Module 5: Introduction to Computer Software Applications

Optional Module: 25 hours
Prerequisites: Modules 1 and 4

A variety of powerful computer software programs are available to a wide range of computer users in the home, school, and workplace. This 25-hour module will introduce students to an introductory, practical, hands-on approach to the use of communications, database, spreadsheet, and graphics software applications.

Although this module in intended to provide the student with a general overview and confidence in using these commonly-used software applications, teachers may need to assess student prerequisite knowledge and skills to determine the proportioning of content and process emphasis for this module. This module may provide an extension and further understanding of the Computer Literacy themes of Middle Years (Division III). Students may have gained experience from other areas of study and may extend their knowledge and skills within the study of Information Processing and the Information Processing cycle.

The nature of Information Processing presumes the integration of learning from core and optional modules will occur. For example, knowledge and skills from the core modules such as the appropriate use and care of computer equipment; acceptable work habits and attitudes; ergonomics; touch keyboarding; time management; and, communication skills will continue to be demonstrated and extended throughout this module. To facilitate student acquisition of the foundational objectives stated below, teachers and students are encouraged to seek opportunities to integrate the learning objectives from this module and the other modules selected for the Information Processing course.

Foundational Objectives

At the end of this module, the student will be able to:

• understand the purpose and valuable contribution of a variety of computer applications software in information processing at home and in business.
  
  
• use database, spreadsheet, communications, and graphics applications software.
  
  
• develop confidence in using computer hardware and applications software to process information.

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:

• develop an understanding that technology both shapes and is shaped by business. (TL)
  
  
• enable students to understand and use the vocabulary structures and forms of expression that characterizes database management, spreadsheet, communications, and graphics computer software applications. (C)
  
  
• enable students to think for themselves and recognize the limits of computer applications software, and the need to contribute to and build upon understandings. (CCT)

Learning Objectives

5.1 Identify and describe application software and its place in the information processing cycle.

5.2 Describe the purpose, features, and components of electronic data communications systems.

5.3 Demonstrate the use of electronic communication software capabilities to distribute and access information.

5.4 Describe the purpose, characteristics, and terminology associated with database management applications software and justify its use.

5.5 Plan and design computer database files.

5.6 Use features of database management applications software to process information.

5.7 Describe the purpose, characteristics, and terminology associated with spreadsheet applications software, and justify its use.

5.8 Explain and use the mathematical features characteristic of spreadsheet application software.

5.9 Use features of spreadsheet applications software to process information.

5.10 Prepare and analyze statistical graphs using spreadsheet application software.

5.11 Examine and use computer graphics in the processing of information.

5.12 Select and use the appropriate computer applications software to solve a variety of information processing problems.

Module 6: Skills for Entry-Level Employees

Optional Module: 25 hours
Prerequisites: Modules 1, 4, preferably 2

The intent of this module is to introduce the student to some of the basic knowledge and skills that may be required of an entry-level information processing worker in business. This module may be used for differing purposes. Many of the Module 6 learning objectives extend the learning and business focus of Core Module 2. If Module 6 is used with students who have experience with Core Module 2, teachers may choose to facilitate this module with the use of a practice set or simulation.

However, Module 6 may be selected as an optional module for use with the other core modules. For Information Processing 10, this module may be selected for those students who may not continue further studies in Information Processing and are seeking entry-level skills. This module may be selected for use in Information Processing 30 with students who did not experience Information Processing 20 and would like to experience the information processing knowledge and skills required of entry-level workers.

The nature of Information Processing presumes that the integration of learning from core and optional modules will occur. To facilitate student acquisition of the foundational objectives stated below, teachers and students are encouraged to seek opportunities to integrate learning from this module with the other modules selected for an Information Processing course.

Foundational Objectives

At the end of this module, the student will be able to:

• understand the role of the entry-level worker through completing a variety of information processing tasks.
  
  
• demonstrate effective communication skills expected of entry-level employees.
  
