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 |
|
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 |
|
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 |
|
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. Sources of information may
include books, websites, electronic encyclopedias, magazines,
government publications, and newspaper articles.
It is recommended that the reference page be prepared as a
separate page. Depending on the reference used, recognize that
variations in formatting of reference pages may exist.
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Students may be provided with a data set of ``yes'' and
``no'' examples of acceptable reference pages that would accompany
reports. Once the concept is attained, in pairs or small groups,
students could use proofreaders' marks to indicate the revisions
required making the ``no'' examples become ``yes'' examples.
Students may process the corrections.
Students may produce reference pages to accompany previously
completed report assignments.
On hard copy of a reference page, students could identify the elements of the reference page and annotate the document to indicate formatting rules. This page could be placed in the students' reference manuals.
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The basic parts of the personal-business letter may include
the following: writer's address (return address); date line;
mailing notations (as required); inside address (the receiver of
the letter); salutation (or greeting); body; complimentary
closing; and the writer's identification (writer's name, title [if
any], and signature). This may also be known as the originator's
identification or the signer's identification.
A variety of formats of personal-business letters exist. At this level, students will be expected to use one letter style and punctuation pattern in their letters. Given a printed copy of a personal-business letter formatted
in extreme block style with open punctuation and the accompanying
envelope, students could note techniques for proper formatting,
such as line length, starting line and internal spacing.
In addition, students could identify and label basic parts of
the letter and the envelope. These items could be placed in the
students' reference manuals.
Students may be provided with a set of ``yes'' and ``no''
examples of personal-business letters. In pairs or small groups,
students could separate the letters into "yes" and "no" groups and
then use proofreaders' marks to revise the ``no'' examples to
become ``yes'' examples. Students may prepare the letters. Having
the students create the proper and improper letters for other
students to work with would be an interesting variation.
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Students could key parts of the personal-business letters
addressed to each other. Working in pairs, students could key and
format the parts of the letter using their own address as the
return address, the current date, their partner's name and address
as the inside address, a suitable salutation, a complimentary
closing, and their own name as the signer of the letter. The
accompanying envelope could also be prepared.
The basic parts of the envelope include the return address
(writer of the letter), the inside address (receiver of the
letter) and required mailing notations. The return address and
inside address should be printed on the envelope according to
Canada Post standards. If available, students may process labels
to prepare envelopes.
Students could key, correctly format, and produce
personal-business letters in extreme block style with open
punctuation and accompanying envelopes. They could fold letters
and insert them into the accompanying envelopes and send them.
Students may compose a wide variety of letters at the
keyboard. Some suggestions include letters of application, letters
requesting travel information, and thank-you letters to
organizations. Students could also partake in a letter writing
campaign regarding an issue of concern to them. Letters to members
of Parliament require no postage. Activities completed on the
computer may be assessed from soft copy or as hard copy.
Students may use a letter-planning chart to plan and organize their thoughts. Anecdotal notes may be recorded for students who attempt to use the chart.
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The basic parts of the personal letter are similar to those
contained in the personal-business letter. Major differences may
include: the omission of the inside address; the salutation of the
letter usually refers to the receiver on a first name basis; a
personal complimentary closing may replace the business-like
complimentary closing; and the message conveyed is friendlier and
more personal in tone.
Given a printed copy of a personal-business letter and a copy
of a personal letter, have the students analyze each to determine
the similarities and differences in formatting and in purpose.
They might key their response in the form of a letter to the
teacher or prepare to orally present their findings to the group.
Personal letters can be formatted using the letter styles and
punctuation patterns that other letters may adopt (business or
personal-business letters). Students will need to be made aware of
the acceptable variations in formatting personal letters but they
should be encouraged to follow the guidelines adopted in the
classroom consistently.
Once personal letters have been prepared, students may be
given the opportunity to distribute their correspondence. Methods
of distribution include using the postal system, hand delivery or
sending the correspondence electronically via facsimile (FAX) or
electronic mail (e-mail).
Electronic mail (E-mail) messages may be prepared and
communicated to classmates as students practise composing messages
with a personal tone. This activity could be extended to include
distribution of personal messages to individuals in other schools
or organizations.
Some suggested activities for personal letters may include
correspondence prepared for pen pals, friends, or relatives. For
example, a Christmas letter may be prepared.
Students may import graphics to their personal letters.
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A focus of this objective is to provide students with a
culminating activity that would give them a meaningful opportunity
to extend the application of the skills and processes acquired in
information processing to a meaningful personal application. This
learning objective may be facilitated through a simulation or
project that students follow through the information processing
cycle. Students may be actively involved in using their
communication and management skills in addition to the application
of keyboarding, word processing, formatting, editing, composing,
and proofreading skills to complete the required documentation.
Students may be given choice in selecting a topic for this culminating activity. The Interview Project offered in Appendix J is one example of an activity that could be used. Although this project suggests that students visit a work site to interview someone who is employed in a career area that is of interest to them, the interview may be adapted to reflect other interests of a student. Alternatively, the selection of a topic may depend on the accessibility of resources.
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The purpose of a letter of application is to introduce
yourself to a prospective employer, to reinforce/state your
strengths as a prospective employee, and obtain an interview.
A résumé is a summary of all the education, skills,
experience, and qualifications of a potential employee. It is
often attached to a letter of application when applying for a job.
The résumé can help a potential employer assess one's
suitability for particular jobs. Ideally a résumé should be
concise and not too detailed.
There are numerous formats for résumés and students
should be shown a number of simple format styles. It is important
that students realize that all résumés contain basically the
same information and there is no one correct format. There are
numerous websites that provide help with writing résumés.
Students may compose a letter of application and a résumé for an actual job position. Students may bring to the classroom a selected position for which they might apply. Students should suggest sources of potential job offering.
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Module Overview
This core module introduces students to the roles, responsibilities, and expectations of employees processing information in the work environment. Students may be completing activities under simulated work conditions. Teamwork, interpersonal skills, communication skills, time management, organization, composition, proofreading, and correspondence are just some of the aspects that students will consider while processing information. All aspects of the information processing cycle will be experienced, relating efficiency and productivity to the workplace. Students will be involved in team building, problem solving, and decision making while meeting the expectations of the business world.
| Learning Objectives | Notes |
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The Information Processing Cycle can be used as an advance
organizer throughout this module. Students may refer to the cycle
easily if it is illustrated on a bulletin board.
Today's office workers have new responsibilities and roles.
Some employees may become specialists in processing specific data
such as word processing, desktop publishing, or the generation of
files using spreadsheet or database software applications. Other
roles in information processing may involve individuals in
receiving, researching, creating, processing, distributing and
storing of information; generating correspondence and reports;
handling databases and client inquiries; organizing and arranging
meetings; problem solving; decision making; summarizing; and
delegating work.
