Course Profile
Introduction to Information Technology in Business
Grade 9 or 10 open, Catholic
Course Overview
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
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any official endorsement by the Ministry of Education and Training or by the Partnership
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Acknowledgements
Toronto Catholic District School Board Writing
Team – Introduction to Information Technology in Business
Lead Board
Toronto
Catholic District School Board
Laila
Sisca, Project Manager
Course Profile Writing Team
Grant
Evers, Lead Writer, TCDSB
Alice
Bhyat, TCDSB
Vicky
Brady, TCDSB
Marian
Keaney, TCDSB
Frank
Piddisi, TCDSB
Layout
Vicky
Brady, TCDSB
Internal Reviewers
Angela
Iacovino
Gina
Marrello
Sandra
Motta
Frank
Sacchetti
Identifying
Information:
School:
Department: Course
Developer(s):
Course
Title:
Grade: Development Date:
Course
Type:
Ministry
Course Code: Course Revisor(s):
Credit
Value: Revision
Date:
This course introduces students to the use of
information technology in a business environment. Students will learn how to
use information technology in a work environment, perform electronic research,
communicate electronically, and use common business software. They will also
explore possible future occupations in information technology.
As Catholics we believe that human beings have
been chosen by God to help transform the universe. Today’s rapid advances in
information technology and business offer our students an unprecedented chance
to fulfill that role. Catholicity has not been and is not inimical to
technology or to business. In the right hands, minds and hearts, information
technology in business will help us to sustain and to build a culture of life.
Therefore, our students require the skills, knowledge and attitudes necessary
to function effectively in such a world. Few will disagree that we are living
in a complex society with complex informational needs. Governments, businesses
and enterprises of all descriptions have turned to the computer as a means to
increase their productivity and stay competitive. If our students are to be
participants in those organizations, it is essential that they have an
understanding of E-commerce and, in a larger sense, E-culture. Students will
need to not only access and analyse information garnered through electronic
sources, they will also need to synthesize and combine their own experiences
with that information in order to produce knowledge.
Most students today already inhabit an
environment that is increasingly characterized by the use of computers - at
home, school and work. To maximize student potential in such an environment,
students must possess a general understanding of information technology plus
specific user-level knowledge in the most common business professional software
programs. At a minimum, those programs should include word-processing,
spreadsheet, database, presentation, communication, and researching software.
Since the best way to introduce and extend student expertise in computing is to
‘learn by doing’, a good proportion of their work should involve ‘hands-on’
activities. These activities will, of course, have immediate and relevant application
to their current ‘job’, that of being a student in school. Student success in
this course should, therefore, underpin success in their current endeavours and
prepare them for future success as they enter college or university,
post-secondary technical education, or the workforce directly.
Information technology in business
affects the daily lives of all Canadians whether they work or not, whether they
are well or sick, whether they spend or save, invest, travel, or play. It
influences jobs, incomes, opportunities for public and personal enterprise and
the overall wealth of not only our society but that of the entire globe.
Information technology in business has the potential to bind individuals and
communities together as it fosters compassion, knowledge and wealth.
Information technology in business can raise the standard of living and the
quality of life of all people and can have a positive impact on the natural
environment that we are all called upon by God to steward and to preserve for
future generations.
