When using excerpts or adapting material from this online document for presentation or publication the following citation must be used:
Saskatchewan Learning. (2003)If you use more than 400 words of this work we would very much appreciate hearing about it. Please contact the Science and Technology Unit at (306) 787-5974 or at the address below.
Science and Technology Unit
Saskatchewan Learning wishes to thank many others who contributed to the development of this Curriculum Guide:
the Practical and Applied Arts Program Team
the 1994 Information Processing Curriculum Guide has
been evergreened by Tracy Houk, Regina S.D. No. 4 and Gerry
Craswell, Saskatchewan Learning
Les Richardson, Turtleford S.D. No. 65 provided
technical expertise and support
pilot teachers
other contributing field personnel.
This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Learning.
A companion, the Practical and Applied Arts Handbook , provides background on Core Curriculum philosophy, perspectives and initiatives. The Handbook provides a renewed set of goals for PAA. It presents additional information about the PAA area of study, including guidelines about work study and related transition-to-work dimensions. A Practical and Applied Arts Information Bulletin provides direction for administrators and others. Lists of recommended resources from all guidelines will be compiled into a PAA Bibliography with periodic updates.
With the escalating availability of data and information, the Canadian marketplace is an increasingly complex and changing forum of which every member of society is a part. Individuals preparing for all types of adult responsibilities require a sound understanding of how to create, access, use, and manage information. The integration of keyboarding, communication, management, and computer applications proposed in this curriculum will assist students to make the transition to adulthood and lifelong learning.
The aim of Information Processing is to provide students at the Middle and Secondary Level with the basic skills to process information in four broad areas:
keyboarding
computer applications
communications
management of information
Awareness: To develop an awareness and understanding of the
various information processing competencies required for problem
solving and personal economic decision making.
Business Environment: To respond to learning, productivity,
and change when processing information within the business
environment.
Personal-Use Skills: To develop work habits, attitudes, communication skills, problem solving skills, and independent thinking skills that will enhance personal, school, and work experiences.
Self-Image and Business Attitudes: To develop a positive self-image and essential business attitudes necessary for the workplace.
Communications: To develop effective social and written communication skills desirable in the business environment.
Employment Skills: To acquire business skills to facilitate success in post-secondary education or the work force.
Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills/abilities, attitudes/values for a student to learn in a subject. Both the Foundational Objectives and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis.
The student will
be familiar with hardware and software terminology
and features
recognize the importance that computer technology
has in our society, and how it has become integral in our everyday
lives.
be able to use computer hardware and word processingsoftware to produce simple personal use documents.
develop an appreciation for information processing
technology.
develop the ability to use a computer system for
personal or business use when the environment requires.
use touch keyboarding skills in the efficient use ofthe computer keyboard.
apply keyboarding skills to both personal and school
situations whenever the opportunity arises.
develop personal goal setting and time management
skills.
develop information processing skills that will be
helpful in one's personal life.
be able to apply information processing skills and
knowledge to other areas of study.
examine the efficiency of information processes,
considering efficiency and productivity.
examine ergonomic principles that may be considered
in preparing business and personal workspace.
understand the uses of several information
distribution systems.
use a variety of computer software applications
efficiently and productively.
develop an understanding and appreciation of the
capabilities and potential of software integration.
develop communications skills needed for information
processing.
demonstrate ability to use word processing and
formatting knowledge to produce written business communications
for various audiences.
examine the importance and use of records
management.
understand the managerial roles, responsibilities,
procedures, and methods necessary for the efficient management of
common information processing activities.
be able to utilize electronic communication systems
effectively.
understand the positive value of business in the
community by linking the worlds of school and work.
examine and understand the role of the employee in
the processing of business information.
be able to maintain computers and troubleshoot common
problems.
prepare for information processing career
opportunities.
be aware of the career and development opportunities in the field of information processing that exist in Saskatchewan
and other provinces.
Note: Integration of learning from core and optional modules will occur throughout the Information Processing program. Teachers are encouraged to seek opportunities to integrate student learning from the modules chosen for a 100-hour course. Integration that takes place should facilitate student acquisition of the foundational objectives of each selected module.
The CELs also establish a link between the Transition-to-Work dimensions and Practical and Applied Arts curriculum content. The Transition-to-Work dimensions included in the PAA courses are: apprenticeship, career exploration/development, community project, employability skills, entrepreneurship, occupational skills, personal accountability, processing of information, teamwork, and work study/experience. Throughout the PAA Curricula, the CELs objectives are stated explicitly at the beginning of each module. The CELs are coded in this document, as follows:
COM
= Communication
It is anticipated that teachers will find additional ways to incorporate the CELs into their classroom instruction.
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.
Labour Standards
Occupational Health and Safety
Act
Workplace Hazardous Materials
Information System (WHMIS).
Creating Partnerships for Work Study
Partnerships are important to the success of the work study component. There are three distinct partners that play an important role: the industry/business, the school and the student.
Personal contact is the best approach to building partnerships. One should begin by making a presentation to colleagues within the school, to the student body, to school board members, to parents and to local businesses. It is important to outline the curriculum and the benefits and responsibilities for each of the partners.
See the modules outlined in the curriculum and the ``Work
Study Guidelines'' in the Practical and
Applied Arts Handbook
for
further information on work study.
The portfolio helps students:
reflect on personal growth
and accomplishment
see links between home,
school and community education and activities
collect materials to prepare
applications for post-secondary education and scholarship program
entrance
collect materials to prepare
for employment applications
focus on career planning.
