Course Profile

 

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

 

Unit 1

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

 

©Queen’s Printer for Ontario

 

Acknowledgements

 

Toronto Catholic District School Board Writing Team – Introduction to Information Technology in Business

 

Lead Board

      Toronto Catholic District School Board

      Laila Sisca, Project Manager

 

Course Profile Writing Team

      Grant Evers, Lead Writer, TCDSB

      Alice Bhyat, TCDSB

      Vicky Brady, TCDSB

      Marian Keaney, TCDSB

      Frank Piddisi, TCDSB

 

Layout

      Vicky Brady, TCDSB

 

Internal Reviewers

      Angela Iacovino

      Gina Marrello

      Sandra Motta

      Frank Sacchetti

     

 

Unit #1: E-Business: Transforming Communities Using Information Technology

 

Activity 1˝Activity 2˝Activity 3˝Activity 4˝Activity 5˝Activity 6

 

Time:  18.75 Hours

 

Unit Developer(s):

      Toronto Catholic District School Board

 

Development Date: February, 1999

 

Unit Description

 

In this unit students will develop comprehension in several key areas of IT as they relate to electronic business and commerce. Students will learn key terminology, desktop and information management techniques and will demonstrate an understanding of computer architecture, system design and infrastructure. Students will be introduced to the Internet as a research tool. By exploring contemporary issues (e.g., ergonomics, health and safety, security) students will appreciate the impact that the electronic culture has on the quality of life and work.

 

 

Strands and Expectations

 

Ontario Catholic Graduate Expectations: CGE3C, 4A, 4B, 4C, 4F, 4G, 5B, 5E, 5G, 7A, 7B, 7F, 7I, 7J

Strand(s): Information Management; Electronic Communication; Electronic Research and Ethical Issues

Overall Expectations:      IMV.01X, .02X, .03X, .04X; ECV.03X

Specific Expectations:      IM1.01X, .02X, .03X; IM2.01X, .02X, .03X, .04X, .05X; IM3.01X, .02X, .03X, .04X, .05X; IM4.01X, .02X, .04X, .05X; EC2.03X, EC3.01X, EE2.01X

 

 

Activity Titles (Time and Sequence)

 

Activity 1

Introduction to the Classroom Workspace

 

75 minutes

Activity 2

Information Technology in Business

 

300 minutes

Activity 3

Accessing the World Wide Web

 

150 minutes

Activity 4

Hardware

 

225 minutes

Activity 5

System Software

 

150 minutes

Activity 6

Desktop and Information Management

 

225 minutes

 

 

Unit Planning Notes

 

•   This unit requires that the teacher understands the computer infrastructure of the classroom, school and school board. In order to ensure that activities are authentic, the contents of this unit should be adapted to the hardware and operating system that are available locally.

•   The school Acceptable Use Policy will be introduced during this unit. The teacher will determine the most appropriate time (consider Activity 1, 3 or 4)

 

Prior Knowledge

 

No prior knowledge of business or computers is assumed.

 

Teaching/Learning Strategies

 

•     This unit will provide students with opportunities to collect data and information and then

      examine them to generate conclusions.

•     Teachers may want to use case studies and discovery activities in small group settings.

•     It is suggested that presentation of analogies be used to help develop understanding of some of

      the hardware and software concepts (e.g. CPU is like the “brain” of the computer system).

      Students may be encouraged to extrapolate analogies of their own.

•     It may be useful to provide students with a diagnostics survey to determine their initial skill level

      for the purpose of guiding further delivery of this course.

•     Lab exercises will be used to support the objective of "learning by doing".

 

Assessment/Evaluation

 

Diagnostic

•     Skills survey

 

Formative

•     Technical Journal

•     Terminology Quizzes

•     Case Study Assignment

•     Lab Exercises

•     Observational Checklist

 

Summative

•     Unit Test

 

Resources

 

Video

“Cybernation” - Programs 1-10; 30 minutes each. Series designed to introduce students to emerging technologies. TCDSB Professional Library

“Day of Reckoning” – 45 minutes. Program examines the future where computer will be our essential companion. TCDSB Professional Library

 

 

Activity #1: Introduction to the Classroom Workspace

 

Time: 75 minutes

 

Description

 

Using a guided introductory activity, students will explore the computers in the classroom. By having an opportunity to approach the computers and experiment with user-friendly software, students will begin to develop a comfort level with the equipment in the room. In addition, interaction with other members of the class will provide them with an opportunity for community building within a collaborative Information Technology environment.