How This Course Supports the
Ontario Catholic School Graduate Expectations
While we live in a
time of rapid technological change, technology, itself, is not new. The history
of science and technology is inextricably linked to the pilgrim story of our
faith as individuals and in community as church. They are not nor ever have
been mutually exclusive. Technology is simply the physical embodiment of expert
methods that can be easily transferred from one person to another or from
community to community. As such, its understanding, development and use open
vast potential for Ontario Catholic school students to help build a culture
that supports life in all of its dimensions: body, mind and spirit. Activities
in this course reflect our concern for the dignity and worth of all human
beings and provide ample opportunities to develop and to practise not only the
knowledge and skills related to technology but also the attitudes and actions
that we value as a Catholic community. (See Appendix I)
Unit Titles (Time and Sequence)
|
Unit 1 |
E-Business: Transforming Our Communities Using
Information Technology |
18.75 Hours |
|
Unit 2 |
Productivity Tools: Utilizing the Power of
Business Software |
37.5 Hours |
|
Unit 3 |
Knowledge Management: Accessing the Global
Network of People and Information |
32.5 Hours |
|
Unit 4 |
Business Communication: Presenting Ideas Using
the New Media |
21.25 Hours |
|
Unit 5 |
Career Dynamics: Positioning Oneself for
Success |
Delivered
concurrently |
Unit Organization
Unit #1: E-Business:
Transforming Our Communities Using Information Technology
Time:
18.75 hours
(Concurrent Delivery of Unit #5: Career
Dynamics)
Description:
In this unit students will develop comprehension in several
areas of IT as they relate to electronic business and commerce. Students will
learn key terminology, desktop and information management techniques and will
demonstrate an understanding of computer architecture, system design and
infrastructure. Students will be introduced to the Internet and its use in
research.. By exploring contemporary issues (e.g., ergonomics, health and
safety, security) students will appreciate the impact that the electronic culture
has on the quality of life and work.
Ontario
Catholic Graduate Expectations: CGE3C, 4A, 4B, 4C, 4F,
4G, 5B, 5E, 5G, 7A, 7B, 7F, 7I, 7J
Strand(s):
Information Management; Electronic Communication; Electronic
Research and Ethical Issues
Overall
Expectations: IMV.01X,
02X, 03X, 04X; ECV.03X
Specific
Expectations: IM1.01X,
02X, 03X; IM2.01X, .02X, .03X, .04X, .05X,; IM3.01X, .02X, .03X, .04X, .05X;
IM4.01X, .02X, .04X, .05X; EC2.03X; EC3.01X; EE2.01X
Unit #2: Productivity Tools:
Utilizing the Power of Business Software
Time: 37.5 Hours
(Concurrent
Delivery of Unit #5: Career Dynamics)
Description:
In this unit students will explore the application of
commonly-used business software. Students will learn relevant terminology, develop
skills in using software, and apply learned skills to specific business
simulated exercises. Students will demonstrate an understanding of how IT
allows them to work more effectively in a process and solutions-oriented
business environment.
Ontario
Catholic Graduate Expectations: CGE1D, 2B, 2C, 2D, 4B,
4F, 5A, 5E, 5F, 5G, 7B, 7J
Strand(s):
Information Management; Software Applications; Electronic
Communication; Electronic Research and Ethical Issues
Overall
Expectations: IMV.01X,
.04X; SAV.01X, .02X, .03X; ECV.02X; EEV.03X
Specific
Expectations: IM1.01X, .03X;
SA1.01X, .02X, .03X; SA2.01X, .02X, .03X; SA3.01X,.02X, .03X; EC2.02X; EC3.01X,
.02X, .03X, .04X; EE3.04X
Unit #3: Knowledge
Management: Accessing the Global Network of People and Information
Time: 32.5 Hours
(Concurrent Delivery of Unit #5: Career
Dynamics)
Description:
In this unit students will learn how to explore and use the
resources of the Internet. Students will learn how to search, collect, analyse,
validate, and synthesize data permitting them to make pragmatic and ethical
business decisions. Students will demonstrate an understanding of the
Internet’s limitless potential to link data, information, and people in order
to build knowledge.
Ontario
Catholic Graduate Expectations: CGE1D, 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;
IM2.04X; IM3.04X, .05X; IM4.03X, .04X, .05X; SA2.01X, .02X, .03X; SA3.03X;
EC2.02X, .03X, .04X; EC3.01X, .02X, .03X, .04X, .05X; EE1.01X, .02X, .03X,
.04X, .05X; EE2.01X, .02X, .03X, .04X; EE3.01X, .02X, .03X, .04X
Unit #4: Business Communication:
Presenting Ideas Using the New Media
Time: 21.25 Hours
(Concurrent Delivery of Unit #5: Career
Dynamics)
Description:
In this unit students will explore the power of the new
media, electronic presentation tools, web-pages, and e-mail to communicate in
business. Students will develop skills related to the selection of the most
appropriate tool and best format given a specific project, operation, plan or
proposal. In their communications, students will demonstrate respect and
appreciation for the diversity of the global environment.
