INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12. Integrated Resource Package 2003 Updated September 2004 IRP 129. Ministry of Education

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1 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 Integrated Resource Package 2003 Updated September 2004 Ministry of Education IRP 129

2 National Library of Canada Cataloguing in Publication Data Main entry under title: Information and communications technology 11 and 12 : integrated resource package 2003 Also available on the Internet. ISBN Electronic data processing Study and teaching (Secondary) - British Columbia. 2. Computer graphics Study and teaching (Secondary) British Columbia. 3. Computer networks Study and teaching (Secondary) British Columbia. 4. Computer programming Study and teaching (Secondary) British Columbia. I. British Columbia. Ministry of Education. LB C3I C Copyright 2003 Ministry of Education, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing direct or indirect education programs to entitled students as identified by the School Act or the Independent School Act.

3 TABLE OF CONTENTS Acknowledgments III PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface V INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 Rationale Information and Communications Technology Kindergarten to Grade 12 Chart Considerations for Program Delivery Pathways and Modules Overview Chart Overview of Pathways, Modules, and Courses THE INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 CURRICULUM The Nature of ICT Applied Digital Communications 11 Gathering and Processing Refining and Organizing Presenting and Communicating New Technologies Applied Digital Communications 12 Gathering and Processing Refining and Organizing Presenting and Communicating New Technologies Digital Media Development 11 Desktop Digital Video D Graphic Design and Publishing D Design and Animation Web Publishing Digital Media Development 12 Desktop Digital Video D Graphic Design and Publishing D Design and Animation Web Publishing INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 I

4 TABLE OF CONTENTS Computer Information Systems 11 Workstations and Communications Systems and Management Network Technologies Internetworking Concepts Computer Information Systems 12 Workstations and Communications Systems and Management Network Technologies Internetworking Concepts Computer Programming 11 Introduction to Programming Programming Methodology Programming Structures Graphics and User Interfaces Computer Programming 12 Arrays, Files, and Searching Arrays and Sorting Object-Oriented Programming Application Development INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 APPENDICES Appendix A: Prescribed Learning Outcomes A-3 Appendix B Learning Resources: General Information B-3 Appendix B: Grade Collections B-7 Appendix C: Assessment and Evaluation C-3 II INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

5 ACKNOWLEDGMENTS Many people contributed their expertise to this document. The project s primary co-ordinator was Glen Holmes. Bill Kempthorne and Richard DeMerchant provided additional assistance in completing the project. The project coordinators would like to thank all the other ministry personnel and partners in education who participated in this process. INTEGRATED RESOURCE PACKAGE WRITING TEAM Kevin Amboe Ross B. Dunning Michael Ewan Gerry Fraser Francine Giacomazza David Richardson School District No. 36 (Surrey) School District No. 36 (Surrey) School District No. 63 (Saanich) School District No. 61 (Greater Victoria) School District No. 41 (Burnaby) School District No. 27 (Cariboo-Chilcotin) INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 III

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7 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE This Integrated Resource Package (IRP) provides basic information teachers will need in order to implement Information and Communications Technology 11 and 12 (ICT 11 and 12). This document supersedes Information Technology 11 and 12 Integrated Resource Package (1996). The information contained in this IRP is also available on the ministry web site at: The following paragraphs provide descriptions about each section of this IRP. THE INTRODUCTION The introduction provides general information about Information and Communications Technology 11 and 12, including special features and requirements. It also provides a rationale for teaching Information and Communications Technology in BC schools and includes specific considerations for program delivery. THE INFORMATION AND COMMUNICATIONS TECHNOLOGY CURRICULUM The provincially prescribed curriculum for Information and Communications Technology 11 and 12 is structured using four major pathways, with eight modules within each pathway. A four-credit course consists of four modules. Specific curriculum information for each module is presented in a four column format, as follows: provincially prescribed learning outcomes suggested instructional strategies for achieving the learning outcomes suggested assessment strategies for determining how well students are achieving the outcomes learning resources Prescribed Learning Outcomes Prescribed learning outcomes are the legally required content standards for the provincial education system. They define the required attitudes, skills, and knowledge for each subject. Learning outcomes are statements of what students are expected to know and be able to do at an indicated grade. Learning outcomes are clearly stated and expressed in measurable terms. All learning outcomes complete this stem: It is expected that students will.... It is expected that student achievement will vary in relation to learning outcomes. Evaluation, reporting, and student placement are dependent on the professional judgment and experience of teachers, guided by provincial policy. Suggested Instructional Strategies Instruction involves the use of techniques, activities, and methods to meet diverse student needs and deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed learning outcomes. Specialist and generalist teachers developed these strategies to assist their colleagues; they are suggestions only. Suggested Assessment Strategies The assessment strategies suggest a variety of ways to gather information about student achievement. Some assessment strategies relate to specific activities; others are general. Specialist and generalist teachers developed these strategies to assist their colleagues; they are suggestions only. INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 V

