, L.and C. Waelde (ed.). Law and the Internet: Regulating Cyberspace.
This book, which provides a comprehensive analysis of law and the Internet, can be reviewed at AMAZON.COM
http://www.amazon.com
COMMENTARY ON "THE TEN COMMANDMENTS FOR COMPUTER ETHICS"
http://www.ccsr.cms.dmu.ac.uk/resources/professionalism/codes/cei_command_com.html
CRIMINAL LAW AND THE INTERNET
This resource is a chapter from a computer law textbook, The Internet and Business: A Lawyer's Guide to the Emerging Legal Issues, by M. Rasch
http://143.107.73.75/Norbies/InetLaw/chp11.html
CASE STUDIES ON MORAL ISSUES INVOLVING INTERNET USE (Harvard University)
http://eon.harvard.edu/property/respect/main.html
CATHOLIC CHURCH TEACHINGS
http://198.62.75.12/www1/cdhn/part1_2html
AUSTRALIAN COMPUTER SOCIETY - Professional Code of Computer Ethics
www.acs,org.au.search/search.html
COPYRIGHT GUIDELINES FOR USING MATERIAL FROM INTERNET
http://www.library.bsu.edu/©)
ETHICAL PRINCIPLES AND CASES
http://onlineethics.org
U.S. FEDERAL GUIDELINES FOR SEARCHING AND SEIZING COMPUTERS
http://www.usdoj.gov/criminal/cybercrime/search_docs/toc.htm
R.C.M.P. TECHNOLOGICAL CRIME WEB SITE
http://www.rcmp-grc.gc.ca./html/cpu-cri.htm
THE UNITED NATIONS REPORT ON COMPUTER CRIME
http://www.ifs.univie.ac.at/~pr2gq1/rev4344.html#crime
RESOURCES FOR CATHOLIC EDUCATORS - Provides over 3200 useful links (e.g., dogma, clipart).
http://www.silk.net/RelEd/chdoc.htm
Articles on the Internet
NEWS ARTICLES ON SARAH MCLACHLAN COPYRIGHT CASE
http://caldercup.com/jammusic/sarahmclachlan/home_trial.html
NATIONAL POST
http://www.nationalpost.com/news.asp?s2=national
Lemay,T. "How Secure is Your Plastic", June 4, 1999 (Credit Card Fraud )
Akin, D. "Hot Time for Hackers", July 10, 1999 (Computer Hacking)
Flynn, L. "Add-Blocking Software a Challenge to Web Industry", June 8, 1999 (Firewalls)
Talos, et.al. Understanding the Law. Scarborough, ON: McGraw-Hill Ryerson Inc., 1987.
Martin's Annual Criminal Code. Aurora, ON: Canada Law Book Inc., 1998.
Time: 750 minutes
Due to the sheer size of the World Wide Web (WWW), finding specific documents can be a daunting task. Using a variety of search methods, students learn how to research and retrieve Internet information productively and efficiently. This activity concludes with an exploration of various web pages to determine bias, validity, and usefulness.
Ontario Catholic School Graduate Expectations:
Students will:
· read, understand, and use written materials effectively;
· create, adapt, and evaluate new ideas in light of the common good;
· think creatively to evaluate situations and solve problems;
· demonstrate flexibility and adaptability;
Strand(s): Information Management, Electronic Research and Ethical Issues
Overall Expectations:
· demonstrate an understanding of the information technology terms used in business; (IMV.01X)v
· use a variety of electronic media to find relevant information. (EEV.01X)v
Specific Expectations:
· define key information technology terms (e.g., Internet, Intranet, Extranet, infrastructure, syntax, work environment); (IM1.01X)v
· identify the forms and applications of electronic media that can be used to gather information (e.g., CD-ROMs, the Internet, search engines); (EE1.01X)v
· describe the function of search engines; (EE1.02X)v
· use a variety of search engines to locate web sites.;(EE1.03X)v
· demonstrate an understanding of the criteria required to evaluate electronic media for usefulness, validity, bias, and confidentiality; (EE1.05X)v
· determine criteria to evaluate web sites in terms of validity, bias, and usefulness. (EE3.02X)v
· The teacher should become familiar with the common principles of efficient and productive research. Two sites that deal with Internet searching strategies are:
http://www.rice.edu/Fondren/Netguides/strategies.html
http://www.albany.edu/library/internet/research.html
(More resources are listed at the end of the activity).