A discussion of the fact that information accessibility and
rapid technological change are impacting the nature of the
workplace would be worthwhile.
Students may review the information processing cycle and
examine how businesses integrate people and technology to
facilitate the processing of data into useful information for
communication. Business aims to produce communication with the
most efficient use of time and resources. Students are encouraged
to do the same.
As information may be easily processed and distributed with
the use of computers, students must realize that decision making
and problem solving can be completed more efficiently. Office
workers are actively involved in the decision-making process.
Being able to function as part of an office team is important. It
is recommended that students address teamwork and develop teamwork
skills throughout the course.
Students may compare and contrast the roles of information
processing for personal use with that performed in business,
describing the similarities and differences between the two. An
oral presentation or a written report may be used to summarize the
information.
Students may conduct research in the business community to
determine the role and changes to the role of the office worker.
An interview with an office worker may be conducted.
Students may tour an electronic office or business within the
community to see office workers processing information. The tour
may include a discussion of how technology has changed business
environments and the role of the office worker.
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A speaker from the community may be invited to the classroom to speak to the students about the role of the office worker in processing information. Prior to the speaker's arrival, students may prepare questions for the speaker.
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Review from Module 7 the purpose and
ideas for the students' reference manuals (Learning Objective
7.5). Students may keep a daily log or calendar within their
manuals to assist in organizing work and time.
The teacher may wish to have students continue developing the
student reference manual as initiated in Module 7. If students
have their personal reference manuals developed in Module 7, they
may add to their manuals with work completed throughout the
course. Examples of material students may add to their reference
manuals are annotated examples of letters, memoranda, reports, and
other production work. Handouts on language usage and
proofreaders' marks may also be entered into the students'
reference manuals.
Alternatively, students may develop a reference manual with
the materials developed from this module. It is recommended that
students be encouraged to decide on the materials that may be
included in their manuals, the organization of the materials, and
the structure the reference manual will take. Providing
flexibility in the decision-making process for the student
reference manual is desirable. It is important that the manual
represent a meaningful, organized system.
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Review Learning Objective 7.3. Expectations for desirable attitudes and behaviours that will be reviewed include: attendance, effort, cooperation, time management, organization, initiative, and punctuality. Students must realize the importance of a positive attitude and strong personal and professional skills in maintaining a career in business.
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Encouraging students to work ethically is extremely
important. It is strongly recommended that students attempt all
assigned activities and tasks before collaborating with others.
This is not to discourage teamwork. Technology facilitates ease in
replicating information. It is important that students gain
experience in becoming independent learners and seek assistance
only when they have exhausted other possibilities. Copying
another's work without permission and proper crediting is wrong
and students must be aware of the consequences of such
transgressions.
Students should be reminded of the law regarding copyright
protection and the use of royalties to ensure compensation for the
intellectual property of the originator. Digital copyright is of
concern when students are downloading information from the
Internet.
Students may review case studies in print or video format
exhibiting both positive and negative work habits and attitudes in
the workplace. After analyzing and identifying the habits and
attitudes, students could suggest a likely outcome/future for that
employee. Students could suggest changes the employee should
undertake.
In journal writing, students may record how they have
developed the desirable attitudes and skills needed to be
successful in the business world and identify the attitudes and
skills they feel could be improved further. The content of the
journal would not be assessed; however, teachers may keep a log
indicating the students that completed the activity.
Students may job shadow a person in business and summarize
the skills and attitudes demonstrated by that person into a brief
written report. The student may prepare a list of criteria to
observe and discuss with the employee. The student may conclude
the written report with a self-assessment and personal
recommendations for self-improvement based on the criteria used in
the job shadow experience. Students and teacher may determine the
skills and attitude criteria to be explored.
See the Business-Like Attitude Rating Scale and the Employability Skills
Profile at the conference Board of Canada Website for criteria
that may be adapted and/or used. This job shadowing activity may
be combined with activities of optional Module 13: Skills for
Entry-Level
Employees.
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Review the commonly used proofreaders' marks previously
learned in Information Processing (Learning Objective 7.5). See
also Appendices G and H. In business, proofreading is extremely
important to the communication process. It is important to review
and stress the importance of good proofreading, developing good
proofreading skills, and the benefits of using different methods
for proofreading.
The students should proofread their work on the screen
before it is printed and proofread the hard copy as well. Some
typical errors that may be encountered include: spelling, grammar,
syntax, format, or spacing. The ``not so obvious'' errors that
students will need to be aware of include the inclusion or
exclusion of words and phrases, incomplete sentence structure,
improper use of punctuation, and the improper use of words.
Word processing software packages may include a spell checker
and grammar checker feature. While these are useful, it is
important that students are aware of the limitations of them.
Continuous development of proofreading skills through practice and
use should be stressed.
Students may be provided with a hard copy that contains a
number of different errors such as errors in keying, spelling,
grammar, and punctuation. Individually or in pairs, students could
proofread and mark all corrections using the acceptable
proofreaders' marks. Individual students or pairs may share their
results, discussing similarities and differences. Content may be
assessed from the final copy.
Continuing with the above activity, students could upload the
document, edit all errors, and print a corrected copy. Process
skills, including data on student efficiency in using the software
and ability to interpret the proofreaders' marks, could be
collected.
Throughout the course, students may proofread their work and
ask a partner to proofread it before it is submitted to the
teacher for final assessment. Peer, teacher, and self-assessment
of proofreading skills should be conducted.
Students may collect examples of documents proofreading
errors. These may be discussed in class. This activity could be a
class project with the documents displayed in the classroom as
reminders of the importance of good proofreading skills.
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Appendix H contains a listing of commonly used proofreaders'
marks and activity. Appendix G contains tips on building
proofreading skills. Proofreading is a strong part of the
authoring cycle in English Language Arts. Collaborate with the
teacher concerning review and reinforcement.
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Review ergonomic factors from Module 7. Students are encouraged to demonstrate good ergonomic practices.
In a business environment, ergonomic concerns of space,
furniture, equipment, temperature, noise, humidity, air quality,
colour, and light may affect personal productivity. Guidelines
stipulated in the Occupational Health and Safety
Regulations may
be discussed and examined as to how these regulations contribute
to employee productivity. The Saskatchewan Labour Website
and the
Ready for Work
website at www.readyforwork.sk.ca
is an excellent
reference site.
Discuss the importance of taking rest breaks from a computer
screen for employees who use computers all day. Discuss carpal
tunnel syndrome and practices to prevent it.
The students may prepare a bulletin board display that
illustrates the ergonomic topics and safety in the work
environment.
Visit an office in the community to have students evaluate the site in terms of ergonomics.