The portfolio helps teachers:
provide a framework for
independent learning strategies for the student
communicate student learning
from one school year to another in a specific area of study
identify career planning
needs for students
assess and evaluate the
student's progress and achievement in a course of study.
The portfolio helps post-secondary institutions:
determine suitable candidates
for awards and scholarships
evaluate candidates for
program entrance
evaluate prior learning for
program placement.
The portfolio helps the community:
reflect on the involvement in
a student's education and the support offered to learners
demonstrate the link between
the home, school and community in education.
The portfolio helps potential employers:
identify employable skills
desired in future employees
provide evidence of knowledge
and skill development of potential employees.
Students collect work over time in a working folder. Each student should also keep a journal of observations, critiques, ideas and reflections as part of his or her working portfolio. Items in this portfolio may be used for the purpose of reflection, for ongoing and summative evaluations, peer, teacher and self-evaluations, for documenting skill development and mastery.
Working portfolios may be used for purposes of conferencing between student and teacher, teacher and parent, teacher and teacher or student and student. When a teacher examines a student's portfolio in order to make a decision regarding student progress the information it contains may become documented evidence for the evaluation.
A daily journal may also become a part of a working portfolio as a means of tracking the student's use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.
To compile a presentation portfolio, students should select items from their working portfolio. The presentation portfolio should cover the range of students' experiences and should display their best efforts. The preparation of a presentation portfolio can be an assessment strategy. It is strongly suggested that students at the 30 level prepare a presentation portfolio suitable for submission to potential employers or post-secondary
institutions.
Through collecting, selecting and reflecting, students are able to compile presentation portfolios that display their best collection of work.
The flexibility of this module allows a school/school division to design one new module per credit to complement or extend the study of existing pure core modules and optional modules. The extended study module is designed to extend the content of the pure courses and to offer survey course modules beyond the scope of the selection of PAA modules.
The list of possibilities for topics of study or projects for the
extended study module approach is as varied as the imagination of
those involved in using the module. These optional extended study
module guidelines, found in the Practical
and Applied Arts Handbook,
should be used to strengthen the knowledge, skills and processes
advocated in the Practical and Applied Arts curriculum in which
the extended study module is used.
It is recommended that a summary of any extended study module be sent to the Regional Superintendent of Curriculum and Instruction to establish a resource bank of module topics.
For more information on the extended study module, refer to the
Practical and Applied Arts Handbook.
It is important that the teacher discuss the evaluation strategies
to be used in the course, when the evaluation can be expected to
occur and the weighting of each evaluation strategy and how it
relates to the overall student evaluation. The weighting of the
evaluation should be determined in relation to the amount of time
spent and emphasis placed on each area of the course, as suggested
in the curriculum guide.
The Information Processing 10, 20, 30 curriculum provides many opportunities for teachers to use a variety of instructional and evaluation strategies. Evaluation instruments that may be used in the teaching of this course are included the Practical and Applied Arts Handbook. Sample copies of overall evaluation for the course, evaluation for general student skills and work study are included for teachers to adapt and use.
Here is a sample evaluation scheme:
| Tests (written) | 20% |
| Project work | 15% |
| Homework and Assignments | 10% |
| Classroom Presentations | 5% |
| Work Study | 25% |
| Final Examination | 25% |
Regular program evaluation could include a survey involving
parents, students and employers to determine program effectiveness
and needs for change, if any. Information specific to program
evaluation is found in Saskatchewan Education's School-Based
Program Evaluation Resource Book (1989) and the
Practical and Applied Arts Handbook.
For more information about student evaluation refer to the
Practical and Applied Arts Handbook
(Saskatchewan Learning,
2002)
or Student Evaluation: A Teacher Handbook
(Saskatchewan Education,
1991).
For information about curriculum evaluation refer to
Curriculum Evaluation in Saskatchewan (Saskatchewan
Education, 1991).
Apportioning Emphasis Within a Module
There are four areas of importance within the modules of this
curriculum where teachers will collect data on student progress.
The four areas are: content, process, keyboarding skills, and
attitude.
Information Processing will enable students to adapt to personal-use applications and the business world. Students use content and keyboarding skills to process information throughout the information processing cycle. Attitudes acceptable for business will need to be formed to facilitate student success in personal endeavours and future employment.
Historically, straight-copy timed writings (timings) have been a major tool in determining the keyboarding progress of students. In the past, students have been penalized for errors made during the typing of timed writings. Because word processing software allows for easy and immediate correction of errors during the input phase, and because this is the way students will eventually use their keyboarding skills, it is suggested that error correction during timed writings be allowed and encouraged. As the skill of immediate error recognition and correction is important, students should make corrections during a timed writing session, not after the designated time period has elapsed.
Timed writings begin in Module 2. The following is a suggested maximum timed interval for straight-copy timed writings at each grade level.
Information Processing 10.....3 mins.
Students may be given opportunities to attempt the same timed writing more than once in a timed session, two attempts may be appropriate. The goal of a succeeding attempt should be improving the previous keyboarding rate.
A keyboarding rate is determined by taking the total number of keyed words divided by the predetermined time interval in minutes. A word is defined as any five keystrokes.
If an error is not corrected at the conclusion of the timed writing, one word per uncorrected error may be deducted from the student's keyboarding rate. It is recommended that the product of such a timed writing be designated as ``correct words a minute,'' abbreviated CWAM.