8 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Learning Resources Provincially Recommended Learning Resources These materials have been evaluated through the provincial evaluation process, and have received Minister s Order. The recommended resources are included in the Learning Resources column of the IRP when they support one or more of the accompanying prescribed learning outcomes. See Appendix B for ordering information for the recommended learning resources. Web Sites Due to their transitory nature, web sites are not typically evaluated as part of the provincial evaluation process. However, in some cases, the Internet is the most up-todate source of information relevant to students in Information and Communications Technology 11 and 12. The web sites listed in the Learning Resources column are current as of March Although the sites listed do not have recommended status, they have been provided to support student research and/or to assist teachers in developing course plans. Local approval is required before use. Teachers should preview the sites in order to select those that are appropriate for their students. Teachers must also ensure that students are aware of school district policies on Internet and computer use. THE APPENDICES The appendices provide additional information about the curriculum and further support for the teacher. Appendix A lists the prescribed learning outcomes for the curriculum. For each pathway, the prescribed learning outcomes are organized by module. There is an additional cross-curricular module, The Nature of ICT. Appendix B consists of general information about learning resources, as well as information about the provincially recommended resources, presented in the format of a Grade Collection. Appendix B includes titles, descriptions, and ordering information for the recommended learning resources in the Grade Collections for ICT 11 and 12. As of March 2004, additional resources are being evaluated to address the gaps in these initial Grade Collections. New resources will be evaluated on an ongoing basis. The new provincial recommendations will be posted on the ministry web site at: lr/resource/consub.htm. Teachers are advised to check the web site on a regular basis. Appendix C consists of general information about classroom assessment and evaluation, including: assessment for learning assessment of learning criterion-referenced assessment and evaluation VI INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

9 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE COMPUTER INFORMATION SYSTEMS 12 Pathway and Grade PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES Module Prescribed Learning Outcomes The Prescribed Learning Outcomes column lists the specific learning outcomes for each module. Network Technologies 2 It is expected that students will: access sources for network security information assess the security of a network structure install and use network management tools, including security, imaging, backup, and remote controls calculate network capacity limitations and plan for network upgrades configure and manage servers for user authentication, file, and print services deploy and use applications on a network use network operating systems utilities to monitor, manage, and troubleshoot data transfers Students consider the basic intricacies of a network and some of the problems related to maintaining a functional and safe network. Brainstorm with students network security issues they are aware of. Have them conduct online research to identify a variety of network security problems and potential solutions for each. Have students work in pairs or small groups to create a report outlining the security issues and how they can be addressed to create a safe network. Design a lab situation for students where they must install and use network management tools, including security, imaging, backup, and remote controls. Have students access management software. Ask them to explain what needs to be defined prior to creating share points and print cues. Have students use the Internet to identify when and how software needs to be upgraded. Have them work in pairs to create a report outlining what factors they considered and the ways they addressed them. Invite students to develop and demonstrate their ability to use and deploy applications on a network. Have students test the use of network operating systems utilities (e.g., data capturing-lanwiser, sniffer, WOW packet, network monitor). Suggested Instructional Strategies The Suggested Instructional Strategies column suggests a variety of instructional approaches that include group work, problem solving, and the use of technology. Teachers should consider these as examples they might modify to suit the developmental level of their students. COMPUTER INFORMATION SYSTEMS 12 Pathway and Grade SUGGESTED ASSESSMENT STRATEGIES LEARNING RESOURCES Suggested Assessment Strategies The Suggested Assessment Strategies offer a wide range of assessment approaches useful in evaluating whether students have met the prescribed learning outcomes. Teachers should consider these as examples they might modify to suit their own needs and instructional goals. Observe Observe students as they manage each type of server. Note the ease and efficiency with which they are able to organize servers logically and use both user and group privileges. Question Ask students to explain why they selected a specific network tool and how they use it. Look for evidence that they can identify root problems and/ or desired results and can give a reasoned explanation for why that specific tool is appropriate. Collect the Assess students reports for the number of security issues identified and the solutions provided. Do students reports on network upgrades cover a range of issues and provide information on how each issue can be addressed? Peer Assessment Have students give each other feedback on how well they set up and operated each type of server and the clarity and completeness of the file and print structures they created. Students might also give each other feedback on how well they used each type of network management tool. After the peer feedback sessions, have students make plans for improvement. Self-Assessment Have students reflect on and analyse their personal security needs. Ask them to consider what is an appropriate balance between functional and optimal security. Recommended Resources Guide to Networking Essentials, Third Edition Peter Norton s Introduction to Computers, Fifth Edition Web Sites Network Security: (CERT Coordination Center) (SANS Institue) (National Infrastructure Protection Center-US Government) Recommended Resources Provincially recommended learning resources that support one or more of the learning outcomes for the module. Ordering information is found in Appendix B. Web Sites The selected web sites may be useful for teachers and/or students. They do not have recommended status. As with all supplementary resources, local approval is required before use. INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 VII

