Information Processing provides students at both the Middle Level
and the Secondary Level with the basic skills to use the computer
to process many types of information effectively and efficiently.
The Information Processing program is developed within four board
areas or strands that are integrated throughout the curriculum:
Touch Keyboarding provides
student with the opportunity to use the computer keyboard
efficiently to process information
Computer Applications are
used as tools to assist in the application of learned processes,
knowledge, and skills for the production of solutions to
problems
Communications includes
written communications, verbal/nonverbal communication, human
relations, and electronic communication processes
Management of Processing
Information focuses on increasing the efficiency and productivity
of processing information and includes topics such as time
management, ergonomics, records, and information management.
Each Information Processing course actively involves students in using the computer and learning the processes, skills and attitudes necessary to follow the information processing cycle. The activities within the cycle include: Input; Process; Output; and
Distribute.
Information Processing is defined as a Practical and Applied Art (PAA). It is recognized that exposure to information processing is occurring and required at the middle level as well as the secondary level. This curriculum is available for use at both levels. The curriculum focuses on using the computer in creating, accessing, and processing information. One of the most important design features of the Information Processing program is the modular approach that provides flexibility in offering a program suitable to all students. Modules also allow for ease in curriculum updating. The core modules at each of the secondary grade levels have a specific
focus:
Recommended course configurations can be found just before the beginning of the modules in this guide. Many modules within this curriculum are available for use in a survey course. However, Module 2: Learning to Keyboard by Touch is a prerequisite for all modules other than Module 1, so it must be taught before the others can be used in a survey course.
It is important for students to develop an awareness and understanding of the value and importance of touch keyboarding and the impact this skill may have on productivity in school, personal, and future work and learning environments. The keyboarding strand of the program is essential for the efficient use of the computer keyboard. At least until voice input is perfected and easily available, and arguably after that, the keyboard will remain the most common input device.
The management strand of Information Processing focuses on the management of the vast amounts and types of information. Management elements include time management (organizing and planning), ergonomics, filing, information access, revision and management, and others. Management is integrated within all modules with an optional module designed specifically for records and information management.
It is extremely important to have effective communication skills to ensure that information is accessed, processed, and/or distributed appropriately. The communications strand of this document includes all forms of communication. Composition and written communications are integrated throughout the course. Oral communication can be accommodated through the use of various media including modems, telephones, and tele- or video-conferencing. Various hardware and software means for this exist.
Computers and computer applications software are the tools used to process information. The curriculum accommodates any hardware and software applications. Optional modules for the advanced use of various software applications and integrated software applications are included to accommodate the needs of students.
The optional Work Study modules provide opportunity for students
to gain actual experience in information processing in the
business world. To accommodate technological advancements in the
ways information is processed or to extend student knowledge and
skills learning in Information Processing, a 5-20 hour optional
extended study module developed locally is included. This will
allow schools to adapt the curriculum to immediate needs at each
of the 10, 20 and 30 level.
Teacher creativity and advances in technology should make the
design and delivery of Information Processing futuristic. The
curriculum allows teachers the flexibility to adapt and focus on
generic skills, as students complete activities following the
information processing cycle throughout the Information Processing
program. This will enhance students' abilities to adapt to future
situations.
The activity-based learning and ``process-oriented'' approach to
Information Processing provides opportunities for students to
learn by doing, and assessing and evaluating their progress as
they acquire information processing skills and abilities. Program
organization and instructional strategies should simulate
processes individuals use when dealing effectively with real life
situations. The learning environment should support student
activities by being organized to accommodate the use of computers,
small and large group activity, and in-class and out-of-class
activities such as field trips and job shadowing.
The assessment and evaluation of students should be designed to encourage students to apply their information processing skills continually to analyze real-life problems critically and to prepare solutions efficiently. Through their classroom experiences, students can build self-confidence and self-esteem by developing a greater awareness of their own expectations, attitudes, and perceptions of adapting to an information-based, technological society.
Where possible, the teacher should work cooperatively with
business and community associations, interest groups, and other
individuals when planning units of study, activities, and
applications.
Within the Information Processing curriculum guide, many references are made to business and the community. Individuals in the business community are closest to the changes that take place in the business environment and they are the individuals who will hire students from the education system. An open dialogue between business and education is advantageous to business education curriculum implementation.
Community involvement through the use of resources such as speakers, field trips, community-based research assignments, and cooperative work study programs should be incorporated into the program. Community involvement can increase public acceptance of educational offerings and ensure a more contemporary treatment of current trends, ideas, and technology.
Information Processing and Practical and Applied Arts in general
will provide both broad, general skills for all students and
specific skills for a select group of students who plan business
careers. These skills and this knowledge will prepare students for
a variety of everyday experiences in the economic sector, for
employment after high school, for post secondary pursuits, and
lifelong learning.