Assessing Keyboarding Skill Improvement
Students should be evaluated on their individual achievements in the skill of touch keyboarding.
In order for touch keyboarding to be a useful skill, it is strongly recommended that students strive to exceed a minimum of 25 CWAM by the end of the core module for Information Processing 10. Teachers of senior students are encouraged to investigate current industry standards for entry level positions in the work place. Touch keyboarding skills will be used throughout the Information Processing program and should improve with regular practice. Assessment on keyboarding skill development should be collected regularly.
The following three-phase plan can be used to collect data for evaluating skill improvement:
Determination of an Entry
Rate: To measure improvement in keystroking ability, a base or
entry rate must be determined for each student. A pre-test could
take a variety of forms. For example, the student may be given two
three-minute timed writings of the same copy at the 10 level or
five-minute timed intervals at the 20 and 30 levels. The highest
rate achieved of the two timed writings would become the student's
entry rate.
Development and Improvement:
Once an entry rate has been established, the student may begin to
develop keystroking proficiency and improve touch keyboarding
skill. Development and improvement can be achieved through
exercises and tasks suggested within the curriculum.
Determination of an Exit
Rate: Upon completion of the development and improvement phase, a
final or exit keystroking rate can be determined. The exit rate
could be determined by selecting the highest timed writing rate
obtained in the student's final three timed sessions.
Information on progress in extending the keyboarding rate can be determined by comparing the student's entry rate with the exit rate.
When determining the entry rate or exit rate, careful consideration should be given to ensure that the conditions established to determine the exit rate be identical to those established for the entrance rate. The following considerations will apply:
The duration or length of the
timing used to determine the exit rate should be the same as that
used to determine the entry rate.
The copy selected for the
exit level timing should be of the same level of difficulty as the
copy used to establish the entry rate. The type of copy and its
syllabic intensity should be similar.
The method used for
calculating the exit rate should be the same as that used to
establish the entry rate. For example, if the entry rate was
established in correct words a minute, the exit rate should be
determined applying the same standards in correct words a
minute.
Timed writing information may be recorded in a timed writing log. This log can be used to chart a student's progress in keyboarding speed development and can be inserted into a student's portfolio of work. Timed writing information may be recorded by both the student and teacher. The information collected in the timed writing log, along with other information collected on student progress in keyboarding achievement, can be used in making an evaluation of keyboarding skill improvement.
The Skill of Keyboarding by Touch
Students need touch keyboarding skills in order to process
information efficiently and effectively. Therefore, it is
important for touch keyboarding skills to be developed and used
throughout the Information Processing program. Teachers are
encouraged to refer to Appendix A: Acquiring and
Developing the
Skill of Keyboarding, for support.
Three keyboarding modules are offered for skill development and
maintenance. Module 2 focuses on acquiring the skill of
keyboarding. This module is a core module and must be
successfully completed prior to beginning any other module except
Module 1 in a pure or a survey course. Module 5 is a 10-15 hour,
repeatable module designed to be used in each term where
Module 2 has not be completed. Students will enhance their
keyboarding skill in terms of speed and accuracy. Module 6 is a 5
hour module designed for use in a survey course after Module 2 has
been successfully completed. The objectives of this module require
learners to recall, maintain and improve the skill they developed
in Module 2.
| Module Code | Modules | Suggested |
|---|---|---|
| Time | ||
| (hours) | ||
| INFO101 | Introduduction to Computer Technology (Core) | 5-10 |
| INFO102 | Learning to Keyboard by Touch (Core) | 15-20 |
| INFO103 | Information Processing Activities (Optional) | 5-10 |
| INFO104 | Information Processing Projects (Optional) | 5-10 |
| INFO105 | Intermediate Keyboarding (Core) | 10-15 |
| A, B, C | ||
| INFO106 | Intermediate Keyboarding For Survey (Optional) | 5-10 |
| INFO107 | Developing IP skills for Personal Use (Core) | 5-10 |
| INFO108 | Introductory Word Processing and Formatting (Core) | 20-25 |
| INFO109 | Business Information Processing (Core) | 15-20 |
| INFO110 | Managerial Information Processing (Core) | 15-20 |
| INFO111 | Introduction to Spreadsheets (Core) | 10-15 |
| INFO112 | Introduction to Database Software and Their Applications (Core) | 10-15 |
| INFO113 | Skills for Entry-Level Employees (Optional) | 15-20 |
| INOF114 | Intermediate Word Processing (Optional) | 20-25 |
| INFO115 | Intermediate Database: Management of Information and | 15-20 |
| Records (Optional) | ||
| INFO116 | Intermediate Spreadsheet Applications (Optional) | 15-20 |
| INFO117 | Integrating Software Applications (Optional) | 15-20 |
| INFO118 | Effective Business Writing and Document Production (Optional) | 15-25 |