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Computers have no ethics, no morals and are anonymous. Because of these factors, students must realize that people can abuse a computer's power and capabilities. Pirating of proprietary software and ``hacking'' of computer systems or networks in businesses are common computer crimes. Other computer crimes such as computer fraud, information theft, or unauthorized data revision may be discussed. Students must be aware of the criminal nature of these activities and the consequences of such.
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In business, computer security poses major problems as there
is no guaranteed protection of computer data or software from
unauthorized users. Students must realize a computer cannot
identify an individual who is accessing information even if access
codes or secret passwords are given and security personnel are
employed.
Ensure that students know their responsibility and loyalty to
business when they are given access to company data and records.
The computer will be viewed as a tool to help increase
productivity and can provide enjoyment when used appropriately and
with respect. How might students feel if the information on their
school records were altered?
Students may collect articles that deal with computer ethics
or security, bank frauds, computer viruses, unauthorized data
revisions, and theft of personal data for misrepresentation of
personal identity.
A variety of case studies involving concerns about computer security and ethics may be examined by students. Ways to prevent or eliminate risk should be explored.
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o reduce the amount of paper used in the output of work, students should be encouraged to proofread and edit their work on the screen before outputting it to the printer. Paper waste may be reduced and possibly eliminated as students compose and complete their work at the computer.
Computers and other equipment should be turned down or off
when not in use, to conserve energy.
Hard copy may be requested from students for only selected
assignments. The hard copy may be placed into the students'
reference manuals.
To reduce the amount of paper, teachers may ask students to
transfer their work to the teacher electronically for assessment.
Students may research and determine which products used in
the classroom or business are recyclable and how they may be
reused. As an independent project, each student may prepare a
5-minute oral presentation on a new use for a product that would
normally be discarded.
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Students may initiate and organize a paper recycling program for the school by installing recycle bins, collecting, and transporting the paper to a recycle centre. Other recycling programs may also be undertaken.
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Review from Module 7, Learning Objective 7.4, the concept of
time management and tools and techniques for efficient management
of time.
Use the advanced organizer of the information processing
cycle to have a reflective discussion of the problems that may
occur when time is not managed efficiently in business.
Alternatively, the students may use focused imaging to explore the
problems. Students may justify their answers to the class.
Guide students in a discussion as to why time is a limited
commodity, and why people are so often searching for more time.
Have students consider the personal benefits of being organized.
In business, time wasted is considered money wasted as
employees are paid to be productive. Unproductive time interferes
with "efficient processing of information and decision making". As
time management deals with the organizing and scheduling of work,
students should realize that good time management requires skill
in organizing time, tasks, and work materials to ensure maximum
output.
The demonstration of an efficient workstation, the
maintenance of to-do lists and the completion of assignments on
time are indicators that the student is managing time effectively.
It is recommended that students be given ample opportunities to
establish work priorities and learn to be flexible in organizing
their daily schedules. Using the computer for integrating data
from a variety of files and sharing files has assisted in ``saving
time'' on the job. These concepts and activities are further
discussed in optional Module 17: Integrating Software
Applications. Also, students can be expected to maintain and
manage their paper and electronic files for ease of information
access, thus reducing the time required to attain them.
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Some materials commonly used in business to assist with
managing time include day-planning books, daily desktop calendars,
electronic organizers, and planning calendars. Students may also
be made aware of and could use electronic time management systems
or personal information management (PIM) systems. Students may
research the marketplace to identify and analyze the various tools
for time management available to consumers.
Teachers may ask students to keep a personal daily log
throughout the course charting the date and the time used to
complete each activity. The students may analyze their ``logs'',
recognizing gains made in time management and areas showing
weakness. Logs may include the following categories: date, job
code, time in, time out, and total minutes. The log sheet may be
placed in students' reference manuals. The time log may be kept
on the computer.
The students may design and develop their own to-do lists.
The word processor may be used to aid in this process. When
creating their forms, students may include sections such as: date,
work description, time estimate, and rank. The to-do lists may be
used daily and the students encouraged to transfer uncompleted
tasks to the list for the next day.
See Appendix C for a sample time management log that may be used.
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Personal and interpersonal skills are often referred to as the backbone of human relations. It is desirable for students to define personal skills and explore the important role personal skills will play when they assume a position in business. Personal skills that may be discussed and practised include: punctuality, loyalty, dependability, maturity, confidentiality, personal pride, dress, grooming, attitude, manners, and business etiquette. Check with the community to determine any special considerations or restrictions with respect to these areas.
Verbal (oral) and nonverbal communication skills should be
discussed including behavioural factors such as: eye contact,
posture and movement, facial expression and gestures, dress and
appearance, voice and vocal variety, use of language, listening,
humour, and naturalness. Other communication factors that may be
considered include: appropriate timing of conversation,
understanding and accepting others' differences and opinions,
interpreting messages, questioning for clarification, and
providing feedback.
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Students must realize that teamwork and group dynamics are
very important aspects of job satisfaction. Opportunities for the
development of personal and interpersonal skills should be
facilitated throughout the course with the use of a variety of
instructional methods and activities that promote interaction
among a variety of individuals.
Students may review the basic communication process and be
encouraged to use the four forms of basic language skills
effectively: speaking, listening, writing, and reading. The
Employability Skills Profile accessible on the Conference Board of
Canada Website
further illustrates the importance of these skills
for the world of work.
A variety of photographs and illustrations from magazines
and journals illustrating acceptable and unacceptable personal
business skills may be collected. In small groups, students may
sort the illustrations and photographs into the two categories.
Each small group may share its categories with another group to
clarify the criteria to determine the categories. A reflective
discussion may follow concluding with the concept of acceptable
personal skills. Once the acceptable and unacceptable categories
have been established, students may use the illustrations and
photographs to prepare a bulletin board display. Students may be
encouraged to find further examples of acceptable and
non-acceptable personal skills to add to the display.
A series of classes may be declared ``work day'' where
students would dress and be groomed as if they were going to work
in an office. Using focused imaging, students could imagine
themselves at work in an office, reflecting on the personal and
interpersonal skills they would be using. Students may also
imagine the types of work they would be doing and the role they
would play on the office team. Copies of dress code policies from
local businesses would assist students in a self-assessment of
their appearance and skills.
Students may role play a job interview. A script may be composed by students or the teacher. Time management and organizational skills may be incorporated into this exercise.
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The students may access and use a variety of commonly-used
resources to assist in processing information throughout the
course. Some resource material that students may use includes:
directories; handbooks; reference manuals; CD ROM; electronic
bulletin board systems and communication networks; microfiche;
indexes; almanacs; government publications; media; and, resource
personnel.
Students may be made aware of reference materials that to
suit the needs of specific business environments. For example,
large offices may have internal phone directories and medical
office workers may access medical reference materials. The
students may describe when each reference would be consulted, the
nature of the information it contains, and why the resource is
important.