 

Strand(s) and Expectations

 

      Ontario Catholic School Graduate Expectations

      Students will:

            •     think reflectively and creatively to evaluate situations and solve problems

            •     demonstrate a confident and positive sense of self and respect for the dignity and welfare

                  of others

            •     respect the environment and use resources wisely

            •     take initiative and demonstrate Christian leadership

            •     demonstrate flexibility and adaptability

 

      Strands: Information Management, Electronic Communication

 

      Overall Expectations

      At the end of this course, students will:

            •     demonstrate an understanding of the information technology terms used in business

            (IMV.01X) D

 

Specific Expectations

      Students will:

            •     define key information technology terms (e.g., Internet, Intranet, Extranet,

                  infrastructure, syntax, work environment) (IM1.01X) D

            •     explain the concept of information technology (IM1.02X)

            •     demonstrate appropriate interpersonal skills when interacting with colleagues and peers in

                  an information technology work environment (IM3.05X) D

 

Planning Notes

 

•     It will be necessary for the teacher to determine what user-friendly software is available in the       school and determine the quickest way for students to “login” and access the software.

 

•     The glossary that students begin in this activity will later be converted to an electronic format.

 

Prior Knowledge Required

 

No prior knowledge is required.

 

Teaching /Learning Strategies

 

1.   Organize students into small groups of 3 or 4. Explain to them that they will be doing an       individual activity at the computers and then will be returning to their groups to review their       answers with each other.

 

2.   Distribute the question sheet (see Appendix V) to the students and reassure them that answers will       be taken up at the end of the activity.

 

3.   Have students run pre-loaded software. Encourage them to help each other with difficulties and       give them enough time to explore the software and think about and take notes on the assigned       questions. Observe students not only for skill level, but for general behaviour with equipment and       with each other. Take special note of students’ reactions to both hardware and software       problems. After approximately 20 minutes have students join their group members to continue       answering the questions.

 

4.   Follow-up: Take up question sheets and have students begin to develop a glossary for the course.       Provide some guidelines for format to make it convenient for students to continue to add to the       glossary as the course progresses (see Appendix III). Use some of the information collected       during this discussion to develop collaborative Class Guidelines. Use this information to make       signs to post in the classroom. Students who are more familiar with the available software may be       encouraged to make creative signs to post in the classroom.

 

5.   Introduce the school’s Acceptable Use Policy (AUP). Explain its key features and allow       students to comment on its purpose. Emphasize that a policy such as this is in place not only to       protect equipment and software, but to maintain security and privacy for all members of the       networked community.

 

Assessment/Evaluation

 

Formative

•     Individual Student Observation (IM3.05X)

•     Small group observation (IM3.05X)

•     Quiz (MIV.01X; IM1.01X)

 

 

Accommodations

 

•     Students who have computer knowledge/experience can act as peer helpers to those who are less       familiar with computers

•     For further strategies see Accommodations in Unit Organization.

 

Resources

 

Manufacturers’ hardware manuals

Department/school policies re: computer labs, re-cycling, general safety

Heide, Ann and Henderson, Dale. The Technological Classroom: A Blueprint for Success. Toronto: Irwin Publishing, 1994.

 

Appendices

 

See Appendices III and V

 

Activity #2: Information Technology in Business

 

Time: 300 minutes

 

 

Description

 

Students will develop an understanding of the contemporary work environment and how it has changed with the introduction of IT. The use of videotapes, follow-up class discussions and case studies will provide students with opportunities to enhance and reinforce learning.