| INFO119 | Desktop Publishing (Optional) | 20-25 |
| INFO120 | Internet Theory, Use and Exploration (Optional) | 10-15 |
| INFO121 | Intermediate Computer Technology (Optional) | 10-15 |
| INFO122 | Troubleshooting and Technical Assistance (Optional) | 10-20 |
| INFO123 | Career Opportunities in Information Processing (Core) | 2-5 |
| INFO124 | Work Study Preparation and Follow-Up Activities (Optional) | 5-10 |
| A, B, C | ||
| INFO125 | Work Study (Optional) | 25-50 |
| A, B, C | ||
| INFO199 | Extended Study (Optional) | 5-20 |
| A, B, C | ||
| PHGA09 | Introduction to Digital Photography (Optional) | 7-10 |
| PHGA16 | Intermediate Digital Photography (Optional) | 10-15 |
| PHGA17 | Digital Manipulation (Optional) | 10-15 |
| PHGA28 | Advanced Digital Photography (Optional) | 5-10 |
| PHGA29 | Advanced Digital Manipulation (Optional) | 5-10 |
| PHGA37 | Computer-Aided Graphic Design (Optional) | 10-15 |
| PHGA39 | Scanning and Design (Optional) | 4-6 |
| PHGA50 | Cover Design (Optional) | 5-10 |
| PHGA51 | Scanning and Colour Correction (Optional) | 2-5 |
| CPTE07A | Introductory Multimedia Production (Optional) | 10-20 |
| CPTE07B | Intermediate Multimedia Production (Optional) | 10-20 |
| Module Code | Information Processing 10 | Suggested Time (hours) |
| INFO101 | Module 1: Introduction to Computer Technology | 5 |
| INFO102 | Module 2: Learning to Keyboard by Touch | 20 |
| INFO107 | Module 7: Developing IP Skills for Personal Use | 10 |
| INFO108 | Module 8: Introductory Word Processing and Formatting | 20 |
| INFO111 | Module 11: Spreadsheets and their Applications | 15 |
| INFO120 | Module 20: Internet Theory, Use and Exploration | 15 |
| CPTE07A | CPT Module 7A: Introductory Multimedia Production | 15 |
| Minimum | 100 |
| Module Code | Information Processing 20 | Suggested Time (hours) |
| INFO105A | Module 5A: Intermediate Keyboarding | 15 |
| INFO109 | Module 9: Business Information Processing | 15 |
| INFO112 | Module 12: Introduction to Database Software | 10 |
| and Applications | ||
| INFO113 | Module 13: Skills for Entry-Level Employees | 15 |
| INFO119 | Module 19: Desktop Publishing | 25 |
| PHGA09 | PHGA Module 9: Introduction to Digital Photography | 7 |
| CPTH07B | CPT Module 7B: Intermediate Multimedia Production | 13 |
| Minimum | 100 |
| Module Code | Information Processing 30 | Suggested Time (hours) |
| INFO105B | Module 5B: Intermediate Keyboarding | 10 |
| INFO110 | Module 10: Managerial Information Processing | 15 |
| INFO114 | Module 14: Intermediate Word Processing | 20 |
| INFO116 | Module 16: Intermediate Spreadsheet Applications | 15 |
| INFO121 | Module 21: Intermediate Computer Technology | 15 |
| PHGA16 | PHGA Module 16: Intermediate Digital Photography | 10 |
| PHGA39 | PHGA Module 39: Scanning and Design | 5 |
| PHGA17 | PHGA Module 17: Digital Manipulation | 10 |
| Minimum | 100 |
Module Overview
This module will give students a basic overview of the hardware and software that will be utilized in Information Processing. Terminology related to computers will be introduced, and the information processing cycle will be studied.
Common Essential Learnings Foundational
Objectives
Teachers should note that the nature of Information Processing presumes the integration of previous learning and should consider student's previous experience and knowledge.
| Learning Objectives | Notes |
|
The depth of instruction required in this learning objective
will be dependent on the background of the students. It is
important that students be familiar with the operating system they
will be using prior to its introduction. Aspects of terminology
and features of the system may be introduced throughout the
course, as used and needed.
Identify the main elements of the microcomputer that students
will be using. As students will be using the computer and software
applications throughout IP, it is suggested that they be familiar
with some computer terms and the operation of their equipment. It
will be important for students to recognize that the efficient use
of the keyboard will expedite productivity.
|
|
|
Terms and concepts that may be included in the explanation
of computer hardware include: input devices; central processing
unit (CPU); data storage devices; output devices; video display
terminal (VDT); printer; and, keyboard.
Provide opportunities for students to learn the features of
the keyboards they will use. Establish names for keys.
|
|
|
Students may be provided with a brief overview of how
computers have evolved to the microcomputer generation. Students
may distinguish between different types of computers identifying
similarities and differences between computers having different
operating systems.
|
|
|
Computer terms, concepts and procedures that are important
to review or to teach include: ICON, window, screen scroll, how to
power up the computer, loading a program, using a menu, using
special function keys, using a mouse, file management (storing a
file, preparing a backup file, naming and renaming files, deleting
files, copying files, recalling files, creating, naming and
renaming folders), and formatting storage media.
Co-operative learning groups may be jigsawed as students
review the concepts around computer hardware and software. A
handout of the terms to be reviewed may be given to each group.
Each member of the group could be assigned an equal number of
terms and concepts to define and describe. Each student would be
responsible for the definition and purpose of the term or concept
and would share the knowledge with the other members of the
group.