· The teacher is to be aware of common search techniques such as the use of quotations, and boolean operators. Teachers may wish to consult a web site such as http://starthere.com for further help on searching. An interactive tutorial on search engines is located at: http://www.learnthenet.com/english/ (Select Digging for Data, Interactive Search Engine Tutorial). Teachers may consider using this tutorial with their students in Teaching/Learning Strategies 4 and 6.
· In Teaching/Learning Strategy 2, teachers are presenting an overview of the ways in which to access information on the Internet. Some of the methods surveyed are developed in this activity or are dealt with more extensively in upcoming activities in this unit.
· As an introduction to search engines (Teaching/Learning Strategy 3), teachers may wish to use the analogy presented in Appendix VII - The Search for Chip Case. Alternatively, teachers may wish to prepare an example more tailored to the interests of their students.
· In Teaching/Learning Strategy 3, students are to access a number of search engine sites. Web addresses for many of these sites are listed in the Resource section.
· Students have already done Internet scavenger hunts in Unit 3, Activity 1. Teachers may wish to utilize the strategy again in this activity but in a more complex form. (See Teaching/Learning Strategy 3). For sources of Internet scavenger hunts see Joseph Cordi’s Teacher’s Internet Cookbook: A Recipe for Internet Implementation for the Absolute Beginner and/or Internet Scavenger Hunts (http://angelfire.com/ks/tonyaskinner/scavhunt.html).
· In Teaching/Learning Strategy 5c, students are exposed to the use of academic directories through a teacher-demonstration. The availability of information on the World Wide Web on a specific topic is explored through a comparison of commercial subject directories and academic directories. To ensure the relevance of this undertaking to students, teachers may wish to consult other subject teachers for topic suggestions. They may wish to prepare a list of previewed sites so that the difference between the two types of directories is clearly illustrated. Some prominent and useful academic directories are:
Argus Clearinghouse: http://www.clearinghouse.net/
Infomine: http://lib-www.ucr.edu/
The WWW Virtual Library: http://www.vlib.org/
· In Teaching/Learning Strategy 6, students learn how to refine an Internet search.
Appendix VIII - Refining Your Internet Search (For Teacher Use) is a step-by-step outline of the exercise students undertake in Appendix IX – Refining Your Internet Search (For Student Use). The examples shown in the Appendix for teachers relate to World War I. Teachers may wish to consult other subject teachers to determine a suitable theme or topic. Alternatively, teachers may wish to use generic examples—examples that are not necessarily related to one specific topic.
· Teachers may wish to use pre-selected sites in Teaching/Learning Strategies 7 in order to ensure that the points outlined in Appendix X - Evaluating Internet Resources are demonstrable.
Students should be able to access the World Wide Web.
1.
Reminder
Any new terms (e.g., Uniform Resource Locator [URL]) covered in this activity should be entered in students’ glossaries and new procedures in using search engines should be noted in their technical journals.
2.
How to Find
Information on the Internet
Teachers lead the class in a discussion of the ways to obtain information on the Internet. Five commonly-used methods are:
a) Going directly to a site if
the address is known
Teachers refer students to one of the sites they accessed in Activity 1 of this unit (Teaching/Learning Strategy 3: Let’s Go Somewhere!). The URL of one of these sites is used to:
· explain the term URL;
· outline the anatomy of a web address. (See Appendix XI - Anatomy of a Web Site Address.)
b) Browsing
· accessing home pages on the Web in a haphazard manner
c) Joining an e-mail discussion
group or Usenet newsgroup
· Ongoing discussion with many participants about a multitude of topics
d) Exploring a subject directory
· similar to using a card catalogue in a library
e) Conducting a search using a
Web search engine
· utility that finds resources by searching for keywords and phrases
3.