  
• understand the need for and use of proper control procedures in processing a variety of common business forms.
  
  
• demonstrate a sense for the importance of office cash management practices and procedures.

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:

• support the development of a positive disposition to life-long learning and develop students' abilities to meet their own learning needs. (IL)
  
  
• enable students to understand and use the vocabulary, structures and forms of expression that characterize general office skills. (C)

Learning Objectives

6.1 Examine and describe the role of the entry-level office worker in processing information for business.

6.2 Demonstrate time management, ergonomics, work ethics, and attitudes desirable for workplace success.

6.3 Analyze a variety of basic business forms and complete forms following correct procedures.

6.4 Design and complete computer processed forms.

6.5 Analyze the function of basic financial forms and experience the procedures for handling cash.

6.6 Identify and demonstrate the human relations and oral communication skills commonly used in a business setting by entry-level employees.

6.7 Develop written communication skills by composing, editing, and formatting business letters and memoranda.

6.8 Describe the procedures for handling incoming and outgoing correspondence, distinguishing between a variety of methods for distributing correspondence.

6.9 Assess from experiences of this module, the role and expectations of entry-level employees.

Module 7: Business Keyboarding and Word Processing

Optional Module: 25 hours
Prerequisite: Modules 1, 4, 2

This module will provide students with the opportunity to increase the development of touch keyboarding production skills that will enable the efficient and effective processing of information. Students will use word processing applications software to facilitate the processes. This module extends the keyboarding, word processing, and document formatting content outlined in Core Module 2.

Module 7 student assignments may be patterned after simple, straightforward keyboarding and word processing tasks performed in the world of work. Assigned tasks should focus not only on the keyboarding of the exercise but also on the development of planning, formatting, and editing skills.

Teachers are reminded that the nature of Information Processing presumes the integration of learning from core and optional modules. For example, knowledge and skills from the core modules such as the ethical use and care of computer equipment, business-like attitudes, proofreading, ergonomics, touch keyboarding, and time management skills will continue to be demonstrated and extended throughout this module. Teachers and students are encouraged to seek opportunities and develop activities to integrate the objectives from this module with the objectives from accompanying modules.

Foundational Objectives

At the end of this module, the student will be able to:

• continue to develop keyboarding and word processing document production skills.
  
  
• demonstrate confidence in using touch keyboarding and word processing software to produce documents including:
  
  

  °Business Letters;
  °Business Memoranda;
  °Tabular Displays; and,
  °Bound Reports.
  
  

• produce and revise word processed documents originating from a variety of sources.

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:

• enable students to use language (listening, speaking, reading, writing) for differing audience and purposes that are relevant to the students and to word processing document production. (C)
  
  
• develop students' appreciation of the value and limitations of technology for information processing. (TL)

Learning Objectives

7.1 Continue to develop effective touch keyboarding skill to produce documents efficiently and effectively.

7.2 Identify and name elements of, and activities involved in, the word processing document cycle.

7.3 Describe the goals of a business information processing system, respecting efficiency in work completed.

7.4 Demonstrate the word processing and document preparation skills necessary to prepare business documents.

7.5 Master and apply formatting skills to enable efficient and effective production.

Module 8: Management of Information and Records

Optional Module: 25 hours
Prerequisites: Modules 1, 4, 2 or 3

This module provides students with the opportunity to examine and experience some commonly used manual and electronic records management systems. Students will learn to use a variety of paper-based filing systems and transfer knowledge of paper-based filing to electronic information management. For example, students will be actively involved in setting up and manually organizing alphabetic, geographic, numeric, subject, or chronological filing systems and will transfer these files to an electronic system using a database management software application. Students may access information from a variety of sources, categorize information for management, and determine the most efficient means for managing the information.

It is recommended that students complete paper-based filing procedures prior to transferring this knowledge to an electronic format. Students with experience and knowledge of database software functions and features may devote more time to the application of electronic information management systems than to learning the use of the software. To facilitate this module, teachers may consider pairing experienced and inexperienced students when reviewing or learning database software functions.