Ontario
Catholic Graduate Expectations: CGE2C, 2D, 4B, 4C,
4F, 5A, 5F, 5G, 7B, 7I
Strand(s):
Information Management; Electronic Communication; Electronic
Research and Ethical Issues
Overall
Expectations: IMV.01X; SAV.02X; ECV.01X, .02X; EEV.03X
Specific
Expectations: EC1.01X, .02X, .03X, .04X; EC2.01X, .02X, .03X,
.04X; EC3.01X, .02X, .03X, .04X, .05X; EE3.01X, .03X, .04X
Unit #5: Career Dynamics:
Positioning Oneself for Success
Time:
Concurrent
Delivery
(The delivery of this unit is ongoing and
concurrent with the other four units)
Description: In this unit students
will learn how to plan for participation in the working world of E-business
that is increasingly characterized by innovation, project-based team work,
entrepreneurship, change, and the challenge of life-long learning. Students
will learn the intrinsic value of work and will discover techniques to realize
their potential for dignity, self-respect, and success.
Ontario
Catholic Graduate Expectations: CGE1D, 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
Teaching/Learning Strategies
Report/Presentation Deliver a
presentation relating to a business topic using various media Applications Prepare
business documents Produce an
“end product” which involves multi-tasking and necessitates a collaborative
effort. Research Gather and
interpret data from a variety of media Assess bias,
propriety and source validity of electronically-gathered data. Consider legal
or ethical issues relevant to E-business Independent Study Utilize data
to build on existing knowledge Illustration Draw
schematics to represent the operation of computer systems Draw diagrams
to represent the flow of data across networks Exploration/Discovery Case Study Conferencing Communicate with
other students and business professionals using collaborative technologies Jigsaw Specialized
group learning followed by home group sharing |
Assessment
Strategies
Reflection Peer
Assessment Self
Assessment Learning Logs
(e.g., Career Information) Technical
Journal Observation Informal
teacher observation Formal teacher
observation Conferencing Teacher-student
Distance
Conferencing (peer to peer/peer to professional) Paper and Pencil Tests Diagnostic
Tests Quizzes Summative Tests
(Unit Test, Final Examination) Technical
Journal Audit Performance Assessment Presentations Exhibitions
(external assessment) Demonstrations Role
simulations (e.g., Office Manager, Lab Monitor) Formal written
assignments (e.g., Field Study Reports) Projects/Product
Delivery Portfolios * Assessment Tools will include: Observational
Checklists Rubrics/Rating
scales Marking
Schemes Exemplars Anecdotal
comments |
Resources
See course,
unit and activity resources. |
*Portfolio
Students will set up a portfolio in which they
will add their exemplary work as the course progresses. The portfolio, although
evaluated throughout, will be examined for completeness at the end of the
course. It would be useful to provide students with a portfolio checklist to
help them keep track of the contents. (See Appendix III: Student Manual)
Rationale for a Balanced
Assessment/Evaluation Plan
Student assessment and evaluation methods for
this course reflect authentic practices found in the working world.
Opportunities for assessment are frequent and are designed to guide the student
toward success and to honour achievement. Reflective instruments are provided
to help students control and plan their learning. Formal and informal
observational techniques and conferencing help clarify student thinking and
provide evidence of student progress. Tests help students to confidently build
an inventory of knowledge and skills that subsequently are drawn upon to create
a product or deliver a presentation. Completed student products and
presentations will be evaluated by the teacher in relation to the provincial
standards.