Introduction to
Search Engines
A search engine is a program that runs on the Internet and assists users in finding information. However, search engines operate in different ways. Before accessing search engine home pages, teachers may wish to illustrate this point by presenting an analogous scenario such as the one in Appendix VII - The Search for Chip Case.
Students are to access the home pages of at least three search engine sites. Have students bookmark these sites for access in subsequent activities. At each site that is visited, students note observations on a worksheet (see Appendix XII - Comparing Search Engine Sites). By completing this lab exercise, students understand that, although each search engine has distinctive attributes, collectively they share common features.
4.
Exploration of
Search Engines: Searching with Keywords
While on the Internet, students look up a topic of personal interest (e.g., name of rock star) on each of the web sites listed below. In each case, students are to take note of the number of ‘hits’ and the names of the first three sites listed.
http://altavista.com
http://MetaCrawler.com
http://yahoo.com
In the follow-up discussion, teachers explain that the results (e.g., the number of ‘hits’, order in which sites are listed) may vary because search engines employ different search strategies. For example,
· some search engines eliminate duplicate results;
· some search engines rank according to how often the keyword appears on a web site—the site with the highest key word frequency is listed first;
· some search engines (meta) combine results of several search engines (e.g., MetaCrawler).
At this point, teachers may wish to provide students with an opportunity to undertake a relatively complicated scavenger hunt in which they are given a variety of questions. (This exercise could be done individually or in groups.) Students seek the answers by using different types of search engines to investigate sites for answers. Students record both the answer and the site where the answer was found.
5.
Exploration of
Search Engines: Searching with Subject Directories
a) Introduction
Teachers begin with a teacher-led discussion of subject directories. Students have been made aware of subject directories [categories] in their exploration of search engine home pages (see Teaching/Learning Strategies 3). Teachers explain that a selected list of web sites has been organized into a database of subject categories (like a library card catalogue). However, the guidelines for selection may differ from one search engine to another. Due to this strategy, a specific web site (e.g., a personal fan club site for a movie star) might be in the subject directory of one search engine but not in the same (or similar) subject directory of another search engine. Teachers point out that there are two types of subject directories that can be used to search for information:
· Commercial subject directories;
· Academic subject directories.
b) Exploration of Search
Engines: Searching with Commercial Subject Directories
Students access one of the commercial subject directories listed on a search engine site’s home page (e.g., Sports). Teachers guide students through subdirectories until a list of web sites appears. Then, as the class visits different sites, teachers guide students through a critical analysis of web site addresses. (Refer to Appendix XI - Anatomy of a Web Site Address.) The purpose of this exercise is twofold:
· To expose students to the data available within commercial subject directories;
· To reinforce the material learned in Teaching/Learning Strategy 2 (web site addresses);
c) Exploration of Search
Engines: Searching with Academic Directories
Through the use of a specific topic (e.g., Shakespeare), teachers demonstrate the use and nature of academic directories.
Teachers begin by accessing the home pages of a number of search engines. At each site, the class determines if there are any commercial subject directories that might contain information on the selected topic. (In some cases there may be no viable directory.) If ‘suitable’ directories do appear, teachers lead the class in exploring subdirectories and specific web sites. Students take note of the number of “hits” and the nature of the sites (e.g., movie advertisement, magazine article, university research paper).
Then, teachers access the home pages of academic directories (e.g. Argus Clearinghouse) and, using the same topic, search through subdirectories and web sites. Again, students take note of the number of “hits” and the nature of the sites.