To familiarize students with computer hardware and software
applications, students may work individually, be paired, or placed
in small groups and given a tutorial or learning activity package
to complete at the computer station. A checklist identifying the
specific functions and skills that students will demonstrate at
the computer may be provided to the student for self-assessment.
|
|
|
Students should be able to create, rename, delete and
arrange desktop icons. Students should be required to create
shortcuts and place them in the appropriate location (not always
the desktop) and should be able to change certain properties of
their display.
|
|
|
Examples of operating systems, utility software (such as defrag, compression and virus protection) and applications software (such as word processing, spreadsheets, databases, communication software) should be discussed and explored. Concept attainment activities could be used to establish an understanding of the differences and function of each type of software.
|
|
|
A videotape that provides an overview of a computer system
and software applications may be used to review the basic
fundamentals of use and care of computer hardware and software.
Alternatively the teacher may use a lecture combined with a
demonstration of the desired procedures for the start up, shut
down, use and care of the computer equipment the students will be
using. Students may model the demonstration on their equipment.
Basic maintenance software such as defrag, virus protection and disk clean up may be re-visited and demonstrated at this time. Students should also be able to troubleshoot simple hardware problems such as poor cable connections, and distinguish hardware problems from software problems.
|
Module Overview
This module is the foundational module for keyboarding skills that
are essential for students to be successful in Information
Processing. The skills developed in this module should be
maintained and enhanced throughout the course, as well as in
future Information Processing courses. This core module, which
focuses on acquiring the skill of keyboarding, has been designed
so that students with little or no previous touch keyboarding
skills may acquire these skills. 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.
Teachers should note that the nature of Information Processing presumes the integration of previous learning. The acquisition and demonstration of touch keyboarding skills learned in this module should be demonstrated further in the activities completed in the other selected modules of the course.
| Learning Objectives | Notes |
|
The elements of good keyboarding technique include the
display of correct body posture, correct arm and hand position,
and correct keystroking. It is important that students know that
using good keyboarding technique is crucial to the development of
maximum keyboarding skill and that it facilitates the processing
of information at the computer.
A technique checklist to be used for assessment may be placed
in the student's reference manual or notebook and students may be
asked to refer to it daily.
Invite the school nurse or health district representative to discuss the potential health risks of poor technique (carpal tunnel syndrome, neck and back aches). Students could key a summary of this presentation. Have students research repetitive stress injuries.
|
|
|
Touch keyboarding requires the operation of the
alphanumeric keyboard without looking at the keyboard. Touch
operation is desirable in using the keyboard for the following:
alphabetic keys
punctuation keys including the semicolon, colon,
apostrophe, quotation mark, comma, period, diagonal, and question
mark
basic service keys including the enter (return), space
bar, left and right shift keys, and tab key
number keys located on the numeric keyboard (above the letter
keys).
Refer to Appendix A: Acquiring and Developing The
Skill of Keyboarding for support.
As touch keyboarding is a cumulative skill, what is learned
at each level is heavily dependent upon what has been learned
previously. It is recommended that adequate practice time be given
prior to the introduction of additional new keys. Keyboarding
instruction should begin with the home row keys.
A typical keyboarding lesson may include a comprehensive
review of learned keys, drills to build keystroking proficiency of
the previously learned keys, introduction of new keys, keyboarding
practice including the new keys, with encouragement and
reinforcement for keyboarding technique improvement.
The number of new keys presented during each lesson should be
limited to two. In addition, it is recommended that every third or
fourth lesson be a review lesson where no new keys are presented.
It is strongly recommended that students be given a variety of
keyboarding activities with the activities changed frequently to
help reduce fatigue and boredom.
As soon as possible, students' practice material may include
word, phrase, and sentence content. At this stage, students can be
encouraged to keyboard correctly and use punctuation such as the
comma, colon, semicolon, period, quotation marks, apostrophe, and
question mark. The teacher should constantly monitor and reinforce
the elements of good technique throughout the information
processing course.
Errors are acceptable in the initial learning of the location
of the alphabetic and numeric keys. The teacher may encourage
students to concentrate completely on incorporating the elements
of good technique and discourage correcting errors (but be aware
that an error was keyed).
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As a general guideline at the introductory level, to attain
an acceptable level of skill in touch keyboarding for personal
use, students should be able to key at least as fast as they hand
write. Encourage students to develop and practise their
keyboarding skill to surpass this goal.
When learning to use the keyboard by touch, it is recommended
that no penalty be assessed for uncorrected errors. This allows
the learner to concentrate on improving keystroking skill and
using proper technique. The improvement of accuracy will be
encouraged at a later stage in the skill development phase (when
students are introduced to Correct Words a Minute as an assessment
tool). In the initial learning stages, video display terminals may
be turned off to encourage ``eyes on copy'' and discourage
students from focusing on the correction of errors.
Assessment data on student keyboarding technique, attitude,
and effort may be collected as students practise their touch
keyboarding skills using the following suggested activities or
drills:
individual letter and short words drills
upper and lower ``reach'' drills such as juj and fvf
composition at the keyboard
keying from dictation
keyboarding games that encourage skill building
(Appendices)
flash cards with numbers or alphabet
mathematical equations requiring students to key the
answer
concentration drills such as keying the word from left
to right and then from right to left
word play, limericks and poetry requiring the student to
fill in missing words.
Keyboarding skill needs to be maintained throughout the
course by regularly encouraging proper technique, and by providing
brief, regular practice.
Punctuation Notes: Traditionally, there are two spaces
following a period at the end of a sentence, but only one space
follows a period after an abbreviation. However, it is becoming
common in industry to use only one space after a period at the end
of a sentence. Both are considered acceptable, but must be
consistent. A colon (:) is followed by two spaces, a semicolon (;)
is followed by only one. A question mark at the end of a sentence
is followed by two spaces, whereas a question mark within a
sentence is followed by one space (Did you go, Jane? Fred?