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11 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 This Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for Grade 11 and 12 Information and Communications Technology (ICT). The development of this IRP has been guided by the following principles of learning: Learning requires the active participation of the student. People learn in a variety of ways and at different rates. Learning is both an individual and a group process. In addition to these three principles, this document recognizes that young people of varied backgrounds, interests, abilities, and needs attend British Columbia s schools. Wherever appropriate for this curriculum, ways to meet these needs and to ensure equity and access for all learners have been integrated as much as possible into the learning outcomes, instructional activities, and assessment activities. ICT 11 and 12 is based on recommendations arising from the Information and Communications Technology Curriculum Review Report ICT 11 and 12, in draft format, was available for public review and response in Feedback from educators, students, parents, and other educational partners informed the development of this document. RATIONALE The aim of the Information and Communications Technology curriculum is to help students develop the attitudes, skills, and knowledge needed to live, learn, and work effectively in an information-rich technological society. Students should be exposed to experiences that encourage them to enjoy and value information and communications technology, develop positive habits of mind, and understand and appreciate the role of ICT in human affairs. This curriculum involves the development of: information literacy positive attitudes toward technology problem-solving and critical-thinking skills related to the use of technology information technology literacy lifelong learning patterns and skills knowledge relevant to careers in ICT The study of information and communications technology (ICT) is increasingly important. Technological skills are becoming mandatory in the workplace and are a prerequisite for employment. Students today require the ability to reason and communicate, to solve problems, and to understand and use ICT for a variety of purposes. Students also need opportunities to develop the skills required for e-learning so they are better prepared to pursue future learning opportunities. Literacy in the area of information and communications technology can be defined as the ability to obtain and share knowledge through investigation, study, instruction, and transmission of information by means of digital media technology. Since technology is undergoing constant and rapid change, the ICT-literate person will possess the skills and abilities to learn and operate current technology, and adapt to new technologies developed to electronically gather, process, evaluate, synthesize, and share data with others. Students who are literate in ICT access data efficiently and effectively, evaluate data critically and competently, use data accurately and creatively, and use current technology to communicate and solve problems. They actively assess and question the implications of technology innovation on society. The end INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 1

12 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 result of literacy in ICT is the use of technology as a tool for organization, communication, research, and problemsolving. The learning outcomes in this IRP build on and expand the learning outcomes addressed at the K to 10 levels but are not dependent upon any specialized courses that may be available at the Grade 9 and 10 levels. The skills and knowledge addressed by this IRP are relevant to students continuing their education in information and communications technology or entering the workforce directly. The following chart outlines various ways that content can be delivered from Kindergarten to Grade INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