As a result of this exercise students should conclude that an academic directory might offer more wide-ranging and credible information on a specific ‘academic’ topic than might be available in a commercial subject directory.
d) Conclusion
Once the demonstration of the two types of directories is completed, the teacher leads the class in drawing some conclusions. To facilitate students’ understanding, teachers may wish to use an analogy with libraries and/or bookstores such as the one outlined below.
Commercial Subject Directory vs. Academic Directory
compares with
Public Library vs. Specialized Library (e.g. Law Library)
or
Bookstore (e.g., Indigo) vs. Specialized Bookstore (e.g. Travel)
To end this exercise, teachers may wish to present some scenarios and have students indicate which type of directory they would use to explore for information. For example, which type of directory would be used to:
· find a recipe for meatloaf;
· find information on Michelangelo and the Vatican;
· find a list of hotels for a travel destination;
· find a sport team’s playing schedule;
· find the achievements of Wilfrid Laurier (a former Prime Minister).
6.
Refining an
Internet Search
The purpose of this exercise is to show students how to do a productive search using key words. To emphasize that a productive search begins before using the computer, teachers lead students through the completion of Appendix IX - Refining Your Internet Search. (Appendix VIII - Refining Your Internet Search (For Teacher Use) is a step-by-step guide indicating examples that can be used.)
The class is then divided into groups. Each group goes through a similar exercise, possibly on a single topic (see Planning Notes). Once the ‘pen and paper’ part is complete, students go to their computers, search key words, and share results (e.g., how many ‘hits’). Through a comparison of the results, teachers point out the value of refining a search strategy—especially in academic research.
7.
Evaluating Internet
Resources
At this point, students have been exposed to various strategies in searching for information on the World Wide Web. The purpose of the final exercise of this activity is to expose students to some methods used to evaluate Internet resources.
Teachers begin with a class discussion about the need to evaluate sources (e.g., bias). This is followed by a guided discussion whereby the teacher selects a few sites and uses Appendix X - Evaluating Internet Resources, to highlight the elements that should be looked at to evaluate an Internet source.
· Specific sites could be book-marked ahead of time so those sites can be accessed quickly.
· Students could be referred to Search Help for more refinements of search strategies using key words.
· To reinforce the use of brackets, quotations and boolean operators in simple and advance search strategies, teachers may wish to use Appendices XIII and XIV – Simple and Advanced Search Strategies, Teacher and Student Copies. It is recommended that the teacher use a step-by-step approach to analyse the students’ findings.
· For further strategies see Accommodations (General) on page 7, Phase 1.
· teacher observation (IMV.01X, EE1.03X, EE1.04X, EE1.05X)
· students’ glossaries (IM1.01X)
· lab exercises (EE1.03X)
· quiz (EE1.01X)
· test (EE1.01X, EE1.02X, EE1.05X, EE3.02X)
Search Engine Sites
http://www.altavista./digital.com/
http://www.elibrary.com/
http://www.excite.com/
http://www.hotbot.com/
http://www.infoseek.com/
http://www.looksmart.com/
http://www.lycos.com/
http://webcrawler.com/
http://www.yahoo.com/
http://www.yahooligans.com/
http://www.metacrawler.com
Academic Directories
ARGUS CLEARINGHOUSE – Site consists of rated collections of recommended sites organized into subject-specific guides. The guide's authors are often specialists in their fields.
http://www.clearinghouse.net/
INFOMINE – Large directory of Web sites of scholarly interest compiled at the University of California, Riverside. The directory may be browsed or searched by subject, keyword, or title. Each site listed is accompanied by a description.
http://lib-www.ucr.edu/
THE WWW VIRTUAL LIBRARY – This directory consists of individual subject collections, many of which are maintained at universities throughout the world.