 

Strand(s) and Expectations

 

      Ontario Catholic School Graduate Expectations

      Students will:

            •     think reflectively and creatively to evaluate new ideas in light of the common good

            •     demonstrate a confident and positive sense of self

            •     apply effective communication, decision-making, problem-solving, time and resource               management skills

            •     think critically about the meaning and purpose of work

 

      Strands: Information Management, Electronic Communication

 

      Overall Expectations

      At the end of this course, students will:

            •     demonstrate an understanding of the information technology terms used in business                       (IMV.01X)

 

      Specific Expectations

      Students will:

            •     describe ways in which changes in information technology have had a positive and/or             negative impact on business, working conditions, and other aspects of people’s lives (e.g.,             access to information, the global economy, violence, racial issues, harassment,                              employment (EC3.L01X) D

            •     define key information technology terms (e.g., Internet, Intranet, Extranet,

                  infrastructure, syntax, work environment) (IMI.01X) D

            •     explain the concept of information technology (IMI.02X) D

            •     explain information technology health and safety issues (e.g., musculoskeletal injuries,

                  eye strain, radiation from monitors) (IM3.02X) D

            •     describe the importance of security systems (e.g., passwords, encryption, log-in) in stand

                  alone, LAN, and WAN environments (IM3.04X)

            •     demonstrate understanding of the importance of managing an ergonomically correct

                  work environment (IM3.01X) D

            •     demonstrate appropriate interpersonal skills when interacting with colleagues and peers in

                  an information technology work environment (e.g., keeping passwords confidential,

                  respecting privacy of information) (IM3.05X) D

 

Planning Notes

 

•     Select a video or other resource to help illustrate the following concepts: e-business/e-commerce;

information technology (IT); data vs. information; flow of information in business;

process-oriented business; ergonomics.

•     Consider collaborating with your Student Services or Co-operative Education departments to

      organize a job-shadowing experience or “Take Your Child to Work Day”.

•     If appropriate consider moving Activity 4 #7 and #8 into this activity.

 

Prior Knowledge Required

 

No prior knowledge required.

 

 

Teaching /Learning Strategies

 

1.   Show a video which presents the contemporary workplace. The use of a question sheet is

      recommended.

 

2.   Follow up with a discussion or Socratic lesson to address the concepts and terms listed in planning

      notes.

 

3.   With the class, develop a list of questions that could be asked of an individual who works in an IT

      environment. (This activity may be integrated with the students’ experiences from a “Take Your

      Child to Work Day” or job shadowing program). The questions should provide information about

      the flow of information, type of information, number of jobs, security systems, ergonomics, and

      the way tasks are performed. A discussion may ensue about the quality of life and the “Priority of

      Labour” principle.

 

4.   Pair students to interview the individual and report back to the class using a “presentation tool”

      with which they are most comfortable (e.g., board display, handout, overhead). The teacher may

      videotape students’ presentations. This video will be used for comparative purposes at the end of

      the course to illustrate how IT tools have increased productivity.

 

5.   Using a keyboarding tool (e.g., All the Right Type) demonstrate appropriate techniques for

      keyboarding and allow students time to practise. Next, discuss how ergonomics can impact on

      productivity and supports a positive working environment. Provide students with diagrams to

      reinforce technique and posture.

 

6.   Build in practise time as a warm up activity during the remainder of this unit. Using the software

      tool of choice, show students how they can build on their skill level by selecting more challenging

      drills. Provide them with a checklist to monitor their skill level.

 

 

Assessment/Evaluation

 

Formative

•     Interview Presentation (IMV.01X, IM1.01X, EC3.01X)

•     Student Observation (IM3.01X, 05X)

•     Checklist for Keyboarding Techniques (IM3.01X)

•     Quiz (IMV.01X; IM1.01X, 02X,; IM3.02X; EC3.01X)

 

 

Accommodations

 

•     Provide specific tutorials for those students who experience difficulty in developing their

      keyboarding skills

•     A program such as “All the Right Type” may be used for self-paced learning

•     For further strategies see Accommodations in Unit Organization.

 

Resources

 

Video

 

“Venture: Technology and Change”; CBC

      TCDSB Professional Library

 

Internet

 

BPW & ASSOCIATES - This site provides an overview of the major changes impacting businesses today including technological, global, socio-cultural and structural changes in the marketplace.

http://www.strategis.ic.gc.ca/SSG/mi06363e.html

 

Print

 

Labour Behind the Label Coalition, Wear Fair Action Kit, Toronto, (tel.) 416-532-8584

(fax) 416-532-7688, 1997.