13 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 Information and Communications Technology Kindergarten to Grade 12 K to 7 Integrated into all subject areas Grade 8 Integrated into all subject areas Grade 8 Separate course based on the INT 8 to 10 IRP Grade 8 Specialized locally developed courses Grade 9 Integrated into all subject areas Grade 9 Separate course based on the INT 8 to 10 IRP Grade 9 Specialized locally developed courses Grade 10 Integrated into all subject areas Grade 10 Separate course based on the INT 8 to 10 IRP (INT 10) Grade 10 BAA courses Grade 11 Grade 11 Grade 11 Grade 11 Grade 11 Grade 11 Integrated into all subject areas Applied Digital Communications (ICTC 11) Digital Media Development (ICTM 11) Computer Information Systems (ICTS 11) Computer Programming (ICTP 11) Modular Survey Course (Any 4 Grade 11 modules) (ICTX 11) Grade 12 Grade 12 Grade 12 Integrated into all subject areas Applied Digital Communications (ICTC 12) Digital Media Development (ICTM 12) Grade 12 Grade 12 Grade 12 Computer Information Systems (ICTS 12) Computer Programming (ICTP 12) Modular Survey Course (Any 4 Grade 12 modules) (ICTX 12) This chart outlines various ways in which ICT content can be delivered from Kindergarten to Grade 12. INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 3

14 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 CONSIDERATIONS FOR PROGRAM DELIVERY This section contains additional material to help educators prepare their ICT 11 and 12 courses, including the following information: suggested instructional strategies suggested assessment strategies social and ethical implications of using ICT tools responding to sensitive issues creating a safe and healthy environment inclusion, equity, and access for all learners working with the ICT community working with the aboriginal community copyright and responsibility Suggested Instructional Strategies Instructional strategies have been included for each module in a pathway. These strategies are suggestions only, designed to provide guidance for teachers planning instruction to meet the prescribed learning outcomes. The strategies may be teacher directed, student directed, or both. A one-to-one relationship does not necessarily exist between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear approach to course delivery. It is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and respond to local requirements. Each set of instructional strategies starts with a context statement followed by several examples of learning activities. The context statement is included to provide clarification of the module s expected instructional emphasis. Activities should encourage students to explore, take risks, exhibit curiosity, and make and correct errors so that they gain confidence in their abilities to solve complex problems and use various aspects of information and communications technology. Creative problem-solving and critical-thinking processes such as reasoning and making connections are vital to increasing students aptitude and effectiveness with ICT tools and should be integrated throughout all pathways in this curriculum. Instructional strategies should be focused on activities related to these processes wherever possible. Suggested Assessment Strategies The assessment strategies in this IRP describe a variety of ideas and methods for gathering evidence of student achievement. Teachers determine the best assessment methods for gathering this information. Some strategies relate to particular activities, while others are general and could apply to several activities. Social and Ethical Implications of Using Information and Communications Technology Tools Society faces a growing number of ethical issues and challenges as a result of the use of information and communications technology, such as breach of copyright, circulation of defamatory information, invasion of privacy, plagiarism, and piracy. Ethical and responsible use of technology involves respect for copyright restrictions, user licensing agreements, and protection of privacy. Activities that intentionally damage data or equipment are both inappropriate and illegal. Through direct experience in a variety of situations, students can learn that it is possible to successfully complete tasks without violating ethical standards. 4 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

15 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 Responding to Sensitive Issues Issues may arise in ICT classrooms that are not intended. In preparing for sensitive issues that may arise, teachers may wish to consider the following: Inform an administrator or counsellor when a concern arises. Establish a classroom environment that is open to free enquiry and to various points of view. Preview media materials and set guidelines for student access to sensitive Internet material. Promote critical thinking and openmindedness, and refrain from taking sides, denigrating, or promoting propaganda. Know district policies regarding the rights of individuals and the need for permissions when students are videotaping, filming, photographing, and recording. Establish a procedure for filing any necessary release forms. Creating a Safe and Healthy Environment Students will be accessing the World Wide Web and need to be aware of potential safety issues (e.g., exposure to unsuitable or harmful material; potential harm resulting from disclosure of personal information). Teachers should be familiar with district policies and guidelines related to Internet safety, and should establish clear guidelines with students for safe use of the Internet. Safety concerns also include the use of, storage, and handling of potentially hazardous material and equipment. To ensure a safe learning environment, it is essential that teachers address the following questions prior to, during, and after an activity: Have students been given specific instruction about how to use facilities, materials, and equipment appropriately? Do they fully understand these instructions? Have students been given guidelines regarding safe Internet use? Are students aware of the location and use of safety items such as eye-wash solutions, fire extinguishers (suitable for electrical fires), safety blankets, sinks, face masks, and WHMIS labelling? Are students aware of the location of power switches and fuse boxes? Do students know the maximum wattage for electrical AC cables, power outlets, and circuits? Do students know about correct handling of hazardous materials such as acids, adhesives, caustics, flammable materials, fumes, poisons, powdered materials, solvents, and electricity? Are facilities and equipment suitable and in good repair? Is equipment secure when not in class use? Consideration should also be given to correct ergonomics and related issues such as wrist, eye, and back fatigue. Inclusion, Equity, and Accessibility for All Learners Young people of varied backgrounds, interests, and abilities attend British Columbia s schools. The Kindergarten to Grade 12 school system is committed to meeting the needs of all students. When selecting specific topics, activities, and resources to support the implementation of ICT 11 and 12, teachers are encouraged to ensure that these choices support inclusion, equity, and accessibility for all students. In particular, teachers should ensure that classroom instruction, assessment, and resources reflect sensitivity to diversity and incorporate positive role portrayals, relevant issues, and themes such as inclusion, respect, and acceptance. INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 5