Teachers are reminded that the nature of Information Processing presumes the integration of learning from core and optional modules. For example, knowledge and skills from the core modules such as the ethical use and care of computer equipment, business-like attitudes, proofreading, ergonomics, touch keyboarding, and time management skills will continue to be demonstrated and extended throughout this module. Teachers and students are encouraged to seek opportunities and develop activities to integrate the objectives from this module with the objectives from accompanying modules.

For the purposes of this module, records management is considered to be the systematic control of information throughout the entire information processing cycle.

Foundational Objectives

At the end of this module, the student will be able to:

• understand the importance of information and records management for the efficient processing of information.
  
  
• develop confidence in using various manual (paper-based) and electronic (database) filing systems to solve problems.
  
  
• design and maintain an electronic records- management system.

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:

• provide opportunities for students' active involvement in decision making related to technological developments in the management of information and records. (TL)
  
  
• promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects as they relate to information and records management. (CCT)

Learning Objectives

8.1 Explain the terminology associated with records-management systems while analyzing the purpose and features of efficient information-management systems.

8.2 Describe and experience some paper-based filing systems, including alphabetic, subject, numeric, geographic, and chronological filing systems.

8.3 Examine the purpose, characteristics, and terminology associated with database management applications software.

8.4 Assess and justify the use of database management applications software in processing information.

8.5 Use database management applications software to manage data electronically, applying the alphabetic, numeric, geographic, chronological, and subject filing systems.

8.6 Design and present solutions to business problems using database management applications software.

Module 9: Integrating Software Applications

Optional Module: 25 hours

Prerequisite: Modules 1, 4, 5 or equivalent

This module has been developed to provide students with the opportunity to gain familiarity and practice with integrating a variety of data from different computer software applications. Word processing, spreadsheet, database, graphics, and communications software applications are used by individuals in personal, school, or work-related applications. This module will promote familiarity and experience with the processes involved in combining information from different sources to produce new documents or communications. It is recommended that students use an integrated software package; however, the use of software applications that will allow the integration and manipulation of data between files from different software applications may be used.

Throughout the module, students may use a problem-solving approach (identify the problem; list alternatives; list consequences of each alternative; and, select an appropriate solution) to produce a solution using the most effective means. Students will apply their knowledge and skills to use the computer and software applications to produce solutions to problems. It will be important for teachers and students to be flexible and adaptable in accessing, integrating, and determining the processes necessary to produce the most effective final product. Students can be encouraged to create, access, and use information from a variety of resources including those within the school, in the local community or outside the local community.

Teachers may need to assess student prerequisite skills and confidence in using a variety of software applications. This will assist in determining the appropriate review of computer applications that must take place prior to completing integration tasks. It is recommended that the majority of time in this module be devoted to problem-solving and integration activities.

Note: If students will be introduced to and using new software programs, they will need to demonstrate an understanding of the similarities and differences between the new software programs and those used previously.

The nature of Information Processing presumes the integration of learning from core and optional modules will occur. For example, knowledge and skills from the core modules such as the appropriate use and care of computer equipment; acceptable work habits and attitudes; ergonomics; touch keyboarding; time management; and, communication skills will continue to be demonstrated and extended throughout this module. To facilitate student acquisition of the foundational objectives listed below, teachers and students are reminded to look for opportunities to integrate learning from the other modules accompanying this module. The focus of the 50-hour core module used with this module should be reflected in the learning activities developed and used.

Foundational Objectives

At the end of this module, the student will be able to:

• develop an understanding and appreciation of the capabilities and potential of software integration.
  
  
• develop confidence in using software integration capabilities to produce solutions to a variety of problems.

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:

• provide opportunities for students' active involvement in decision making related to technological developments in information processing. (TL)
  
  
• promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and information in meaningful contexts. (CCT)
  
  
• support the development of a positive disposition to information processing for lifelong learning. (IL)

Learning Objectives

9.1 Review and apply the features and applications of word processing, database management, spreadsheet, graphics, and communications software.

