Core Modules |
|
|---|---|
| Module 1 | Information Processing for Personal Use |
| Module 2 | Business Information Processing |
| Module 3 | Managerial Information Processing |
| Module 4 | Keyboarding and Word Processing |
Core Module: 50 hours
Prerequisite: This module is to be offered in conjunction with Module 4
Note: The curriculum guidelines for Information Processing have been written for use on the microcomputer. With some adaptation of the content in this curriculum guide, electric or electronic typewriters may be used as the learning tool in transition years.
Suggested Time Allotment
The development of touch keyboarding skills is important to the efficient use of the computer keyboard in facilitating information processing activities. Therefore it is important for touch keyboarding skills to be developed and used throughout the Information Processing program.
This core module for Information Processing 10 has been designed so that students with little or no previous touch keyboarding skills may acquire these skills. At the same time, students entering Information Processing 10 equipped with touch keyboarding skills will refresh and extend them. To assess students' entry-level touch keyboarding skills, teachers may pretest touch keyboarding performance. This assessment of students' initial performance assists in determining the appropriate keyboarding skill development program for each student.
Although keyboarding skills will be used throughout the module to facilitate the completion of the variety of tasks, and keyboarding skills improve with practice and use, fifteen hours of this core module are to be devoted to the concentration of keyboarding skill development. The learning objectives of the module have been categorized to assist with this process. Some objectives are identified for all students to experience while others are designated for students with specific keyboarding experience. This provides flexibility for the teacher to select the appropriate keyboarding learning objectives for individual students based on their needs. At this level, students need touch keyboarding skills in order to process information efficiently and effectively.
The following headings have been used to categorize the various learning objectives in this module:
or
Module 4, a 25-hour word processing module, is to be used with this module. Throughout this module, notations will be included to provide suggestions for integrating the skills, processes and content of the two modules.
Teachers should note that the nature of Information Processing presumes the integration of learning from core and optional modules. Therefore, it is expected that teachers will look for opportunities to integrate the learning from this module with the other modules of the Information Processing 10 course. This integration should facilitate the student acquisition of the foundational objectives of this module. As an example, the acquisition and demonstration of touch keyboarding skills learned in this module should be demonstrated further in the activities completed in the other modules of Information Processing 10. This integration satisfies the second foundational objective listed below.
Foundational Objectives
At the end of this module, the student will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
Note: Integration of learning from core and optional modules will occur throughout the Information Processing program. Teachers are encouraged to seek opportunities to integrate the learning objectives from the modules to facilitate student acquisition of the foundational objectives of the selected modules.
Introductory Objectives to be Completed by All Students
1.1 Explain the importance of information processing in personal life and in business activities.
1.2 Develop work habits and positive attitudes that will enhance future educational and work experiences.
1.3 Identify, define, and describe the features and terminology related to microcomputers.
1.4 Apply information regarding the use and care of computer equipment by consistently demonstrating its appropriate use and care.
1.5 Apply the principles of ergonomics and time management by demonstrating their use in daily activities.
1.6 Use word processing software as a learning tool in the development of touch keyboarding skills.
1.7 Assess beginning touch keyboarding skill development to determine individual touch keyboarding practice.
1.8 Recognize and demonstrate the elements of good touch keyboarding technique.
1.9 Execute and practise the skill of touch keyboarding the alphabetic, numeric, punctuation, and basic service keys.
1.10 Recall and demonstrate the skill of touch keyboarding (alphabetic, numeric, punctuation, and basic service keys) that has been acquired in Elementary and Middle Years.
1.11 Use acquired keyboarding skills to complete a project of interest to the student.
Keyboarding Objectives for All Students to Build Proficiency and Productivity.
1.12 Translate the theory of good touch keyboarding technique by demonstrating its proper use daily.
1.13 Proofread for errors in hard and soft copy and use the most commonly applied proofreaders' marks.
1.14 Develop and improve cursor movement and error correction techniques.
1.15 Complete timed writings using correct words a minute (CWAM) as a measure of keyboarding rate.
1.16 Use keyboarding rates to assist in applying the three phases of the keystroking proficiency development plan.
1.17 Develop keystroke proficiency and improve touch keyboarding skill in the execution and application of the alphabetic, numeric, punctuation, and basic service keys (Development and Improvement Phase).
1.18 Practise the skill of keyboarding the basic symbol keys, using the designated finger of the correct hand, and use the appropriate symbol as required.