How Student Achievement Will
Be Evaluated to Determine Final Course Mark
Assessment instruments are designed to provide information
about student achievement. Learning skills, effort, punctuality and recorded
absences are reported separately and are not considered in the determination of
the percentage grade. Assessment instruments may appear in more than one
evaluation category. The final grade will be determined using the weighting
below as a guideline to reflect the student’s most consistent performance
level. The evaluation will be based on testing, product development and product
delivery using a variety of media. Factored into this evaluation is the degree
to which a student uses both independent and collaborative product development
strategies.
Final Evaluation
Formal exam: Written
and Application 20%
Final Course Project
(e.g., Portfolio) 10%
Term
Knowledge and Understanding 15%
Unit Tests
Quizzes
Lab Exercises
Thinking/Inquiry and Problem Solving 20%
Assignments
Unit Projects
Independent Study
(Career)
Lab Exercises
Communication 15%
Lab Exercises
Presentation
Application/Productivity 20% 70%
100%
Accommodations
Teachers should read through exceptional
students’ Individual Educational Plans (IEPs) and consult with the appropriate
teachers. By doing this, teachers will be aware of, and can implement, prescribed
modifications and exceptionalities.
In order to enhance the learning experience of
ESL and exceptional students, following are some strategies that could be
applied throughout course activities.
• Have students work with classroom partners,
peer tutors or classmates who share the same
linguistic background;
• Extensive student/teacher conferencing;
• Very capable students can act as lab
assistants;
• Provide a list of terminology (possibly
simplified) before an activity begins;
• Incorporate task modifications (e.g.,
fewer/more web sites, sources, informational items);
• Handouts may be modified to incorporate a
larger, easy-to-read font;
• Handouts may be modified
(simplified/advanced) in terms of language and content provided;
• Checklists (e.g., manual/notebook, skill
development) may be tailored to meet the needs of
individual students;
• Use of process marks so students who
complete work can be successful despite a weak end product
being submitted.
• For students with physical disabilities
there is commercially available software and hardware that
address specific needs.
Resources
Internet
Note: All web sites should be previewed in advance by the
teacher.
TCDSB BUSINESS STUDIES WEB PAGE – This site
provides links to curriculum resources, careers, conferences, print media,
professional associations, postsecondary institutions and businesses.
http://www.tcdsb.on.ca/external/departments/business/index.html
ECEDWEB -This is an American site that provides
a process for students evaluating world wide web sites and internet
information.
http://ecedweb.unomaha.edu/teachsug.htm
CPM NET THE TECHNOLOGY NETWORK -This site
provides articles about infrastructure and has many links to other sites
dealing with IT.
http://www.networkcomputing.com/918/918ws1.htm
EVERYTHING E-MAIL -E-mail etiquette.
http://everythingemail.net/glossary.html
E-BUSINESS - This site is a guide as to what
happens when you combine the broad reach of the Internet with the vast
resources of traditional information technology systems.
http://www.tcdsb.on.ca/external/departments/business/info-p6.html
WEBER STATE UNIVERSITY - This site reviews many
issues related to E-Commerce including a definition, current modes, advantages
and weaknesses.
http://www.weber.edu/ist/itfm/ht-ec2.htm
BUSINESSLINK TECHNOLOGY GROUP INC.
This site includes some demographics on the size
and usage of the Internet. This information may be of some help in establishing
effective marketing plans for use of the WWW in your organization
http://www.bltg.com/demograf.html
MS ACCESS TUTORIAL – UNIVERSITY OF BRITISH
COLUMBIA -This site provides Microsoft Access tutorials: on-line version, print-only
version, support files, self-contained packages and frequently asked questions.
http://mis.commerce.ubc.ca/~brydon/MSAccess/tutorials.html
MICROSOFT K-12 EDUCATION - This site provides
classroom resources, lessons and activities, software tutorials, free tools and
downloads for Office 97.
http://www.microsoft.com/education/curric/office97
IN AND OUT OF THE CLASSROOM WITH MICROSOFT
PUBLISHER
This site will assist you in creating a web site
with MS Publisher 98.
http://www.microsoft.com/education/curric/pub98/website.htm
SCHOOL NET -This site is dedicated to serving
the interests of students, parents and educators regarding every facet of
education, from kindergarten through graduate school.