9.2 Investigate and describe the features, advantages, and limitations of integrating software applications.

9.3 Describe terminology and features associated with integrating software applications and demonstrate the use of these features in classroom activities.

9.4 Integrate information accessed from a variety of sources to complete projects efficiently and solve a variety of problems.

Module 10: Advanced Keyboarding and Word Processing

Optional Module: 25 hours
Prerequisites: Modules 1, 4, preferably 3

This module will provide students with the opportunity to develop touch keyboarding and word processing skills further with a major emphasis on using problem-solving skills to process information efficiently and effectively. This module extends the keyboarding, word processing, and document production outlined in Core Module 3: Managerial Information Processing.

In this module, students will be involved in identifying potential solutions to problems, suggesting and choosing appropriate alternatives and solutions. They will apply problem-solving skills and determine the most efficient means to prepare a solution to a problem. Although this module focuses on word processing and problem solving, students may be involved with accessing and using a variety of resources.

Teachers are reminded that the nature of Information Processing presumes the integration of learning from core and optional modules. For example, knowledge and skills from the core modules involving professional work habits and attitudes; organization; computer hardware and software applications; proofreading; ergonomics; environmental issues; communication; composition; touch keyboarding; and, time management will continue to be demonstrated and extended throughout this module.

Foundational Objectives

At the end of this module, the student will be able to:

• develop further keyboarding, word processing and problem-solving skills enabling the efficient processing of information.
  
  
• develop confidence in using keyboarding, problem-solving, and word processing skills to design and produce documents that may include:
  
  

  °legal documents;
  °notices, agendas, and minutes of meetings;
  °travel itineraries;
  °business letters;
  °business memoranda; and,
  °tabular displays.
  
  

• understand that a variety of alternatives and solutions may be acceptable in solving a problem.

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:

• provide opportunities for students' active involvement in decision-making related to technological developments in information processing. (TL)
  
  
• promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects in meaningful contexts. (CCT)

Learning Objectives

10.1 Develop further the effective touch keyboarding skill to produce documents efficiently and effectively.

10.2 Identify and perform elements of, and activities involved in, the word processing document cycle.

10.3 Experience the word processing document cycle by recalling and using appropriate word processing skills in the preparation and production of documents.

10.4 Analyze and apply the steps in a problem-solving model and use word processing skills to produce business documents.

10.5 Demonstrate the effective integration of word processing and problem-solving skills to produce documents used by managers.

Module 11: Effective Business Writing

Optional Module: 25 hours
Prerequisites: Modules 1, 4,
preferably 2 or 3

This module will provide students with the opportunity to experience the three stages of the writing process to produce effective communication including letters, memoranda, and reports.

Teachers are reminded that the nature of Information Processing presumes the integration of learning from core and optional modules. For example, knowledge and skills from the core modules involving work habits, attitudes, organization, composition, touch keyboarding, and time management will continue to be demonstrated and extended throughout this module.

Foundational Objectives

At the end of this module, the student will be able to:

• understand the importance of the writing process to effective communication, regardless of the length or complexity of the written message.
  
  
• demonstrate confidence in using word processing and formatting knowledge to produce written business communications for various audiences.
  
  
• plan, organize, and produce internal and external business documents, including:
  
  

  °letters;
  °memoranda; 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:

• enable students to use language (listening, speaking, reading, writing) for differing audiences and purposes that are relevant to the student and written business communications. (C)
  
  
• promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects as they relate to written business communications. (CCT)

Learning Objectives

11.1 List and describe stages in the writing process.

11.2 Analyze and experience the steps in the prewriting stage of the writing process.

11.3 Analyze and experience the steps in the writing stage of the writing process.

11.4 Analyze and apply the steps in the revising stage of the writing process.

11.5 Apply the three stages of the writing process, integrating writing strategies to produce letters, interoffice memoranda, and reports.