16 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 Government policy supports the principles of integration and inclusion of students who have English as a second language and of students with special needs. Most of the instructional and assessment strategies in this IRP can be used with all students, including those with special and/or ESL needs. Some strategies may require adaptations to ensure that those with special and/or ESL needs can successfully achieve the prescribed learning outcomes. Modifications can be made to the prescribed learning outcomes for students with Individual Education Plans. For more information about resources and support for students with special needs, refer to the following web site For more information about resources and support for ESL students, refer to Working with the ICT Community All aspects of learning in information and communications technology may be greatly enriched when professionals and experienced amateurs from the community are involved. These individuals could be guests in the classroom or involve students as visitors in their work environments. Working with the Aboriginal Community The Ministry of Education is dedicated to ensuring that the cultures and contributions of Aboriginal peoples in BC are reflected in all provincial curricula. To address these topics in the classroom in a way that is accurate and that respectfully reflects Aboriginal concepts of teaching and learning, teachers are strongly encouraged to seek the advice and support of local Aboriginal communities. As Aboriginal communities are diverse in terms of language, culture, and available resources, each community will have its own unique protocol to gain support for integration of local knowledge and expertise. To begin discussion of possible instructional and assessment activities, teachers should first contact Aboriginal education co-ordinators, teachers, support workers, and counsellors in their district who will be able to facilitate the identification of local resources and contacts such as Elders, chiefs, tribal or band councils, Aboriginal cultural centres, Aboriginal Friendship Centres, or Métis organizations. In addition, teachers may wish to consult the various Ministry of Education publications available, including the Planning Your Program section of the resource, Shared Learnings (1998). This resource was developed to help all teachers provide students with knowledge of, and opportunities to share experiences with, Aboriginal peoples in BC. For more information about these documents, consult the Aboriginal Education web site: welcome.htm Copyright and Responsibility Copyright is the legal protection of literary, dramatic, artistic, and musical works; sound recordings; performances; and communications signals. Copyright provides creators with the legal right to be paid for their work and the right to say how their work is to be used. There are some exceptions in the law (i.e., specific things permitted) for schools but these are very limited, such as copying for private study or research. The copyright law determines how resources can be used in the classroom and by students at home. 6 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

17 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 In order to respect copyright it is necessary to understand the law. It is unlawful to do the following, unless permission has been given by a copyright owner: photocopy copyrighted material to avoid purchasing the original resource for any reason photocopy or perform copyrighted material beyond a very small part. In some cases the copyright law considers it fair to copy whole works, such as an article in a journal or a photograph for purposes of research and private study, criticism and review show videotaped television or radio programs to students in the classroom unless these are cleared for copyright for educational use (there are exceptions such as for news and news commentary taped within one year of broadcast which by law have record keeping requirements see web site below for more details) photocopy print music, workbooks, instruction materials, instruction manuals, teacher guides, and commercially available tests and examinations show at schools videotapes which are not cleared for public performance perform music or do performances of copyrighted material for entertainment (i.e., for purposes other than a specific educational objective) copy work from the Internet without an express message that the work can be copied. Permission from or on behalf of the copyright owner must be given in writing. Permission may also be given to copy or use all or some portion of copyrighted work through a licence or agreement. Many creators, publishers, and producers have formed groups or collectives to negotiate royalty payments and copying conditions for educational institutions. It is important to know what licences are in place and how these affect the activities you are involved in. Some licenses may also have royalty payments which are determined by the quantity of photocopying or the length of performances. In these cases, it is important to assess the educational value and merits of copying or performing certain works to protect the financial exposure of your educational institution (i.e., only copy or use that portion that is absolutely necessary to meet an educational objective). It is important for education professionals, parents and students to respect the value of original thinking and the importance of not plagiarizing the work of others. The works of others should not be used without their permission. For more information about copyright, refer to the following web site for further details. INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 7