http://www.vlib.org/
Other Internet Sites (providing useful information on principles of
conducting effective searches)
TEACHING LIBRARY INTERNET WORKSHOPS, UNIVERSITY OF CALIFORNIA, BERKELEY
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet
EXPLORING THE WORLD WIDE WEB SEARCH TOOLS, UNIVERSITY OF GEORGIA CENTER FOR CONTINUING ED.
http://www.gactr.uga.edu/exploring/searching.html
A GREAT PLACE TO START SEARCHING THE WEB
http://starthere.com
CONDUCTING RESEARCH ON THE INTERNET – A very informative site, providing useful details regarding the basic methods of accessing information on the Internet.
http://www.albary.edu/library/internet/research.html
GLOSSARY – A detailed glossary of Internet-related terms.
http://www.learnthenet.com/english/tutorial/
INTERACTIVE TUTORIAL ON SEARCH ENGINES – An excellent tutorial which takes the user, step-by-step, through the fundamentals of search engines. The tutorial begins with clear explanations of search engine features and then takes the user through simple and advanced search strategies.
http://www.learnthenet.com/english/tutorial/
INTERNET SEARCHING STRATEGIES – Provides useful information under the following topics: Formulating a Strategy; Maximizing Your Search Results; Evaluating Internet Resources; Citing Internet Resources
http://www.rice.edu/Fondren/Netguides/strategies.html
UNDERSTANDING WEB ADDRESSES – Outlines and explains the parts of a Web address.
http://www.learnthenet/.com/english/html/16addrss.htm
URL (UNIFORM RESOURCE LOCATOR) – Outlines and explains the parts of an Internet Address.
http://www.learnthenet.com/english/glosscom/glossary/url.htm
Scavenger Hunts
INTERNET SCAVENGER HUNTS
http://angelfire.com/ks/tonyaskinner/scavhunt.html
Carroll, J., et al. 1998 Canadian Internet Handbook. Educational Edition. Scarborough, ON: Prentice Hall Ginn, 1998.
Cordi, J. Teachers’ Internet Cookbook: A Recipe for Internet Implementation for the Absolute Beginner. Toronto: Baxter Group Publishing Co., 1998.
Time: 225 minutes
There are two parts to this activity. Initially, students are exposed to some specific Internet collaboration tools (e.g., e-mail, mailing lists, FTP) and the appropriate netiquette for each of these means of electronic communication. The second part of this activity focuses specifically on e-mail. Following a teacher demonstration, students are assigned three lab exercises which involve the utilization of basic e-mail operations. Upon completion of these exercises, students have acquired the skills necessary for effective e-mail collaboration.
Ontario Catholic School Graduate Expectations:
Students will:
· read, understand and use written materials effectively;
· apply effective communication, decision-making, problem-solving, time and resource management skills;
· work effectively as an interdependent team member;
· respect the rights, responsibilities and contributions of self and others;
· accept accountability for one’s own actions;
· contribute to the common good.
Strand(s): Electronic Research and Ethical Issues, Electronic Communication, Software Applications, Information Management
Overall Expectations:
· demonstrate an understanding of the information technology terms used in business; (IMV.01X)
· demonstrate the use of basic functions and features of common business software; (SAV.02X)
· use electronic tools to communicate effectively with others; (ECV.02X)v
Specific Expectations:
· define key information technology terms (e.g., Internet, Intranet, Extranet, infrastructure, syntax, work environment); (IM1.01X)v
· use current information technology terminology appropriately; (IM1.03X)v
· demonstrate appropriate interpersonal skills when interacting with colleagues and peers in an information technology work environment (e.g., keeping passwords confidential, respecting privacy of information); (IM3.05X)
· create (e.g., design, edit, manage) an electronic address book; (IM4.03X) v
· use the common business software basic functions (e.g., create, save, update, print) and features (e.g., edit tools, fonts, justification, format tools, columns, menus, design and graphic tools, formulas, hyperlinks); (SA2.02X)
· follow written and oral instructions regarding the use of software applications (e.g., help menus, wizards, manuals); (SA2.03X)v
· explain how e-mail is transmitted through the Internet and Intranet; (EC2.03X)
· demonstrate an ability to use electronic communication tools (e.g., e-mail, voice mail, the Internet, Intranet, voice recognition) effectively, using acceptable syntax and terminology; (EC2.04X)v
· apply acceptable communication protocol in internal and external electronic communication; (EC3.03X)
· Teachers may wish to consult the two recommended web sites listed below. These sites offer a wealth of information about the Internet and e-mail. (See Resources for more details.)