Nancy?).
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Module Overview
These activities are designed to introduce the students to the
types of activities that will be done in Information Processing.
They will also develop skills that they will be able to transfer
into work in other subject areas. The teacher will need to
consider the experience of the students when using this module.
The activities of this module should combine touch keyboarding and
introductory formatting skills, while integrating these skills
into other areas of study.
| Learning Objectives | Notes |
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Provide students with a topic, or the beginning sentence of a story, such as ``I was very surprised when I opened the trunk of our car and found . . . ``and have them complete the story or essay.
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Provide students with a simple unbound one page report
example. Consider having students annotate the formatting rules on
their copy of the sample. Key a report together as a class. Have
students complete at least two reports. Consider having students
select a topic, gather research, draft and then key the report in
the specified format. Consider integrating relevant English,
Social Studies or Science, etc. objectives and work with a
colleague to synthesize an assignment.
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Provide students with a simple personal letter example.
Have students complete at least two personal letters, one which
may be composed to a friend or relative.
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Students should always be encouraged to proofread their own documents on the computer before they are printed. Peer editing of documents produced in class, or editing prepared files that have errors will also build this skill.
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Once students have learned to touch keyboard and format work
using word processing software, the addition of graphics may
motivate and captivate learners. They should use the font and
graphics features of word processing or desktop publishing
software. If available, image-processing programs could be used in
this module.
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Module Overview
This module aims to integrate the keyboarding, wordprocessing and
other computer skills that have been developed into a major
project. Opportunity for developing time management skills also
arises.
| Learning Objectives | Notes |
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This module should challenge students. Teachers may assist
students in choosing an appropriate project topic, perhaps from
other areas of study. In addition to applying touch keyboarding
and word processing skills, teachers may introduce and reinforce
the concepts of organization and time management.
It is recommended that students be encouraged to make use of all the available technology while working on their projects. Students may be encouraged to consider accessing graphics applications, communications software, desktop publishing software, digitizing technology, the Internet and CD ROM information as they carry out the processes necessary to complete their project.
Although this module allows teachers the flexibility to allow students to determine a topic for the information processing project, a team approach to topic selection could ensure meaningful learning for the students and the effective use of class time.
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As students work on their project, they may be
involved in all or some of the following activities:
Creating, designing, and publishing a set of guidelines
or a set of questions or topics to be researched
Accessing and using all
available resources, including print and non-print (electronic
encyclopedias, the Internet, audio-visual media, or resource
personnel in the community)
Composing at the keyboard
combining keyboarding,
word processing, and formatting knowledge and skills
Printing final document(s)
in acceptable form (possibly integrating graphics and desktop
publishing)
Sharing information with class members, possibly in small groups
Preparing documents for community groups, school groups,
sports teams
Preparing thank-you letter(s) or notes to community and or/school personnel involved in the
project.
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Module Overview
This module is designed to advance skill development of
keyboarding for students in a pure Information Processing course.
This module must be repeated in each pure course in which
Module 2 is not taught.
| Learning Objectives | Notes |
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The current skills of the students should be evaluated to
determine the type and amount of practice required on the basic
touch keyboarding skills. Adaptations should be made to
accommodate students at various levels of proficiency.
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Remind students that keyboarding is a developmental skill
that improves with practice and use. Each student will need to
provide evidence of touch keyboarding skills in order to determine
areas to target for improvement.
Refer to Appendix A: Acquiring and
Developing The Skill of Keyboarding, for support.
As touch keyboarding is a cumulative skill, it is recommended
that early in the course a block of class time be devoted for a
complete review of all alphabetic, numeric, punctuation and basic
service keys on the keyboard. It is important to ensure that
students have adequate time to practise and review the keyboard
early in the course, as this time should help facilitate the
completion of information procession tasks required throughout the
course.
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Students should be aware of the difference between backspace and delete, they should be able to switch between strikeover and insert mode, and use these when appropriate.
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For IP 20 and IP 30, survey the community to determine the minimum keyboarding rate expected of the entry level employees. Use this information to set goals for the students to attain or surpass. Rates at this level should be based on 5 minute timings.
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The keystroking proficiency development plan has three phases, as described in the introduction of this document.
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Symbol keys and function keys can be reviewed as classroom
activities and software applications require. Students are
expected to use their touch keyboarding skills throughout the
course thereby continuing to develop their keyboarding skills with
use. However, it is recommended that a regulated time be allocated
throughout this module for keyboarding skill-building activities
such as drills and timed writings, so that students are able to
devote time to meet their individual keyboarding goals (perhaps
the first five minutes of each class).
Keyboarding software and programmed learning packages may be
used for remediation and reinforcement of keyboarding skills,
depending on the needs of the individual.
Suggested activities include having students perform practice
and drill exercises, completing warm-up lines that vary in
complexity, keying journal or diary entries on a daily basis,
keying in newspaper articles on current events, stories, classroom
notes or assignments from other courses of study.
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It is important for students to know what the various symbol keys represent, when they are used and the correct finger to be used for each.
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It is recommended that the student demonstrate proper operation position and technique in using the numeric keypad by touch. Students may begin by entering data using the numeric keypad home row keys (4, 5, 6) progressing to keying numbers involving upward reaches (7, 8, 9) and finally moving to the downward reaches (1, 2, 3, zero and decimal). It is desirable for practice material to include numbers of various sizes, including decimals and numbers representing various amounts. Numerical calculations may focus initially on addition, then subtraction, followed by division and multiplication.