It is strongly recommended that students be encouraged to
work independently and consult references whenever the need
arises. Teachers are encouraged to seek opportunities to provide
student learning activities that will require the student to
access and use a variety of resources.
The students may explore the resource centre in the school
and community. The resource centre staff may provide students with
an orientation in the use and availability of the reference
materials there.
Students may be given a research assignment that would
require them to access and consult a number of reference materials
including print and non-print. For example, the activity could be
in the form of a research report or a series of assigned questions
to complete requesting information about various reference
materials. This could be done in collaboration with a teacher in
another subject area.
If students have an interest in working for a particular type
of business or office, arrangements could be made so that students
may visit that type of office and be orientated to any special
reference materials and knowledge associated with it. Examples
include: automotive businesses, real estate and insurance
agencies, and legal, medical, town council, or government offices.
Students could be encouraged to make their own arrangements with
assistance from the teacher. Student motivation, initiative, and
knowledge gained could be documented.
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Each student may compose a set of questions to be answered by
another student. Answers to the questions will involve the use and
access of a number of selected reference materials. One question
per reference to be accessed may be asked. Students could randomly
trade questions with other students and proceed to compose the
answers.
Activities meeting this objective may be integrated with a number of other modules.
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Business communication involves the exchanging of
information in the workplace. Because technology is making written
communication easier, students must realize the importance of good
writing skills and attractively displayed documents. A product
will be judged on its appearance as well as on its content and
organization.
Students may review: capitalization, language usage and
sentence structure, punctuation and the spacing for punctuation,
abbreviations and their acceptable forms, metric symbols, and
numbers keyed as words or figures.
Industry standards and differences in spacing for punctuation
may exist. It is important that teachers inform students that
flexibility in the business environment exists but consistency
will be maintained within the classroom.
While composing at the computer, students may be encouraged
to use the cycle for composition that could include the
preparation of an outline, a rough draft, editing the rough draft,
and preparation of a final version. Composition at the keyboard
may be reviewed beginning with one-word responses and progressing
to phrases, sentences, and paragraphs. Encourage students to keep
the cursor moving forward as they compose their thoughts,
correcting errors or revising text later. With word processors,
students should be encouraged to strive to produce the best
communication possible, as revisions are facilitated by computer
software.
Composition containing a positive, courteous tone is
desirable. Composed draft is not expected to be formatted as
students compose, edit and revise their work. The use of special
tools such as a spell checker or grammar checker and the
formatting of the work may become some of the final tasks of the
composition and writing process. Proofreading must be
reemphasized.
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Students may be asked to compose new manuscripts for familiar
stories. Students could compose the manuscript of Little Red
Riding Hood from the wolf's perspective.
Students may compose a variety of communications in response
to a simulated situation. Students may simulate working as a
member of an office team, a support person, or an independent
entrepreneur. The communication may be assessed for process and
content.
There is opportunity for collaboration with the language arts teacher in activities for this objective. Students may be asked to compose correspondence or manuscripts for various audiences. If students are conducting research for another area of study, they may compose correspondence requesting information. Opportunities for composition activities to be integrated with activities from other modules may be available.
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Many different types of communication systems are used by business. Telephone systems, voicemail, facsimile (fax), electronic mail (e-mail), and the other Internet communication systems are just some examples of communication systems that may be used. Students may explore these and other technologies that facilitate business communication processes. Students also need to be aware of the appropriate communication form to use in various scenarios.
Telephone systems with enhanced capabilities, equipment such
as a private branch exchange (PBX), key systems, and interactive
telecommunication systems may be discussed. Students will need to
be aware of the variety of features of different systems and know
how the features are used to facilitate and conduct business in an
office. ``Behind the scene'' services such as network services and
custom calling services may be examined. When possible, students
should practice using or experiencing the special features of a
telephone system.
In order to be able to communicate in a global marketplace,
students should understand time zones and long distance cost
controls. Remind students that reference materials are available
to assist and that they should access these materials as needed.
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The phone system in the school may be explored. Students
could spend time ``job shadowing'' in the school office, observing
the use and function of the telephone system. Students may tour a
facility in the community and gain exposure to telephone systems
and other communication systems being used.
A video that illustrates and discusses telecommunication
equipment and features may be a useful resource.
The students may be given case studies that would require
decision making on how and when to conduct communication over data
networks.
Distance education may offer opportunities to experience
telecommunications such as a video conference. Data transmission,
transfer, and retrieval may also be discussed. When reference
materials are accessed and used to help determine a solution to
the problem, the activity can be combined with Learning Objective
9.10. Work study may provide opportunities for students to access
and use different communication systems.
A representative from the telephone company can present,
explain and demonstrate the features available for business
telephones including voicemail.
If possible, arrange e-mail accounts for each student. Network with a teacher in another school/community/province/country to exchange class e-mail lists. Set up partners and use this opportunity for students to compose at the keyboard, while developing new friendships and gaining knowledge. Students may also send assignments to the teacher as attachments to messages.
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The telephone is frequently used to contact clients and
other organizations locally, nationally, or internationally. It is
imperative that students realize the importance of their role in
using it. Similar rules of etiquette and professionalism for
face-to-face communication apply to telephone use. Students will
need to realize that the lack of facial and body expressions make
courteous, clearly-spoken communication crucial in telephone
conversations. A positive attitude, and respect for self, company
image and the correspondent are important. Students should be
given practice in answering routine calls and in anticipating
responses to difficult situations when possible.
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The following basic rules of business telephone etiquette are
recommended for use:
Answer the telephone within three rings whenever possible.
Use a pleasant, clear and distinct voice. Vary the expression and tone.
Identify the company and/or yourself when answering a call.
Listen attentively and always be of service to the caller.
Be discreet.
Return to the line within a minute after putting a caller on hold.
Remain professional. Refer to the caller by title (for example, Mr. Smith).
Allow the caller to say ``Goodbye'' first (remember to say ``Goodbye'' and ``Thank you for calling'').
Keep social calls to a minimum.
Transfer calls efficiently and courteously.
It is desirable for students to gain knowledge about the
effective use of the telephone system, including proper procedures
for the following telephone techniques:
answering incoming calls
screening calls
placing outgoing calls
leaving and returning to the telephone line
transferring calls
answering routine questions
taking clear, concise messages
dealing with difficult clients.
Students may role play placing and receiving routine long
distance and local calls. In pairs, students may devise role play
situations that would deal with positive and difficult telephone
situations. The teacher may provide ideas such as someone
recommending a product or complaining about faulty merchandise; a
customer who has been short changed; or an example of excellent
customer service. Students could complete telephone message forms
during the exercise. As students build confidence in their
telephone techniques, the role plays may include difficult
situations and the use of a variety of telephone message forms.
From the community, students could interview, conduct a
survey, arrange a field trip or invite a guest speaker to discuss
the importance and use of good telephone techniques for the
success of their business.