18 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 Pathways and Modules Overview Grade 11 Module 1 Module 2 Module 3 Module 4 Module 5 Applied Digital Communications (ICTC) Desktop Digital Workstations and Video 1 Communications 1 Gathering and Processing 1 Refining and Organizing 1 Presenting and Communicating 1 New Technologies 1 Gathering and Processing 2 Digital Media Development (ICTM) 2D Graphic Design and Publishing 1 3D Design and Animation 1 Web Publishing 1 Desktop Digital Video 2 Computer Information Systems (ICTS) Systems and Management 1 Network Technologies 1 Internetworking Concepts 1 Workstations and Communications 2 Computer Programming (ICTP) Introduction to Programming Programming Methodology Programming Structures Graphics and User Interfaces Arrays, Files, and Searching Modular Survey Course (ICTX) Schools may create a survey course by combining any four modules from any of the ICT pathways at the appropriate grade level. When constructing a Grade 12 survey course, consider whether any prerequisite learning from earlier modules is required. Module 6 Refining and Organizing 2 2D Graphic Design and Publishing 2 Systems and Management 2 Arrays and Sorting Grade 12 Module 7 Presenting and Communicating 2 3D Design and Animation 2 Network Technologies 2 Object-Oriented Programming Module 8 New Technologies 2 Web Publishing 2 Internetworking Concepts 2 Application Development The learning outcomes related to The Nature of ICT are common to all pathways and should be integrated with the four modules that comprise any ICT 11 or 12 course. 8 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

19 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 OVERVIEW OF PATHWAYS, MODULES, AND COURSES Pathways and Modules The prescribed learning outcomes for ICT 11 and 12 are grouped into four pathways; each pathway consists of eight modules. The pathways reflect the broad areas of learning in information and communications technology; the modules reflect groupings of concepts. The four pathways are as follows: Applied Digital Communications Digital Media Development Computer Information Systems Computer Programming In addition to the four pathways, there is a set of prescribed learning outcomes for The Nature of Information and Communications Technology (ICT). These learning outcomes are common to all pathways, and should be integrated throughout. The modules were designed as stand-alone teaching units, each requiring an equal amount of instructional time. Teachers are expected to adjust instructional times to meet timetable limitations and diverse student needs. The Pathways and Modules Chart on the preceding page provides an overview of ICT pathways and modules for Grade 11 and Grade 12. ICT Courses The Information and Communications Technology 11 and 12 curriculum offers schools the flexibility to structure courses to accommodate student needs and interests while considering teacher expertise and school timetables. Each module is designed to represent onequarter of a course so that schools may mix and match modules to suit student needs. Schools may choose to offer a course based on four modules from a single pathway or a combination of modules from more than one pathway. As knowledge in the area of ICT is generally cumulative, the order in which modules are offered to students should be considered carefully. A Grade 11 course should consist of four modules from the first level (Modules 1 to 4), while a Grade 12 course should consist of four modules from the second level (Modules 5 to 8). If a course is offered that is composed of modules selected from different pathways, the course can be reported using the Modular Survey Course code (ICTX11 or ICTX12). The order in which various modules is offered is left to the professional judgment and expertise of teachers. However, when constructing a Grade 12 survey course, teachers should consider whether any prerequisite learning from earlier modules is required. Reporting ICT 11 and 12 courses follows normal procedures for reporting senior level courses. The Nature of Information and Communications Technology (ICT) The Nature of ICT learning outcomes are common to all pathways of ICT 11 and 12. The learning outcomes address the attitudes, skills, and knowledge that support students understanding of the nature of ICT and its impact on self, work, and society. The outcomes have been identified separately to facilitate direct teaching of these ideas but are more effective if integrated in the four modules used to create a course. INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 9