1.19 Practise the skill of touch keyboarding the figures of the numeric keypad, entering figures rapidly and accurately.
1.20 Demonstrate good technique and improved speed and accuracy in the keyboarding of various copy including alphabetic, handwritten, rough draft, and statistical copy.
1.21 Describe the components of communication and demonstrate the use of effective written and oral communication.
1.22 Describe how ecological concerns affect the processing of information and how it may be addressed in personal life.
1.23 Differentiate between a variety of reference and resource materials and use them as necessary in the processing of information.
1.24 Compose at the keyboard a letter of application and a résumé.
1.25 Assess the importance of touch keyboarding
and the capabilities of computer software for information processing.
Core Module: 50 hours
Prerequisite: Modules 1, 4
Suggested Time Allotment
This core module introduces students to the roles, responsibilities, and expectations of employees processing information in the work environment. Students may be completing activities under simulated work conditions. Teamwork, interpersonal skills, communication skills, time management, organization, composition, proofreading, and correspondence are just some of the aspects that students will consider while processing information. All aspects of the information processing cycle will be experienced, relating efficiency and productivity to the workplace. Students will be involved in team building, problem solving, and decision making while meeting the expectations of the business world.
Teachers are reminded that the nature of Information Processing presumes the integration of learning from core and optional modules; therefore, it is expected that teachers will look for opportunities to integrate the learning from this module and the other modules of the Information Processing 20 course. This integration should facilitate student acquisition of the foundational objectives of this module. As an example, the composition and communication skills learned in this module should be demonstrated in the other modules of Information Processing 20. The integrating of learning should complement the foundational objectives below.
Foundational Objectives
At the end of this module, the student will be able to:
°memoranda;
°letters;
°tabular displays; and,
°reports.
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
2.1 Describe the role of the office worker in processing information in a business setting.
2.2 Organize and arrange documents in the preparation and presentation of a student reference manual.
2.3 Develop work habits and attitudes that will enhance future educational and business experiences.
2.4 Review the basic fundamentals of computer hardware and software.
2.5 Review the keys of the keyboard and reinforce good keyboarding techniques by determining keyboarding strengths and areas requiring improvement.
2.6 Use proofreading skills and proofreaders' marks in editing completed work.
2.7 Complete timed writings using correct words a minute (CWAM) as a measure of keyboarding rates.
2.8 Use keyboarding rates to assist in applying the three phases of the keystroking proficiency development plan.
2.9 Summarize and demonstrate the importance of ergonomics for employee productivity.
2.10 Develop keystroke proficiency and improve touch keyboarding skill in the execution and application of the alphabetic, numeric, punctuation, symbol, and basic service keys.
2.11 Relate the issues of computer ethics and security to employee responsibility in the use of computers in business.
2.12 Use the software applications of word processing, spreadsheet, database, communication, and graphics to produce simple documents.
2.13 Be aware of ecological concerns and be able to demonstrate the ability to address ecological concerns in personal life and in the workplace.
2.14 Express and demonstrate the importance of time management within a business organization.
2.15 Identify and apply knowledge of the importance of good human relations skills by demonstrating their use daily.
2.16 Differentiate between and demonstrate the use of a variety of resources that may be accessed to assist in processing information.
2.17 Describe and incorporate new word processing functions effectively to produce business documents.
2.18 Demonstrate the use of basic business writing skills and the cycle for composition.
2.19 Compose and produce letters, memoranda, tabular displays, and reports.
2.20 Describe the use of the telephone and other business communication technology.
2.21 Develop and demonstrate basic telephone etiquette and techniques, noting its importance to the success of a business.
2.22 Distinguish among the use of numerous methods of distributing information in business.
2.23 Examine and select the appropriate services provided by the postal system.
2.24 Distinguish among and outline the important aspects of reprographic methods used in business, comparing cost and features.
2.25 Examine the purpose of records management and describe the features of an efficient records management system.
2.26 Examine and outline the common filing systems used in business.
2.27 Organize and experience the alphabetizing of records manually and with the use of a database management software application.
2.28 Assess the knowledge, processes, skills,
and attitudes acquired in this module, relating them to the information processing
cycle.
Touch Keyboarding Skill Improvement
(Time Allocated throughout
the Module) ................. 10 hours
Information Processing Theory and
Applications ..................... 40 hours
This core module of Information Processing 30 introduces students to the new roles, responsibilities, opportunities, and challenges for the manager of the future. Successful future office employees will need to be familiar with, and be able to adapt to the varied processes and functions within an organization. The increasing use of sophisticated technology has implications for those entering and managing the business office. This module will assist students to prepare themselves for the transition to the world of work as decision makers in business, government, and industry. Students will also gain experiences that will facilitate post-secondary educational endeavours.