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Students should be reminded and encouraged to demonstrate
proper technique throughout the course, during all activities
requiring keyboarding.
Short timed intervals may be used to encourage speed and
accuracy in processing and producing the final product.
Have students compose at the keyboard for at least five
minutes using a story starter like ``I slowly walked into the room
only to find . . . `` Have students print their composition and
trade with another student with a similar keyboarding rate and key
a three minute timing.
Students could create a collection of timings to be collated and used for future Information Processing classes.
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Module Overview
This module is designed to be used only in a survey course.
For intermediate keyboarding development in a pure course, module
5 should be used. The focus is on maintaining the skill acquired
in Module 2. Teachers are encouraged to spend two to three hours
of the module reviewing the skill and proper technique of touch
keyboarding , ensuring that students are using the proper finger
for each key. The Horizontal Sequence approach outlined in
Appendix A: Acquiring and Developing the Skill of
Keyboarding is suggested. The remaining time may be
interwoven with other selected modules for skill maintenance.
| Learning Objectives | Notes |
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The current skills of the students should be evaluated to
determine the type and amount of practice required on the basic
touch keyboarding skills. Adaptations should be made to
accommodate students at various levels of proficiency.
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Remind students that keyboarding is a developmental skill
that improves with practice and use. Each student will need to
provide evidence of touch keyboarding skills in order to determine
areas to target for improvement.
Refer to Appendix A: Acquiring and Developing the Skill of Keyboarding for support.
It is important to ensure that students have adequate time to practise and review the keyboard.
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Students should be aware of the difference between backspace and delete, they should be able to switch between strikeover and insert mode, and use these when appropriate.
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For IP 20 and IP 30, survey the community to determine the minimum keyboarding rate expected of the entry level employees. Use this information to set goals for the students to attain or surpass. Rates at this level should be based on 5 minute timings.
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The keystroking proficiency development plan has three phases, as described in the introduction of this document.
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Students are expected to use their touch keyboarding skills
throughout the course thereby continuing to develop their
keyboarding skills with use. However, it is recommended that a
regulated time be allocated throughout this module for keyboarding
skill-building activities such as drills and timed writings, so
that students are able to devote time to meet their individual
keyboarding goals. The first five minutes of each class might be
appropriate.
Keyboarding software and programmed learning packages may
be used for remediation and reinforcement of keyboarding skills,
depending on the needs of the individual.
Suggested activities include practice and drill exercises, completion of warm-up lines that vary in complexity, keying journal or diary entries on a daily basis, keying in newspaper articles, stories, classroom notes, or assignments from other courses of study.
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Module Overview
This module introduces and develops a variety of skills that students will be able to make use of in their personal lives. Communication skills and positive work habits are emphasized.
| Learning Objectives | Notes |
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Information processing refers to a process whereby data are
transformed into some form of desired communication. Information
processing follows a cycle that may include many stages such as
origination, input, process, output, storage, replication, and
distribution.
The students should be able to describe the basic information
processing cycle (input, process, output, distribution) and be
aware of how activities that may be completed throughout the cycle
apply to personal and business information processing. A basic
information processing cycle is illustrated in Appendix A.
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Students will use the information processing cycle
throughout the course. It is suggested that students explore and
discuss the societal impact of computer technology in business and
in the home. They may examine how the computer has been used and
is being used as a tool to increase productivity in processing
information. Future trends in information processing may also be
discussed.
Students may be asked to:
brainstorm a definition of information processing and
report to the group
design posters illustrating the IP cycle
components
prepare an oral presentation explaining the importance
of the cycle and the activities related to the cycle that may take
place in personal life or in business
in cooperative groups, discuss ways that computer
technology is affecting the processing of information in the home
and in the community.
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Effective communication is extremely important.
The students may describe the importance of communication in
personal life by giving examples of how communication is used
daily. The emphasis may be placed on giving and receiving clearly
stated messages in oral and written communication. Students may
note problems that can occur with poor communication. It is
important for students to be aware that written and oral
communication skills are skills that may be developed and that
people often take these skills for granted when communicating.
Students may be provided with a data set of ``yes'' and ``no'' examples of effective communication. To assess student learning of the concept, each student may be asked to identify the critical attributes for effective communication and revise the ``no'' examples to become ``yes'' examples.
Students may work in pairs, one giving the other oral instructions. As an example, a student could orally communicate instructions to a partner to reproduce an exact figure on paper. Peer and self-assessment of the communication process may be conducted on the sent and received message.
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Time in the classroom may be used to review the rules for
capitalization. Basic grammar rules such as language usage, proper
sentence structure, and punctuation may also be reviewed. It is
important for students to know the rules for using and spacing
punctuation such as: period, question mark, exclamation mark,
comma, semicolon, colon, hyphen, dash, parentheses,
diagonal/slash, and apostrophe. It is also desirable for students
to use the provincial abbreviations, metric symbols, and the
decision-making process for keying numbers as words or figures
appropriately. Students having previous knowledge in this area may
require less time for review and may use their time to develop
their oral and written communication skills further.
A student handout may be used to review the basic grammar rules. The printed material may contain grammatical errors that could be corrected by the student. The accuracy of the answers in the written assignment may be assessed. Teachers should collaborate with the ELA teacher to meet this objective.