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Teachers may integrate this learning objective with learning objectives from optional Module 13: Skills for Entry-Level Employees.
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Remind students that the distribution of information is part
of the information processing cycle. While the speed of
distributing paper-based information relies upon the
transportation system, large volumes of electronic information can
be distributed easily and quickly. It is desirable for students
to be aware of the various methods used by business to distribute
information and to be able to select a method appropriate for the
situation. Cost and time factors must be considered.
Students should explore postal, messenger, courier, and
transport services, electronic mail (e-mail), facsimile and
others. The costs incurred when using each service should be
discussed and scenarios where each is the best choice explored.
Other topics that may be discussed may include internal
networks or local area networks (LAN), modems and communications
software, telecommunications, satellites, and desktop facsimile
transmission.
Students may complete concept webbing of the various methods
of information distribution. Content assessment information may be
collected. The webbing may be prepared and displayed on the
bulletin board.
Case studies requiring students to solve problems involving
comparisons of costs and means for distributing information could
be done.
Students may tour an organization to observe the distribution
of information and explore how the organization identified and
justified the costs and means for its information distribution.
Students may prepare a diagram of the networks they observe. The
diagram may be annotated and put in the student reference manual.
Students may observe and experience information distribution within the school building, both paper based and electronically on a local area network.
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Canada Post Corporation has a variety of classes of mail
with different rates. Comparisons should be made between the
Canada Post, private courier and electronic delivery systems.
Students should be aware of: different classes of mail; standard
letter sizes; classifications of oversize mail; parcel mail rates;
special mail products and services; trace mail services;
electronic mail services; and, other services such as redirection
of mail, insurance, and different methods of paying for postage.
Provide opportunities for students to compare different
services and select the appropriate service making decisions about
the types of service to use considering the type of document to be
sent, cost, and time constraints. Provisions for the effective
packing and marking of materials to be sent may also be discussed.
Computerized systems that calculate and compare services for the
user may be examined.
Explore ``in-house'' mail systems and their purpose. For
example, mail systems within a school division or within a large
corporation or organization.
Postal information may be available from the local post
office. Materials may be displayed in the classroom for
reference. A visit to or a speaker from the post office could be
arranged. A discussion about the mail services that are provided
and how they may be selected could be included. The students may
observe the operations of the postal system including how teamwork
skills are applied to ensuring that the incoming mail is sorted
and distributed.
In pairs or cooperative learning groups, students may examine
case studies, determining the appropriate postal services or other
distribution methods required to facilitate distribution of
materials.
Have students create a bulletin board display featuring various forms of communication and distribution of information. Use a team approach, with each member responsible for part of the whole project.
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Reprographics deals with the duplication or reproduction of documents. It is recommended that students know the role reprographics play in to the distribution process of the information processing cycle.
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When dealing with reprographics, it is strongly recommended
that students be aware of and respect the terms of the Canadian
Copyright Act. Where copyright restrictions apply, students may
be guided to follow the proper procedures for obtaining permission
to reproduce. If there is time, investigate the implications of
CANCOPY.
Different types of reprographic methods include: in-house or
external printing services, photocopying, print, typesetting,
desktop publishing, and facsimile. Students may be given an
exposure to each of these reprographic means. When selecting the
appropriate reprographic method to use, the student will need to
be able to determine the balance between cost, convenience, and
quality of the job that must be maintained in the reproduced
documents.
As photocopying is extensively used by business, students
should be familiar with the general features, operation, and costs
of photocopying. Students will need to be aware that many
businesses log the use of their photocopy machines to ensure that
the service is not abused. Ways to reduce costs such as
double-siding, and care with number of copies should be explored.
The costs of photocopy use in the school could be examined and
broken down as a class project.
The photocopier salesperson for the school may provide a
demonstration on the use and features of the school photocopier.
Arrangements may be made to rotate the students on the
photocopier, completing routine and non-confidential photocopying
jobs within the school.
In cooperative groups, students may be given problems dealing with selecting the appropriate reprographic methods given cost factors, quantity and quality needed, and time restraints. Each group could suggest a reprographic method and justify its use to the large group.
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Records management refers to an organized and controlled way in which created information is retained and safely stored for ease of retrieval. It also involves the determination of the answers to the following: where to store, whether to store, how long to store, and how to store? Files may be stored as hard or soft copy. Common hard copy formats include paper, microfiche, or microfilm. Electronic means have facilitated the storage and retrieval of files and has reduced the room needed to store information safely.
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Students must understand the importance of a systematic
record management system to the efficiency of business decision
making and operation. Remind students that managing their
documents and naming or renaming their files for ease of retrieval
is a part of their personal records management system.
Although companies have differing guidelines for filing and
maintaining systems, general guidelines for records management
apply to most situations. Some of these guidelines include:
Not all pieces of information need to be filed-some may be disposed of after use while others may need to be redistributed.
Filing should be completed daily whenever possible.
Organizational steps for filing should be followed.
Care to avoid misfiling of records is crucial.
Some terminology related to record management systems that
students may need to know includes: manual filing, electronic
filing, check-out systems, out guide, recall system, follow-up
system, file maintenance, file index, file reference, access code,
cross-referencing, filing, misfiling, release marks, classifying,
coding, and sorting.
The advance organizer of the information processing cycle may
be used to initiate inquiry and a discussion of how efficient
records management may aid information processing and business
decision making.
Students may be divided into two groups. One group of
students may use focused imaging of an organized, efficient work
establishment to determine how the efficient records management
system aids the processing of information in that organization.
The second group of students may use focused imaging of an
unorganized business establishment and identify problems or
concerns that may arise in this organization. The two groups of
students may compare and contrast the findings, determining the
important features of an efficient records management system.
A tour of an organization that has records management as a
top priority may be valuable. Typically insurance companies,
financial institutes and health facilities focus on high-quality
record management.
A more thorough examination of record management will be done in Module 15: Management of Information and Records.
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The five major filing systems that are common in business include: alphabetical, geographical, numerical, and chronological and by subject. It is strongly recommended that students learn to identify and describe the use of these filing systems and how they assist in the storage and retrieval of information.
Alphabetic
systems arrange records in alphabetic order based on indexing (rearranging for filing purposes) of the key word(s) in the document to be filed. All users of alphabetic filing system consistently apply a series of indexing rules. Students may apply indexing rules to index correctly a variety of names, including names with prefixes, hyphens, apostrophes, titles, degrees, and abbreviations; foreign names; company names; geographic names; articles, conjunctions, prepositions; and numbers.
Geographic systems
are established based on the geographic location referred to in the content of the data to be stored.
Numeric filing systems
allocate a number to each file, while chronological systems
arrange information by date.
Subject filing systems
organize records into categories according to the subject of the document.