20 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 The Applied Digital Communications Pathway (ICTC) The learning outcomes in the Applied Digital Communications pathway focus on the development of speed, proficiency, and breadth of knowledge with the use of common application software. Each of the following modules is presented at two levels, to allow basic and advanced learning: Gathering and Processing 1, 2 Refining and Organizing 1, 2 Presenting and Communicating 1, 2 New Technologies 1, 2 The Nature of ICT learning outcomes should be integrated throughout an ICTC 11 or 12 course. The Digital Media Development Pathway (ICTM) The learning outcomes in the Digital Media Development pathway focus on the technical side of visual media development. Each of the following modules is presented at two levels, to allow basic and advanced learning: Desktop Digital Video 1, 2 2D Graphic Design and Publishing 1, 2 3D Design and Animation 1, 2 Web Publishing 1, 2 The Nature of ICT learning outcomes should be integrated throughout an ICTM 11 or 12 course. Although it is not essential to present the modules in sequential order, this sequence will provide opportunities for students to expand their knowledge and apply this knowledge to other areas. The Computer Information Systems Pathway (ICTS) The learning outcomes in the Computer Information Systems pathway focus on the technical side of computer systems and the connectivity of those systems. Each of the following modules is presented at two levels, to allow basic and advanced learning: Workstations and Communications 1, 2 Systems and Management 1, 2 Network Technologies 1, 2 Internetworking Concepts 1, 2 The Nature of ICT learning outcomes should be integrated throughout an ICTS 11 or 12 course. It is not in the best interest of any student to attempt modules in this pathway at Grade 12 without having learned the material presented at the Grade 11 level. The Computer Programming Pathway (ICTP) The learning outcomes in the Computer Programming pathway focus on the development of programs using a structured, object-oriented programming language. It is recommended that the modules identified in this pathway be taken sequentially in order to ensure student success and limit the difficulties students may experience. The eight modules are as follows: Introduction to Programming Programming Methodology Programming Structures Graphics and User Interfaces Arrays, Files, and Searching Arrays and Sorting Object-Oriented Programming Application Development The Nature of ICT learning outcomes should be integrated throughout an ICTP 11 or 12 course. Students who have some prior experience in computer programming may have a basic understanding of the principles in several of these modules, but the uniqueness of each programming language may require students to follow the entire modular pathway. 10 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

21 INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 A Modular Survey Course (ICTX) A survey course can be created from The Nature of ICT and four modules from any of the four pathways at the appropriate grade level. When selecting modules to construct a Grade 12 survey course, consider whether any prerequisite learning from earlier modules is required. Two examples of Grade 11 and 12 courses that combine different modules follow. Other combinations are also possible. Example 1 Grade 11 ICTX: Gathering and Processing 1 Desktop Digital Video 1 Workstations and Communications 1 Introduction to Programming Grade 12 ICTX: Gathering and Processing 2 Desktop Digital Video 2 Workstations and Communications 2 Arrays, Files, and Searching The Nature of ICT learning outcomes would be integrated across both courses. Example 2 Grade 11 ICTX: Introduction to Programming Programming Methodology Workstations and Communications 1 Systems and Management 1 Grade 12 ICTX: Arrays, Files, and Searching Arrays and Sorting Workstations and Communications 2 Systems and Management 2 The Nature of ICT learning outcomes would be integrated across both courses. INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 11

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23 CURRICULUM Information and Communications Technology 11 and 12

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25 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 THE NATURE OF ICT The prescribed learning outcomes for The Nature of ICT address the attitudes, skills, and knowledge that support students understanding of the nature of ICT and its impact on self, work, and society. These learning outcomes are common to all four pathways of ICT 11 and 12 and should be integrated with the four modules that comprise an ICT 11 or ICT 12 course. PRESCRIBED LEARNING OUTCOMES It is expected that students will: demonstrate a moral, ethical, legal, and courteous approach to the use of technology demonstrate self-reliance in the use of electronic research techniques to construct personal knowledge and meaning access, use, and communicate information from a variety of technologies assess various health and safety issues specific to the technology being used, including personal use of the Internet become discerning users of mass media and electronic information use technology to support collaboration and interaction with others employ principles of project management when conducting their work (e.g., value accuracy, precision, correctness; teamwork; self-evaluation for purposes of improvement) employ a variety of strategies to identify, investigate, and solve problems, including troubleshooting strategies assess the impact of technology on their personal privacy assess career opportunities in information and communications technology industries, as well as the required technological and employability skills (e.g., communication, interpersonal skills, and problem-solving) demonstrate skills and attitudes related to successful lifelong learning INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 15