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It is strongly recommended that teachers encourage positive
attitudes and work habits at the beginning of the module and
reinforce those habits and attitudes throughout Information
Processing.
Students could brainstorm a list of desirable attitudes and
work habits for employability.
Teachers can refer to the Employability Skills 2000+
produced by The Conference board of Canada, which is Appendix D.
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Ergonomics is the study of factors that deal with humans,
the physical work environment, and job performance. It is
important that students understand how to organize their work
environment for comfort and efficiency. This should be reinforced
throughout. Invite a guest speaker to discuss ergonomics.
Ergonomic factors that may be discussed include: adjustment
of the height of the chair, uncluttered work area, screen height
and image adjustments, room lighting, and proper placement of copy
material.
Students should be introduced to time management tools such
as dayplanners and electronic calendars.
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The teacher may wish to have students prepare and use a
``student reference manual'' throughout the Information Processing
course or program. The student-prepared reference manual could
contain a variety of materials including notes, course outline,
evaluation scheme, daily planner/diary/to do list, assessment
tools, keyboarding skill development charts, and completed
assignments. The use of a ``student reference manual'' throughout
information processing provides opportunities for students to
demonstrate their time management and organization skills.
Pages in the manual could be numbered, illustrations and hard
copies annotated or ``labelled'' with important information, and
title pages prepared to introduce each new section within the
document. In addition to developing organizational and time
management abilities, students' reference manuals could become a
valuable student reference, not only for the duration of
Information Processing, but also for future learning and work
experiences.
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It is recommended that students proofread all tasks
completed throughout the Information Processing course. Students
may be encouraged to proofread a document slowly, comparing it
word for word to the original copy. Other proofreading techniques
students may use include proofreading for spelling and keyboarding
errors, proofreading for punctuation and grammatical errors, and
checking for meaning.
Electronic proofreading tools such as the spell checker or
grammar checker may be used; however, students will need to be
fully aware of their limitations.
Some common proofreaders' marks can be found in Appendix H, and students should become comfortable with using these. Modelling by the teacher when assessing student work will make students aware of the common marks more quickly.
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Module Overview
This module may be used in conjunction with Module 2. The 20-25 hours offered in this module would provide students with the opportunity to apply touch- keyboarding and word processing skills to produce a variety of personal-use documents.
| Learning Objectives | Notes |
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Students can be expected to manipulate data efficiently and
effectively to enter text, create documents, display text, edit
and revise documents, manage and print files. The following are
some examples of functions that may be used to process personal
documents:
insert, delete, replace, and revise text
copy and move text from one page to another within the same document and to other
documents
various display techniques like centre, underscore, italics, bold,
fonts
page breaks
header and/or footer
``help'' feature
spell check, grammar check
edit software defaults.
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The application of touch keyboarding skills throughout the
completion of activities is required. Students will continue to be
required to proofread, edit, save, and manage files. Students will
demonstrate the following skills: creating, editing, saving,
printing and recalling documents. It is important that students
know when and how to perform a function.
Memorization of the keystrokes required to perform all
functions may not be required. Allowing students to use reference
materials to assist with the use of software functions is
acceptable. Students should also be encouraged to explore
alternatives and determine the most efficient method to execute
each function. Ensure that students are aware that each word
processing program may require different keystrokes or
manipulations in order to attain the same function.
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Given a printed copy of a two-page unbound report, students
could identify and label the document indicating the parts of a
report. Students could also annotate the document, recording
pertinent formatting information such as the appropriate internal
spacing, margins, and line length. The document could be placed in
students' reference manuals.
Depending on the references used, differences may exist in
the particulars of document formats. Teachers and students will
need to be aware of these differences, select appropriate
guidelines to follow, and be consistent in applying the
guidelines.
Students may word process outlines to organize information in
the preparation of a report. The outline facilitates the process
for conducting research, developing the material to be included in
the document, and editing the final draft.
Students should be encouraged to continue to proofread and
check their own and each other's work. Remind students that the
use of a software's spell-checking function does not identify all
errors.
Students could key, correctly format, and produce an unbound
one-page report and/or a multiple-page report.
Alternatively, students could create a one-page report, then
recall it, extending and revising the document so that it becomes
a multiple-page report.
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After students have had experience in correctly formatting
reports, they could key, format, and produce a multiple-page
report from conducted research and composition. The content of the
report may result from a joint project with another area of study.
The subject area teacher may assess the content of the report.
After proofreading their own or a classmate's printed
document, students could use proofreaders' marks to indicate any
necessary corrections and proceed to make revisions.
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On a hard copy of a sample title page, the students could
identify and annotate the elements of the document. The title page
of a report may contain the title of the report, the author's
name, the name of the course for which the report is prepared, the
name of the institute, and the current date or the due date.
Graphics may also be placed on a title page to enhance its
appearance.
An important concept to address in formatting a title page is
the balance of information with the white space of a page.
Recognize that information on a title page may be displayed in a
variety of ways. Depending on the references used, differences may
exist in the particulars of formatting title pages. Students will
need to be aware of these differences.
Students may produce title pages to accompany one or more of the reports produced earlier in the module.
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The reference page or bibliography is an alphabetic listing
of all the sources of information used by the author in preparing
a report. Students should be aware that acknowledging the work of
others they have used in their work is considerate and necessary.
Neglecting to do so is plagiarism. S |