Each filing system has advantages and disadvantages that
could be discussed. Time permitting, opportunities for students to
determine the system that may be appropriate for handling
information of different types and situations could be provided.
Cooperative learning groups using the jigsaw method may be
used, with each member of the group responsible for learning about
one filing system and sharing the information with the others.
Students may brainstorm how businesses may use each of the
five major filing systems, or which types of businesses would
likely use each type.
Examples of personal filing systems may be found such as how
one stores family recipes, clothing, and other belongings.
Activities requiring students to file items alphabetically could be introduced.
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Module Overview
This core module of IP 30 introduces students to the roles, responsibilities, opportunities, and challenges for the manager of the future. Successful future office employees will need to be familiar with, and be able to adapt to the varied processes and functions within an organization. The increasing use of technology has implications for those entering and managing the business office. This module will assist students to prepare themselves for the transition to the world of work as decision makers in business, government, and industry. Students will also gain experiences that will facilitate post-secondary education.
This module will provide opportunities for students to develop and apply problem-solving and decision-making skills. Planned activities will integrate concepts of business communication, office management, keyboarding, and computer applications. These skills and experiences will facilitate students' abilities to adapt to changing workplace situations and will be reinforced throughout this module. All completed processes and activities can be related to managerial decision making and the efficient processing of information through the information processing cycle.
| Learning Objectives | Notes |
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Information processing includes all the activities involved
from the origination of information to its distribution in final
form. The activities follow the basic components of the
information processing cycle including input, process, output, and
distribution. (See Appendix B). Students should review the phases
of the information processing cycle. Throughout the course,
students will relate the processes, activities, and decisions they
make to phases of the information processing cycle.
As this module addresses managerial aspects of information
processing, students should be aware of the general roles and
responsibilities of managers in offices. For example, managers
are becoming more responsible for originating, processing,
storing, and distributing their own information and documents.
Students may examine how technological advancements have
created trends enabling individuals to telecommute and work at
home. Implications of these and other schemes may be
discussed.
Time permitting, students may examine different forms of
business organizations and determine the differences among the
organizational structures and the adaptations that may be required
in managerial decision making to facilitate information
processing.
Students may interview an individual in the community who
works in a managerial position to discuss that individual's role
and responsibilities and any changes that have occurred due to
office automation.
Students may research the changing nature of the office,
future trends, and the office manager role. Students may conduct
research in small groups and work cooperatively to produce the
final product. The research project may be integrated with aspects
of learning objectives found later in the module.
Continue to stress proofreading and time management. Students may log the time used to conduct and prepare their project.
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The importance of good work habits and positive attitudes
will be reinforced and reviewed throughout the Information
Processing course. It is expected that students will continually
demonstrate the behaviours acceptable in an office environment.
Elements such as punctuality, showing respect for others,
developing a positive attitude, cooperatively working with others,
business etiquette, grooming, and time management may be
discussed. Students must realize that managers deal with difficult
issues such as discrimination, sexual harassment, and verbal
harassment. Ensure that students are aware of these elements and
their relationship with, and responsibilities to, the manager.
Students may research the Occupational Health and Safety
regulations and the Labour Standards
regulations for more in depth information. The bibliography provides web-site addresses for this reference material.
Dress codes for offices vary; appropriate dress for the
office environment is an important aspect to discuss. Students
could investigate dress codes suitable for business offices in
their community. To increase awareness of possible diversity in
dress codes, students may be informed of different dress codes in
businesses outside their community.
Establishing a good working relationship with co-workers is
very important to one's success on the job and for promotion.
Students may discuss different management styles and may look at
how they may make conscious efforts to manage their personal
efforts in building relationships.
Accepting and viewing constructive criticism as a means of
self- improvement is important to teamwork. Performance appraisals
and evaluations are means of providing this feedback. Students
should discuss performance evaluations as a means of giving and
receiving criticism for improvement. Students may examine various
performance appraisal forms and discuss the valuable information
it contains. Included in the discussion should be how they are
used in the business world to help develop professional work
habits and attitudes. Students may be referred to Appendix D which
contains the Employability Skills Profile of the Conference Board
of Canada. Teachers: Please note that the Employability Skills are
directly correlated with the Common Essential Learnings (CELs).
This may be an opportunity to discuss with students the relevance
of what they learn in this course to what they could do in an
employment situation.
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Students may brainstorm criteria to be included in a
performance appraisal for the course. The criteria may be
developed into a performance appraisal form that may be used
throughout the course. Students may use the performance appraisal
form as a self-evaluation instrument, and to assess how ready they
are to do entry-level work in an office situation.
Case studies may be given to the students to examine. Topics
to discuss within the case studies may include punctuality,
getting along with others, harassment, discrimination, grooming,
and others.
Invite human resources personnel or an individual responsible
for the hiring and management of staff to provide resource
information on topics such as grooming, etiquette, acceptable job
behaviours, and policies dealing with sickness, tardiness,
discrimination, or harassment issues. Performance appraisals and
how they are conducted and used could also be discussed.
A ``dress for the office day'' may be held where students
would come to the classroom dressed appropriately for the office
environment. Student participation and the appropriateness of the
``grooming'' may be assessed by the teacher and students.
Performance appraisal forms may be collected from various businesses inside and outside of the community. Students could compose letters to different businesses requesting a copy of their performance appraisal forms and information on how the organization conducts the evaluation.
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Organizing and managing refers to how one can make the best
use of resources to carry out a plan. Throughout this module and
the course, students will be expected to demonstrate organized
work habits and the efficient management of resources.
Ensure that students analyze problems and access, receive,
process, and distribute communication and information in an
organized and efficient manner.
Students should be required to demonstrate these skills by
taking part in a class project such as putting together a school
phone book, or producing a regular newsletter. Some steps that
may be followed include: determining a clear idea of what the
final product is to be; developing a plan of action; determining
and accessing required resources; carrying out the plan; and,
evaluating the final product. Productivity is increased by having
an organized workplace and personal concentration.
Students may independently experience managing workloads for
maximum productivity. The management may include keeping daily
work plans, prioritizing work, making to-do lists, and keeping a
log of time used. Students may explore computer software that is
available to help managers improve communication processes and
coordinate resources to make more effective decisions.
If available, students should be encouraged to use the
computer software capabilities to help organize and manage their
work. For example, a word processing file may be kept for daily
work plans or students may use an electronic calendar or scheduler
to manage time and dates. Remind students that an organized filing
system saves time in the retrieval of stored information. Refer
students to their management of computer files and to the
management of their hard copy (paper-based).
On an ongoing basis, students may keep a daily log to establish priorities for tasks and to indicate the time used to complete each task. See Appendix C for a sample log that may be used.
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Prerequisite knowledge and experience in the proper care and
use of computer equipment from previous courses may be reviewed.