26 APPLIED DIGITAL COMMUNICATIONS 11 PRESCRIBED LEARNING OUTCOMES Gathering and Processing 1 It is expected that students will: use touch keyboarding techniques for personal use use electronic tools such as the spell checker, dictionary, and thesaurus to correct common language and style errors and enhance the quality of their work construct personal and business documents that use: - headers and footers - page numbering - graphics create spreadsheet documents containing various cell layouts, formats, alignment, and formulas with relative and absolute cell references assess sources for reliability, bias, and context (e.g., differences between print and electronic sources) identify search strategies, including unique keywords and phrases, to locate information using Internet search tools cite sources from the Internet and other resources show respect for the opinions, contributions, and roles of team members SUGGESTED INSTRUCTIONAL STRATEGIES Students develop basic ICT literacy skills and demonstrate basic employability skills as they work together to solve problems and communicate with one another. Provide opportunities for students to practise proper keyboarding techniques by having them develop personal documents such as an autobiography introducing themselves to the teacher. Have students create a spreadsheet to track a monthly budget and expense summary. Ask them to assume that they are living independently and paying all expenses. The spreadsheet should identify dates, descriptions of expense areas, budgeted amounts, and expenses. Ask students to calculate total spending and the percent of total spending in each expense area and then graph the results. Discuss with students the legal and ethical issues related to copying work from electronic and print sources. Then show them the correct ways to cite sources. Have students work in teams of two or three to research a topic of interest and develop a word-processed report with accurate citations. Provide students with a topic and have them locate relevant web sites. Ask them to create a table to record author, source, and author s geographical location. Establish intra-class partners or pen pals with another school. Have students access a common education resource such as Schoolnet or a districthosted collaboration tool. Have them discuss the advantages and disadvantages of participating with a virtual classmate. 16 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

27 APPLIED DIGITAL COMMUNICATIONS 11 SUGGESTED ASSESSMENT STRATEGIES Observe Watch individual students as they enter data, and give specific advice about how to improve their keyboarding techniques. Question Ask students to explain how they determined the extent to which various sources were reliable and unbiased. Assess the reasonableness and logic of their responses. LEARNING RESOURCES Recommended Resources A Guide to Microsoft Office 2003 for Information and Communication Technologies Using Information Technology: A Practical Introduction to Computers & Communications, Fifth Edition Collect Assess students spreadsheets for completeness of the list of expenses, use of formulas, cell formatting, and use and placement of graphs or charts. Peer Assessment Have students generate criteria for effective group work, with emphasis on showing respect for the opinions, contributions, and roles of team members. Have them develop and use a rubric for peer assessment using the criteria generated. Self-Assessment Generate with students a list of criteria to independently assess the documents they developed, giving particular attention to page numbering, headers and footers, and graphics. Web Sites Copyright Information: (formerly Cancopy) (Council of Ministers of Education, Canada) INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 17

28 APPLIED DIGITAL COMMUNICATIONS 11 PRESCRIBED LEARNING OUTCOMES Refining and Organizing 1 It is expected that students will: create and manage different types of files use a variety of file transfer procedures design and produce electronic and print publications for specific purposes and audiences use software features such as shortcuts, macros, function keys, menus, and buttons provide clarity to information within spreadsheet documents using: - headers and footers - fills and borders - charts and graphs - title rows and columns with cell and document protection use database software to create a flat file database SUGGESTED INSTRUCTIONAL STRATEGIES Students develop ICT skills and literacy to create different types of documents that demonstrate understanding and appropriate use of software features. Have groups of students develop a tricks and tips handbook on the use of features such as macros, function keys, menus, and buttons. Ask students to locate a resource that provides items and pricing information in a downloadable form (e.g., CSV, DIF files). Ask them to incorporate this data into a spreadsheet or database. Have groups of students develop a spreadsheet of the costs of computer lab equipment and furniture purchased to set up a new small company with eight employees. The spreadsheet should include entries for the identity, number, and cost per unit of each item, the total cost for each item type, and the cost of the entire order, including tax. The spreadsheet should also contain company information on each page of the document. Invite students to work independently to create a simple database to track their course assignments and tests, including due dates and marks. At this level, it is not necessary to have the database calculate the total subject mark from the marks entered. 18 INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12