Module 12: Desktop Publishing

Optional Module: 25 hours
Prerequisite: Modules 1, 4

This 25-hour optional module will provide students with an introduction to desktop publishing and give students experiences in the preparation of some desktop published documents. It is recommended that dedicated desktop publishing software be used. However, this module may be adapted to use software applications that will accommodate desktop publishing features.

The nature of Information Processing presumes the integration of learning from core and optional modules. Teachers should look for opportunities to integrate the learning from this and other modules. The appropriate use and care of computer equipment, positive work habits and attitudes, touch keyboarding, effective time management, and the application of composition skills should continue to be demonstrated as students attain the foundational objectives below.

Foundational Objectives

At the end of this module, the student will be able to:

• understand the capabilities and use of desktop publishing software for computers.
  
  
• follow a variety of techniques and procedures required for desktop publishing on the computer.
  
  
• develop confidence in using desktop publishing software to produce professional-looking documents.

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:

• develop an understanding of how knowledge is created, evaluated, refined and changed within the information processing cycle and a desktop publishing environment. (CCT)
  
  
• develop students' appreciation of the value and limitations of technology within society. (TL)
  
  
• develop students' abilities to meet their own learning needs. (IL)

Learning Objectives

12.1 Define desktop publishing and describe the desktop publishing cycle.

12.2 Identify and describe the desktop publishing hardware and software requirements.

12.3 Describe the advantages and terminology associated with desktop published documents.

12.4 Use a planning process for preparing desktop published projects.

12.5 Demonstrate the use of desktop- publishing software features in preparing projects.

12.4 Design and produce documents using desktop publishing application software.

Module 13: Work Study

Optional Module: 25 hours
Prerequisites: Preferably Modules 1, 4, and 2 or 3
(may be adapted to suit the needs of individual schools)
Suggested Time Allotment

• In-Class Component................................ 5 - 7 hours
• Workplace Component.............................. 18 - 20 hours

Work Study is intended to be a practical component of a regular credit course. This optional 25-hour module has been designed to provide students with some in-class preparation, workplace experience, and feedback on work placements, arranged by the teacher. Students should receive 4-5 hours of in-class preparation to introduce them to workplace expectations and to orientate them to the business setting in which they will be placed. The remaining in-class time may be scheduled during and/or at the end of the work study module to discuss the relevance of the workplace experience to the study of information processing, to discuss problems that may arise, and to ensure the greatest benefit is derived from the placement.

This module may be used for varying purposes and at different levels. To clarify this statement, two examples are offered. This module may be used at the Information Processing 10 or 26 level to help resolve a school retention problem. At the Information Processing 30 level, this module may be offered to assist students with career decisions. The flexibility of the information processing modules allows a school division to match the module to the division's needs.

Foundational Objectives

At the end of this module, the student will be able to:

• see the need for and acquire some desirable work habits and skills of citizens and consumers.
  
  
• be aware of the rights and responsibilities of the employees and the employers.
  
  
• observe information processing in the place of business.
  
  
• realize the information processing opportunities within the workplace.

At the end of Module 13, the teacher, principal, and director should make these steps in the process:

• foster an ongoing partnership between the school and the business community.
  
  
• allow the school to keep abreast of current trends in the workplace.

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:

• understand both the diversity of work choices within an economic framework and the social structures that contribute to or restrict choice of vocation. (PSVS)
  
  
• provide opportunities for students' active involvement in decision-making related to technological developments. (TL)
  
  
• interpret and report results of work experience. (IL)

Learning Objectives

13.1 Examine and discuss the roles and ethics of employees and employers in the workplace.

13.2 Differentiate between and explain the roles and expectations of a student in a classroom and an employee in the workplace.

13.3 Develop and identify relationships between education and jobs.

13.4 Explore career interests and consider whether these fields of interest may be suitable for career opportunities in information processing.

13.5 Be aware of the management and procedures for processing information used in the place of business and to decide at what step of the information processing cycle each procedure would fit.