 

Brand, M. et. al., Success in the Workplace. 2nd ed., Toronto: Copp Clark Pitman, 1996.

 

Nef, Jorge et. al. Ethics and Technology., Toronto: Wall & Thompson, 1989

 

TVOntario, Independent Learning Center, Information Processing, 20 Videotapes on the subject of Information Technology in Business. Contact TVO for most recent productions.

 

Activity #3: Accessing the World Wide Web

 

Time: 150 Minutes

 

Description

 

This activity has two distinct parts. In the first part the teacher demonstrates how to do a very basic search using a search engine. Students will learn how to access their school’s default browser and its homepage and then students are asked to find a Canadian newspaper site in order to report on the day’s headline. The purpose of the forward, backward, stop and home buttons will be explained. In the second part students will complete a guided exercise on IT careers to help them get a feel for how they might use the Web for school and personal use. Students will key in addresses supplied by the teacher, go to those sites and use them to collect information.

 

Strand(s) and Expectations

 

      Ontario Catholic Graduate Expectations:

      Students will:

      •     apply effective communication, decision-making, problem-solving, time and resource

            management skills

      •     demonstrate flexibility and adaptability

      •     think critically about the purpose and meaning of work

 

      Strands: Information Management, Electronic research and Ethical Issues, Career Opportunities

 

      Overall Expectations:

      At the end of this course, students will:

      •     describe the career opportunities related to information technology (COV.01X)D

      •     use a variety of electronic media to find relevant information( EEV.01X) D

      •     demonstrate an understanding of the information technology terms used in business

            (IMV.01X) D

 

      Specific Expectations:

      Students will:

      •     define key information technology terms (e.g., Internet, Intranet, Extranet, infrastructure,         syntax, work environment) (IM1.01X)

      •     use current Information technology terminology appropriately (IM1.03X) D

      •     describe the function of search engines (EE1.02X) D

      •     identify occupations that require an understanding of information technology (CO1.01X) D

 

Planning Notes

 

•     The availability of World Wide Web sites should always be checked out just prior to the class as

      addresses change, are frequently deleted or may be down for maintenance. To smooth the       delivery of this first web experience, teachers may wish to change the default homepage to a

      search engine address.

•     If appropriate consider moving Activity 4, #7 and #8 into this activity.

 

Prior Knowledge Required

 

No prior knowledge required.

 

Teaching/Learning Strategies

 

1.   Ask the entire class to identify as many information technology jobs as they can. Make a list of

      them on the blackboard. Tell them that by the end of this activity they should be able to

      supplement their knowledge of IT positions by using the World Wide Web to collect

      information. Check to see if anybody knows what a browser or a search engine is. If they do,

      work with them on their definitions; if they don’t give them the definitions for their glossaries.

 

2.   Demonstrate how to access the World Wide Web using the facilities at your school. Ask one

      student what his/her hobby is and search for sites related to it. In the process of doing this show

      them how to click on a hyperlink, and the forward, backward, home, and stop buttons. Discuss

      why you might use each one.

 

3.   Students then access the web and are instructed to find the newspaper sites of our major Ontario       newspapers. Ask them to record the headline from each newspaper site that they locate. (If some
      students want to do this with each other, let them do so).

 

4.   Call their attention back to a demonstration where you show them how to enter a known address

      directly.

 

5.   Distribute a guided exercise on IT careers. For example, first have them visit the Globe and Mail

       Technology site at http://globetechnology.com. Once there, they should link to the Tech

      Careers. Next, have them select one of the articles from either the Two-Minute Manager, Job

      Hunt Central, Workplace Harmony, Workplace and the Law, Schools and Training or The Wired

      Workplace. Instruct them to print the article for later reading and to include it in their notebook

      Next, have them click on Search Jobs and then on the newJOBS hyperlink. Make sure they

      notice how many jobs are available and the differing job titles and functions. Have them click on

      a particular job to find out its description and requisite skills. Have them go back to the long list

      using the back button and find the description and skills necessary for four or five jobs of interest

      They can print job descriptions to hand in or place in their notebooks so that the whole class has