http://everythingemail.net
http://learnthenet.com
Refer to Appendix XV - Netiquette Guidelines, for netiquette information.
· Determine the communication services that are available to your students in your network environment. This activity is designed to provide students with only an e-mail electronic communication experience. Other classroom activities may be designed as required when other services become available.
· If Board e-mail accounts are not available, students may register with a free e-mail service. (See Unit Resources in Unit 3 Overview for a list of free e-mail sites.) Examine your school’s or school board’s policy and inform parents that students have Internet e-mail accounts.
· For e-mail Lab 3, teachers should refer to an accepted style guide for referencing sources. Note: Many schools and school boards have developed their own style guides (consult with the school Teacher-Librarian(s)).
· Prepare a checklist of all e-mail tasks that students are to perform. Provide this to students before they begin the e-mail labs. (See Appendix XVI - E-Mail Checklist.)
· desktop management skills
1. Throughout this activity, teachers instruct students to note useful information about electronic communication procedures in their technical journals.
2. Teachers introduce the topic by developing, with the students, a definition for the term “collaborate”. Teachers emphasize that collaboration may require that various types of information and ideas are communicated in many different ways and in many different directions (e.g., paper, voice, electronic text and images, one to one, one to many).
3. As students contribute to the class discussion initiated in Strategy 2, begin to focus on Internet collaboration tools such as:
· e-mail;
· mailing Lists (automated mailing lists or listserv);
· FTP (file transfer protocol),
· newsgroups;
· internet relay chat (IRC or “chat”);
· conferencing.
In chart form, students categorize these tools as “one to one” or “one to many” and develop definitions for them. (See Appendix XVII – Collaboration Tools on the Internet for sample definitions for these and related terms.)
Use Appendix XVIII - E-Mail and Newsgroups, for an illustration of e-mail and newsgroups.
4. Where possible, teachers demonstrate each of the collaboration tools described in Appendix XVII - Collaboration Tools on the Internet, illustrating how they work using analogies and diagrams. (See Appendix XVIII – E-Mail and Newsgroups.)
5. Using Appendix XV - Netiquette Guidelines, outline appropriate netiquette guidelines for electronic communication.
6. E-mail Basics
Demonstrate the features of the e-mail program that is available to students.
a) Screen Layout: toolbars, message header (To, Subject, Cc.), message area.
b) Basic Commands: Compose, Send, Reply to Author, Reply to All, Forward, Attachment.
c) E-mail Folders: (e.g., Inbox, Outbox, Sent Items, Deleted Items).
d) Address Book: adding, deleting entries.
Highlight the unique features of the various screens for each of the following tasks: composing messages, sending mail, reading new mail, deleting mail, forwarding mail and adding attachments. Where possible, demonstrate the creation and use of signature lines and distribution lists. (Refer to the Help Index in the Menu Bar of the software.)
7. E-mail Addresses
Where applicable, provide students with personal e-mail addresses. Describe the parts of the address, specifically identifying the username, the mail server and the domain (or domains) by which the computer is connected to the Internet. (See Appendix XVII – Collaboration Tools on the Internet. )
8. E-mail Lab 1: Creating and Using an E-mail Address Book
· If possible, students are to create a signature line which should include the student’s name, school, class code, grade.
· Students then add three classmates to their address book.