13.6 Identify and describe entrepreneurial opportunities that may exist in the workplace.

13.7 Assess and share work placement experiences.

Guidelines for Preparing the Work Study Module

The Work Experience Education Guidelines, (Saskatchewan Education, March, 1989) and the Work Experience Education: A Bibliography for Grades 9 to 12 Supplementary Edition (Saskatchewan Education, September, 1990), are important resources for this module. It is highly recommended that each teacher offering Module 13 work closely with these Work Experience resources.

The Work Study module differs in time and in expectations from Work Experience. Work Experience (locally-developed credit) is intended to be a full credit at the Secondary Level. Work Study is intended to be a practical component of a regular credit course. In both situations, a work placement agreement should be completed and notification of student registration should be forwarded to the Regional Office of Saskatchewan Education, Training and Employment for Workers' Compensation coverage. A sample work placement form is given in the back of the above Guidelines. A copy of the Workers' Compensation agreement is available from the Regional Office.

In reference to the Work Experience Education Guidelines (Saskatchewan Education, March, 1989), the following items should be considered in the development and implementation of this work study module. The numbers within the parentheses indicate the page numbers in the Guidelines:

• Feasibility Study (13)
  
• Proposal and Feasibility (13)
  
• Advisory Committee (14)
  
• Program Implementation (17)
  
• Teacher Coordinator (17)
  
• Employer Supervisor and Workplace Recruitment (18)
  
• Student Identification (19)
  
• Procedures for Coverage by Workers' Compensation (23)
  
• Liability Insurance (23)
  
• Pre-placement Preparations (28)
  
• Visits (29)
  
• Responsibilities of the Participants in the Program (31)

Considerations for Scheduling Work Study

Because Work Study is a practical component within a regular course credit, it may require flexible class scheduling, depending on the individual school situation. Ideally, all students should be at a workplace at the same time. However, in some instances, not all students can be out of class at the same time. To accommodate scheduling differences, some suggestions follow:

Students may be placed in the workplace:

• one hour per day;
  
• 3 hours per day (an entire morning or afternoon);
  
• a block of one week; or,
  
• any other situation compatible to the school and teacher.

Implementation of work study will require the cooperation of many individuals. Teachers in other courses should be informed of the work study component (what it is, how it may be implemented) and its benefits to students. Students may be expected to make up work missed in other classes if they are at the work placement during other class time. Missed class time from other subject areas may be assigned during the scheduled time for Module 13 or missed work may be required to be done out of class.

Module 14: Design a Module

Optional Module: 25 hours
Prerequisites: Modules 1, 4, and preferably 2 or 3
(may be adapted to suit the needs of individual schools)

Note: This module may be used once in a student's program for Information Processing 10, 20, 30.

The flexibility of information processing modules allows a school division to match Core and optional modules to meet the needs of their students. This 25-hour optional module may be used for varying purposes and at different levels. To clarify this statement, the following two examples are offered.

This module may be used to provide students in Information Processing with the opportunity to coordinate and prepare a project that would extend the knowledge, skills, processes, and attitudes of the course. The 25 hours of this optional module may be used to provide opportunities for students to apply their learning to advancements in technology and/or processes used in information processing. Advances in technology and the use of technology for information processing demands a flexible curriculum that can adapt to changes in the new means and ways that information will be processed in the future. This module provides schools with the opportunity to meet current needs and demands for information processing that is not accommodated in any of the developed modules of this guide .

Considerations for Planning and Preparing this Module

Teachers using module 14 will need to develop the module following the format of other Information Processing modules. To give the module its focus and structure, Foundational Objectives need to be identified. Foundational Objectives are broad statements describing what students will be able to achieve at the end of the module as reflected by the broad aim and goals for Information Processing (refer to page 5). Teachers should consider prerequisite student knowledge and skills. General, guiding objectives for the Common Essential Learnings should also be identified as a reminder that one of the primary focuses of this module will be the incorporation of the Common Essential Learnings into classroom instruction.