Student demonstration of respect for classroom equipment is
expected daily. Lack of respect for the care and use of equipment
can lead to repairs that not only cost money but also would cost
lost hours of productivity. Obsolescence of hardware and software
and the costs of replacements should also be investigated and
discussed. These aspects are of great concern to a manager.
Teachers may discuss with the students a process and
procedure for the management of the classroom equipment. It is
recommended that the needs and decisions for equipment management
in the classroom be related to the many procedures and management
decisions that would be necessary in the office environment,
considering aspects such as time and resources. When equipment is
nonfunctional, productivity is reduced.
Teachers may use didactic questioning or guided inquiry to discuss with the students the importance of good management decisions in maintaining equipment in business and in the classroom.
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An integrated office system refers to the automation of offices where many types of technology may be joined together electronically to make the best use of personnel and equipment resources. Integrated software applications has accelerated the efficiency in how information may be processed through the information processing cycle. The integration of systems is important in determining how all personnel may use technology effectively in accessing, generating, communicating, and managing information. With knowledge of integrated office systems, managers can make decisions about how to integrate and use the resources available to meet information processing needs. File sharing and the potential of file sharing may be discussed.
The importance of an efficient file management system can be
reviewed, reminding students that they are expected to manage all
their work and files with efficiency. Choosing appropriate file
names to ensure easy access to the stored information is a
necessity.
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Students may brainstorm ideas on how integrated office
systems have increased efficiency in processing information.
Students may compare and contrast the various brainstormed ideas
with former methods of processing information and compose an
article identifying the efficiency provided by integrated
information systems.
Students with experience and background in using integrated
software applications and systems may be paired with students who
have not experienced integrated processes.
Students may complete a tutorial or learning activity package
that reviews the use of different software applications. The
activity may start with a review of the technical skills of
manipulating software functions, progressing to activities that
require the application of those functions.
A synectics activity may be developed. Students may discuss
how an integrated office system may be like a city map. Students
may develop their own analogies.
Students with experience from optional Module 17: Integrating
Software Applications may be very familiar with system integration
and its potential.
Additional time for practice and reinforcement of integrated software applications may be planned for activities fulfilling other learning objectives. Optional Module 17: Integrating Software Applications focuses on the practice and use of integrated applications.
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Proper design must consider work station layouts, prevention computer-related health problems and environmental concerns. Office lighting and office furniture must address human factors such as eye, wrist, hand, and posture strain.
Students may discuss the environment and how office practices
can attend to these concerns. Initiatives may include reducing,
reusing and recycling waste. It is desirable for students to
demonstrate their understanding of environmental concerns at home
and in the classroom. Students may participate in activities such
as using the back side of paper for rough draft work, printing
hard copies only when necessary and only after careful
proofreading, setting up and using recycling bins, replicating
only the required number of copies of a document, and turning down
or turning off computers and other electrical equipment when they
are not in use.
Students may design an ergonomic environment for the school
or an office. Ensure that students consider the general
requirements of workplace and work flow standards with respect to
the development of an efficient environment. Include discussion of
the occupational health and safety standards. The correlation
between productivity and the value of health-enhancing practices
such as the management of stress in the workplace (personal,
change, social, and work-related stressors), a healthy diet, the
value of regular breaks and physical exercise, and other measures
that are available to help manage stress may be considered. As
potential managers, students will need to examine and consider a
variety of factors when planning for employee productivity in the
work environment.
When preparing to design an ergonomic office environment,
students may research and collect the necessary information from a
variety of sources. Students may tour ergonomically designed
workplaces. Suitable areas in the school may be examined and
discussed. Local personnel such as an interior designer may be
interviewed or invited to speak to the class.
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In pairs, small groups, or individually, students may
redesign the classroom area. The teacher may allow the students to
explore the dimensions and factors within the classroom, giving
students the opportunity to complete the project in the medium of
their choice. For example, students may prepare a scaled drawing
using software drawing tools, a desktop-published report combined
with an oral presentation, a multi-media presentation, or a scaled
model. Those students who have experience with computer-assisted
drawing software programs may use them as a tool to assist in
designing their office environment.
Students may use focused imaging to examine stress they may
foresee in their future work environment and to plan the
management techniques they may use to manage the stress.
Information is available from Saskatchewan Labour
on the
Labour Standards
and Occupational Health and Safety
Regulations.
Free brochures and information on stress management, diet,
nutrition, and exercise are available from the Saskatchewan
Department of Health in Regina.
See also the Wellness 10
and Life Transitions 20/30
curriculum guides for resource information on stress management techniques and stress management for the workplace.
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The use of effective communication enhances the positive
relationships that are important to the successful management of
the office environment.
Building the working relationships and teamwork that
contribute to success in the work environment can be addressed.
This would include the importance of self-development of effective
listening, speaking, and personal skills. Appropriate business
attire, office etiquette, assertiveness, company loyalty,
confidentiality, self-motivation, and performance appraisals may
be discussed in relation to one's self-development.
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Ensure that students know the acceptable behaviours and
individual responsibilities for avoiding or rectifying situations
such as harassment, discrimination, and conflicts. Examples of
harassment and violence policies could be studied. Issues
including handling complaints, dealing with difficult staff
members, maintaining a positive office tone, and confidentiality
may also be examined and discussed. Students could role play
different circumstances.
Communication in the global marketplace takes on a new
meaning as communication technology expedites the communicating
and processing of information. The telephone, electronic mail,
voice mail, facsimile transmission, teleconferencing, and
videoconferencing are some of the technological communication
networks in today's office environment. Students should be given
the opportunity to discuss the implications of these technologies
from a manager's perspective, particularly in managing the
information generated by them. For example, letters may need to be
filed and kept but what about e-mails?
Students should be provided with opportunities to apply a
variety of communication skills, including verbal, non-verbal and
written skills, using the available technology to communicate.
The teacher and students may develop a list of criteria for
appropriate communication skills. The criteria may be listed on a
rating scale or checklist template. The template may be placed in
the student reference manual for self-assessment on a continuous
basis.
Students may be given case studies that deal with the
discussion and examination of various human relations and
communication problems that can occur in the work environment.
Case studies may be examined by students individually, in pairs,
or in small groups.
Students may compose a script and perform a role play that would demonstrate the use of a variety of communication skills. Examples of role plays may include handling awkward situations over the telephone or corresponding to initiate international customer relations.
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Technological advances in the area of inputting information
promote efficiency and thus are becoming increasingly more
desirable for business. Students should be aware of image
processing, prerecorded dictation, facsimile, voice-activation,
handwritten copy, shorthand, rough-draft printed copy, optical and
digital scanners, digital cameras, voice recognition, touch
screens, graphics tablets, and others. Although keyboarding is a
major tool used for inputting and manipulating information,
technological advances in other time-saving inputting devices
should not be overlooked and need to be discussed. Advantages and
disadvantages for each system should be explored.