· Students prepare a message for those listed in the address book. The message will have three parts: a question (e.g., What is your favourite colour?); a request that the receiver respond to the question; a request that the receiver pose a question to the sender.
· Where possible students add signature lines to their messages.
· Upon receipt of the e-mail, students are to reply to the sender.
9. E-mail Lab 2: Forwarding and Deleting Messages
· Students are to review the messages in their Inboxes and select ONE user name that appears in the Inbox.
· Students compose a new message to the selected user requesting permission to forward his/her last message to the teacher.
E.g., Dear Mary:
May I have your
permission to send your last message to the teacher? I look forward to your
reply.
Thanks.
John
· Once permission has been granted, the designated message is forwarded to the teacher.
· Students are to delete all other messages from their Inboxes.
10. E-mail Lab 3: Using Attachments
· Teachers demonstrate the use of attachment files (uploading, viewing and inserting into a word processing program)
· The class is divided into groups of three students. Each group chooses a topic of interest (e.g., cars, fashion, music groups). Each student in the group has a distinct task to complete that is related to the topic (e.g., one student may key in/search for relevant text; another student may key in/search for a table; a third student may search for appropriate graphics.)
· Students complete their individual tasks.
· Upon completion of the individual tasks, students e-mail their work (as attachments) to the other members of the group.
· Students combine all the parts of the group assignment to form one document. (copy, cut, paste, insert file)
· Students should be reminded that all sources of information should be properly referenced
· Each group member e-mails the final document to the teacher as an attachment file. (Alternatively, one document per group may be submitted.)
· E-mail Lab 3 highlights the task of combining files. To simplify the exercise teachers may have pre-selected material ready for students.
· As an enrichment activity, have students include Internet links within the body of an e-mail message (Students may use the help menu to learn this and other advanced procedures.)
· For further strategies see Accommodations (General) on page 7, Phase 1.
· e-mail checklist (ECV.02X, IM4.03X, SA2.03X, EC2.04X, SA2.03X)
· teacher observation (SA2.02X, SA2.03X, EC2.04X, EC3.03X))
· quiz (IM1.01X, IM1.03X)
EVERYTHING E-MAIL – This web site offers just what it states…everything you would want to know about e-mail. It also offers an e-postcard service.
http://everythingemail.net
LEARN THE NET – This outstanding web site has some very user-friendly information about all aspects of the Internet.
http://learnthenet.com
BEGINNER’S E-MAIL – This is a course intended for new users of electronic mail. It assumes no prior knowledge of e-mail and covers very basic concepts.
http://www.lib.monash.au/training/begman.htm
WHAT IS NETIQUETTE - 15 MINUTE SERIES
http://www.sl-regional.k12.ma.us/lab323/15min/NETIQETE/sld01.html
NETIQUETTE: LIFE ON THE INTERNET
http://www.screen.com/start/guide/netiquette.html
NETIQUETTE - "Netiquette" is network etiquette, the do's and don'ts of online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This page provides links to both summary and detailed information about Netiquette.
http://www.albion.com/netiquette/index.html
Cordi, Joseph. Teacher’s Internet Cookbook: A Recipe for Internet Implementation for the Absolute Beginner. Toronto: The Baxter Group Publishing Company, 1998.
Grauer, Robert and Gretchen Marx. Exploring the Internet 2nd Ed. Scarborough, ON: Prentice Hall, 1997.
Internet Basics. PC Novice Learning Series,Vol. 5, Issue 3 (http://www.smartcomputing.com).
Robson, Kate, et al. Introducing the Internet: How To Get the Most Out of Your Internet Connection in School and at Home. Stentor and Medialinx Inc., 1996.
Time: 375 minutes
This culminating exercise provides the opportunity for students to employ the research and collaborative skills that they have learned in Unit 3. The goal is for the students to e-mail students in a school with which they are partnered in order to obtain information about the other school's activities. The information that is compiled is organized in order to prepare a newsletter for the other school. (The production of the newsletter is completed in Unit 4, Activity 2.)