http://www.schoolnet.org
ITOOLS – This site provides you with an on-line
computing dictionary
http://www.itools.com/research-it
COMPUTING CANADA NEWSPAPER/MAGAZINE
http://www.plesman.com/cc/artind.htm
TORONTO STAR TECHNOLOGY
http://www.thestar.com/editorial/technology/index.html
THE GLOBE AND MAIL
http://www.theglobeandmail.com/index.html
THE NATIONAL POST
http://www.nationalpost.com/news.asp?s2=national"
MACLEANS
http://macleans.ca
EDUCATION WORLD – Fourteen great activities for
the first days of school.
http://www.interserf.net/mcken/teacher.html
INNOVATIVE TEACHING
http://www.interserf.net/mcken/teacher.htm
CANOE – Canadian Newsstand and Information
http://www.canoe.com/
MAIN FUNCTION -is a resource of information for
teachers and students of computer programming and the Internet. Brought to you
by Microsoft and Knowlton & Associates, Inc.
http://www.mainfunction.com/index.html
PEDAGONET – This site offers an innovative
search engine which facilitates the exchange of learning resources.
http://www.pedagonet.com/
PREMIER TRACKS –This site offers a collection of
K-12 Web-Based lessons for a variety of subject areas created by SCR*TEC’s
TrackStar.
http://4teachers.org/premier/
TEACHER TALK – This site provides a discussion
area for teachers related to technology instruction.
http://www.mightymedia.com/ttalk/index.asp
IGC WOMENSNET – WomensNet supports women’s
organizations worldwide by providing and adapting telecommunications to enhance
their work.
http://www.igc.org/igc/womensnet/
STUDY WEB – This site provides an extensive research
library of annotated links in 25 categories.
http://www.studyweb.com/
Print
Heide, Ann and Stilborne, Linda. The
Teacher's Guide to the Internet, Trifolium Books Inc.
http://www.pubcouncil.ca/trifolium, 1996.
Freedman, Alan. The Computer Desktop
Encyclopedia, Amacom, 1996.
OUTPUT - Educational
Computing Organization of Ontario magazine.
Pyne, Sandra and Tuck, Allene. ed. Oxford
Dictionary of Computing for Learners of English, London: Oxford University
Press, 1996.
The Connected Learning Community , Technology
Roadmap, A Comprehensive Guide to Planning and Implementing, Computer
Technology in K-12 Schools, Microsoft Corp. 1998.
The Waterloo County Board of Education, Cooperative
Learning: A Resource to Small Group Learning K-OAC, Waterloo: The Waterloo
County Board of Education, 1992.
Catholic Social Justice Documents:
Center for Social Justice and Global Awareness.
“The Conditions of Labour” (Rerum Novarum),
“The Reconstruction of
the Social Order” (Quadragesimo Anno), “Christianity and Social Progress”
(Mater et Magistra), “Peace on Earth” (Pacem in Terris) and The Church in the
Modern World (Gaudium et Spes). http://www.neosoft.com/~csjga/docs.htm
The Ontario Curriculum, Grades 9 and 10:
Business Studies, 1999
Student Survey
Appendix I
Ontario Catholic
School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community
who
CGE1a
-illustrates a basic understanding of
the saving story of our Christian
faith;
CGE1b -participates
in the sacramental life of the
church and demonstrates an understanding of the centrality of the Eucharist to
our Catholic story;
CGE1c
-actively reflects on God’s Word as communicated through the
Hebrew and Christian scriptures;
CGE1d -develops attitudes
and values founded on Catholic social
teaching and acts to promote social responsibility, human solidarity and
the common good;
CGE1e -speaks the language of life... “recognizing that
life is an unearned gift and that a person entrusted with life does not own it
but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with
God and celebrates communion with
God, others and creation through prayer and worship;
CGE1g -understands that
one’s purpose or call in life comes
from God and strives to discern and live out this call throughout life’s
journey;
CGE1h -respects the faith traditions, world religions and
the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j