Specific learning objectives that promote the accomplishment of each foundational objective will be developed. These will serve as the means for facilitating and developing the content, processes, skills, and attitudes of the module. A variety of instructional approaches should be considered in order to meet both the objectives developed for this module and the needs and strengths of the students. It is expected that a matching of the appropriate instructional strategies to facilitate student acquisition of the objectives of this module will be used.

How students acquire the abilities and skills of this module is as important as actual student accomplishment, in the determination of grades. Teachers must consider the content, process, attitude, and keyboarding skills that will be assessed, apportion the marks, and consider the variety of tools that may be used to collect and record the assessment information. It is recommended that students be prepared and involved in their learning and assessment. Teacher, peer, and self-assessment could be used throughout the module.

The nature of Information Processing presumes the integration of learning from core and optional modules. For example, knowledge and skills from the core modules such as the ethical use and care of computer equipment, business-like attitudes, proofreading, ergonomics, touch keyboarding, and time management skills should continue to be demonstrated and extended throughout this module. This module could include activities that would reflect the focus of the core module.

It is expected that Core Curriculum and other Saskatchewan Education, Training, and Employment initiatives will be adhered to within the development and implementation of this 25-hour optional module. For example, resources selected for use in this module should be free of bias with respect to gender, age, culture, ethnicity, and socio-economic status. The Unit Planning Guide (page U-1) can be used to help organize some of the details that are to be considered when preparing this optional module. Teachers may refer to the supplemental information on Core Curriculum and other Saskatchewan, Education, Training and Employment initiatives provided in this guide. The following documents will also provide supplemental information to assist in the development of this module:

Saskatchewan Education. (1992). The adaptive dimension in core curriculum. Regina, SK: Author.

Saskatchewan Education. (1991). Student evaluation: A teacher handbook. Regina, SK: Author.

Saskatchewan Education. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Author.

Saskatchewan Education. (1988). Understanding the common essential learnings: A handbook for teachers. Regina, SK: Author.

Suggested Topics and Projects for this Module

The following are some topics and projects that may be considered for this module.

• Accessible technologies and/or software that have not been mentioned or used in the modules offered in this guide may be used. For example, students may be interested and/or involved in:
  
  

  °desktop video (animation, music, video);
  °conducting automated inventory processes using bar code reading;
  °organizing and conducting video conferencing;
  °graphics design (paint, draw, photo, animation, computer assisted drafting);
  °computer authoring; or,
  °network communication (E-mail, file transfer protocol )
  
  

• The extension of previously-learned content and skills such as those of the desktop publishing module can be accommodated. Students may expand their desktop publishing skills to include the use of advanced desktop publishing ideas and technology in the completion of projects. For example, students may plan and publish a major project that could include the monthly school newspaper or the school's yearbook.
  
  
• Projects processed in partnership with the community will allow students the opportunity to simulate actual expectations and working conditions of the paid workforce. The teacher, students, and community may work together in designing information processing activities to be completed. Examples of partnerships may include working with the local Lions Club or other community service groups to produce posters, invitations, tickets or to organize conferences, meetings, and travel arrangements. With consideration of student prerequisite knowledge, skills and abilities, activities for this module could be on-going throughout the course, accommodating the needs of the outside organization.
  
  
• A partnership to process information for organizations and groups within the school could be accommodated. For example, processing and distributing the school news letters or bulletins; assisting school-sponsored activities including the preparation of itineraries, tickets, posters, information pamphlets, displays, or programs; or managing the cash flow and inventory of the school store.
  
  
• Students may simulate a personal business situation involving the design and management of all the information processing tasks that may be required for managing and operating one's own entrepreneurial venture. Students may be involved in designing letterhead and other business forms; composing and distributing a variety of correspondence using a variety of means; designing and maintaining a records management system and/or an accounting system; and, using the appropriate telecommunication systems.
  
  
• Learn new or advanced software applications. For example, students may transfer their knowledge of spreadsheet software applications to learning how to use an accounting software package.