Ontario Catholic Graduate Expectations:
Students will:
· listen actively and critically to understand and learn in light of gospel values;
· present information and ideas clearly and honestly and with sensitivity to others;
· use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;
· respect the rights, responsibilities, and contribution of self and others.
Strand(s): Electronic Communication, Electronic Research and Ethical Issues
Overall Expectations:
· use electronic tools to communicate effectively with others. (ECV.02X)v
Specific Expectations:
· demonstrate an ability to use electronic communication tools (e.g., e-mail, voice mail, the Internet, Intranet, voice recognition) effectively by using acceptable syntax and terminology; (EC2.04X)v
· apply acceptable communications protocol in internal and external electronic communication; (EC3.03X)v
· communicate with people in other cultures, and demonstrate an understanding of their communication customs (e.g., social interactions, political sensitivities, jargon); (EC3.02X)v
· use the common business software basic functions (e.g., create, save, update, print) and features (e.g., edit tools, fonts, justification, format tools, columns, menus, design and graphic tools, formulas, hyperlinks); (SA2.02X)v
· use electronic references effectively (e.g., dictionaries, thesauri, grammar checks, spell checkers); (SA3.03X)v
· Teachers may make arrangements with a BTT class in another secondary school within or outside of the school board to create a partnership for an exchange of e-mail. Alternatively, teachers may use EPALS Global Classroom Exchange (http://www.epals.com) to partner with a class in the global community.
· Students are partnered with students from the other class in order to establish a flow of communication.
· Teachers and their colleagues at the partnered school develop a list of information that will be exchanged, keeping in mind that the end product will be a school newsletter.
· Sample information: school name, description, location, principal, vice-principal, sports teams, clubs, school events, and pictures and sounds (where possible).
· Due to the nature of this activity, time delays in e-mail communication will likely occur. Teachers may consider beginning Unit 4 before this activity ends and reserving some daily classroom time for students to work on this project.
Students should be able to use the e-mail techniques that they learned in the previous activity.
1. Students establish initial contact with their partners in order to begin the process of exchanging thoughts and information. They should be reminded to continue to use the appropriate e-mail netiquette strategies learned in Activity 4 and to log all communication in their e-mail journal. (See Appendix XIX - E-Mail Journal.)
Where the exchange is cross-cultural, students should be sensitive to cultural differences. Teachers should closely monitor the exchanges.
2. Teachers give the students the list of the information to be collected from their partners. Students continue to exchange e-mail messages with their partners.
3. After several messages have been exchanged, teachers demonstrate to students how text from e-mail messages is copied to word processing files.
4. Students copy information from the incoming e-mail messages to a new word-processing file. Students should continue to update this file as new information is received. Teachers examine students’ e-mail journals on a regular basis as the exercise continues.
5. When all necessary information is received and copied to a word processing file, students edit the file for: organization, grammar, and spelling. (no formatting at this time). Teachers inform the students that this file will be used in Unit 4, Activity 2.
· teacher observation (EC2.04X, EC3.02X, EC3.03X, SA2.02X, SA3.03X)
· evaluation of e-mail journal (ECV.02X, EC2.04X, EC3.02X)
· Have students work in teams.
· Allow students more time to complete the assignment.
· Reduce the number of features of the assignment.
· Students may communicate in a preferred language (to both student and partner) and the final product may be interpreted.
· For further strategies see Accommodations (General) on page 7, Phase 1.
Cram, Carol M. World Wide Web. Cambridge, MA: Course Technology, 1997.
Norton Peter. Essential Concepts 3rd ed. New York: Glencoe/McGraw-Hill, 1999.
OBEA Winter 1999 and Fall 1998 Resource Books. Vol. 19 and 20.
Pitter, Keiko, et al. Every Student’s Guide to Life on the Net. Boston: Irwin McGraw-Hill, 1998.
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