The 50 hours in this module will provide opportunities for students to devote increased efforts to develop and apply problem-solving and decision-making skills. Planned activities will integrate concepts of business communication, office management, keyboarding, and computer applications. It is anticipated that these skills and experiences will facilitate students' abilities to adapt to changing workplace situations. The aforementioned skills are crucial to the workplace environment and will be reinforced throughout this module. All completed processes and activities can be related to managerial decision making and the efficient processing of information through the information processing cycle.
Because students may enter Information Processing 30 with Information Processing 10 and/or Information Processing 20 as prerequisites, the pairing or grouping of students may be used (when necessary) to facilitate achievement of this module's foundational objectives. The use of this suggested management strategy can assist in the development of the team-building skills that are desirable of productive members of an office management team.
Teachers are encouraged to look for opportunities to integrate the knowledge and skills identified in the learning objectives of this core module and the selected optional modules of Information Processing 30. This integration should facilitate student acquisition of the foundational objectives from each of the modules.
Foundational Objectives
At the end of this module, the students will be able to:
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L. objectives should be emphasized by the teacher within this module:
3.1 Summarize and explain the importance and use of information processing for managers, recognizing changing office environments.
3.2 Identify and demonstrate professional work habits and attitudes through developing and conducting performance appraisals.
3.3 Use organization and management strategies to assist in problem solving and the completion of tasks.
3.4 Review the basic fundamentals of computer hardware and software, recognizing differences among a variety of computer hardware systems and software applications.
3.5 Review information regarding the proper use and care of computer equipment, relating it to management decision making.
3.6 Develop touch keyboarding technique further by demonstrating effective daily practise on drill or production work in the execution of the following keys: alphabetic, numeric, punctuation, symbol, special purpose, function, and the numeric keypad.
3.7 Review the importance of proofreading and the use of proofreaders' marks in identifying and correcting errors in the production of error-free copy.
3.8 Review the calculation of keyboarding rates.
3.9 Use computer hardware and software applications recognizing the efficiency of integrated office information systems.
3.10 Design an office environment considering the application of ergonomic, human, and environmental issues affecting workplace productivity.
3.11 Use a variety of communication skills necessary to meet the demands of the global marketplace.
3.12 Compose, format, and distribute a variety of business documents.
3.13 Edit composed documents for content, conciseness, and clarity, accessing the necessary resources.
3.14 Summarize various methods of information input and output that may be used for processing information.
3.15 Develop dictation and transcription skills for processing information.
3.16 Plan, organize, announce, and conduct a meeting or conference.
3.17 Distinguish between the important and unimportant information necessary to process minutes of meetings.
3.18 Synthesize the procedures for organizing and planning business travel arrangements by preparing a travel itinerary.
3.19 Make decisions for replicating and distributing information respecting copyright.
3.20 Justify the potential of the paperless office, recognizing system security concerns.
3.21 Research and describe various information processing career areas.
3.22 Prepare a personal résumé and a letter of application.
3.23 Discuss the need for job interviews and partake in mock interviews to practise interview skills.
3.24 Demonstrate the effective use of information
processing processes and skills by planning, preparing, and giving a presentation
to an audience.
This module is to be used with the core module of Information Processing 10, Module 1. The 25 hours offered in this module will provide students with the opportunity to apply touch- keyboarding and word processing skills to produce a variety of personal-use documents.
It is expected that the activities of this module will be integrated with the activities of Module 1. Throughout this module, notations are provided as suggestions to assist with this integration.
Foundational Objectives
At the end of this module, the student will be able to:
° unbound reports;
° personal-business letters;
°personal letters; and,
° envelopes.
The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. However, the following C.E.L.s objectives should be emphasized by the teacher within this module:
4.1 Identify and demonstrate the use of a variety of word processing functions that may be used in word processing personal documents.
4.2 Annotate and produce correctly-formatted single-page and multiple-page unbound reports.
4.3 Prepare a title page for a report recognizing the need for essential elements of a title page.
4.4 Annotate and produce correctly-formatted reference pages.
4.5 Annotate, produce, and compose correctly-formatted personal-business letters in extreme block letter style with open punctuation and accompanying envelopes.
4.6 Distinguish between the personal-business letter and the personal letter, recognizing the differences while composing and formatting the personal letter.
4.7 Interact with the business community integrating
the knowledge, processes, attitudes, and keyboarding skills attained to complete
a personal project following the information processing cycle.