Students should be aware of reprographic and distribution
costs of products generated through various output devices.
Included in the discussion could be the potential of electronic
communication, telecommuting, and the paperless office.
Students will need to be updated on the input and output
technology that is currently available on the market and that may
be used within their community. They may discuss the impact of
this technology on managerial decision making with respect to the
comparison of costs, efficiency, and potential use.
Whenever possible, it is desirable for students to experience
and be able to adapt to various methods used for the input and
output of processed data, especially those methods that are
currently being used.
Students may take a tour of a local office to view
demonstrations of various methods of information input and output.
Technological advances for inputting information may be viewed
through product demonstrations in community trade shows,
conferences, or through the services of a vendor. Teachers may
explore the possibility of obtaining videotapes, films, or other
media that illustrate the use of technological advances in
information input.
Students may compose letters to businesses requesting promotional materials about technology that is available. A web search will also help locate resources. The information from the materials received may be presented by the students and discussed in class. The materials may be displayed in the classroom.
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Meetings are important aspects of business that are
conducted regularly to accomplish specific needs. They typically
involve a selected group of people. Ensure that students are aware
that meetings may be conducted in either informal or formal
sessions and are usually conducted in short periods of time, often
not exceeding one day. ``Conference'' is a term that refers to a
meeting of a large group of people. Conferences usually take place
over a period of days and may include social and business
activities. Often conferences are accommodated in hotels and
convention centres and may be attended by any interested
individuals. Students should be aware that when a face-to-face
meeting with people is not possible, electronic communication may
facilitate the process. For example, teleconferencing or
videoconferencing may be used.
Students should be given opportunities to distinguish
between meetings and conferences. Students should also know that
the procedures for planning, announcing, conducting, and recording
the procedures of meetings and conferences is similar.
Announcements of meetings may be informal (verbal) or formal
(notice of meeting). A notice of a meeting is communication that
provides information such as the date, time, location, and
purpose. It may be distributed in a variety of forms with a
variety of formats. An agenda is the specific plan for a meeting.
It lists items of business to be discussed with a predetermined
order. Guidelines for organizing, formatting, and distributing
agendas should be discussed.
It is recommended that students experience the process of
planning, announcing, and conducting at least one activity,
possibly a meeting. Content information may include: identifying a
purpose, starting and ending time, date, location, and the parties
involved; selecting an appropriate time and means to announce the
meeting; and the manner in which the activity is to be carried
out. It is important that leadership roles be identified and
discussed. Students may prepare and distribute a notice of meeting
and an agenda for their planned activity.
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Students may attend a meeting (band, city, or town council)
to experience the proceedings. A summary identifying and
describing the roles of the people in the meeting and identifying
the process for planning, organizing, announcing, and conducting
the meeting may be prepared. Students may be given choice in
determining how they would like to prepare the summary (report,
presentation, or newspaper article).
Students may plan, organize, and announce meetings or
conferences that could be held within the school or community.
Suggestions include: student council meetings, pep rallies, staff
meetings, school tours, cultural events, or sporting events.
Announcements may be composed, prepared, and distributed for these
or other meetings.
Case studies may be used for which students would plan and
organize a meeting, identifying items for the agenda, and
announcing the meeting. If desired, in small groups, students may
role play their meeting, identifying roles for each person
involved. Content and application skills may be assessed.
Students may role play a mock meeting by planning,
organizing, announcing, and conducting it. Ensure that an equal
representation of females and males are in leadership roles;
however, students may volunteer for these positions. The
documentation necessary to announce and conduct the meeting should
be completed.
Remind students of the flexibility allowed in formatting documents. Some organizations may have a preferred format to follow.
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The minutes of meetings are official records of what took place during meetings. They may include decisions made at a meeting, proposals that are presented or rejected, and other important facts. Students should recognize the need for minutes of meetings to be taken and distributed. Also, students need to realize that minutes of meetings may be considered a legal document for an organization and should be accurate. Ample practice in taking notes or minutes of meetings is recommended. Students may word process their notes and edit the notes or minutes, making decisions on the important information to
include.
Students may require a review of summarizing and note making
skills. Practice may be given to students in deciding important
and unimportant information to be included in the communication,
encouraging students to take more notes than necessary. Practice
may begin with sentences from which students would pick out key
ideas, working to paragraphs and conversations. Students should
use word processing to facilitate the process.
Opportunities to discuss the important ideas identified or
the notes taken should be given as reinforcement for students. As
note making is personal and will be edited, students should be
encouraged to include only the important information in the final
draft. Formatting of the communication follows editing.
Ask the students to compare the recording of the minutes of a
meeting to making lecture notes. Ask the students to come up with
their own analogy.
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Relate the recording of minutes of meetings to the recording
of lecture ideas or verbal instructions from the classroom.
Lectures, lecturettes, verbal instructions, and non-print media
provide opportunities for students to practise summarizing and
recording important information. Content of the summaries may be
assessed for accuracy.
Students may be given a full transcript of a meeting and
asked to identify and extract the important information. The
transcript may be provided in print or non-print media. For
example, students may view a videotape of a meeting and word
process minutes of the proceedings. Content and process skills may
be assessed. As students word process, information could also be
collected on student use of the word processing software and touch
keyboarding skills. Students may format the minutes of meetings in
a variety of attractive ways.
Discuss and work with the English teacher regarding note making, summarizing, and paraphrasing skills.
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Students should compare the advantages and disadvantages of various methods of travel including cost and time factors, availability, and personal preference. When travel arrangements are made for others, considerations of factors such as the preferred mode of transportation and accommodations need to be discussed with the people involved. Students must also realize that there may be restrictions to the provision of personal preferences that may need to be addressed.
An itinerary is a comprehensive and organized listing of a
trip that includes information such as when, where, and how a
traveller will be proceeding. Draft itineraries are prepared
before a final itinerary is distributed. Students may discuss the
procedures for scheduling appointments and for making the
necessary reservations for travel and accommodation. Students
should be able to establish a draft and prepare final itineraries.
The formatting and distribution of itineraries should also be
discussed.
As students organize and plan itineraries, it is suggested
that activities include research requirements such as the
consideration of toll-free reservation numbers, international
travel, time-zone differences, special travel documents, cultural
differences, foreign currency and exchange, and budgeting.
Students should use up-to-date resource materials, including web
resources, for planning and organizing the itinerary to reflect
current costs and time for transportation, accommodation, and
planned activities.
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Students may be given simulations or case studies involving
making transportation and/or accommodation reservations, beginning
with arrangements for travel within the province and progressing
to travel outside the province and country.
Students may plan and prepare an itinerary for their own
dream trip. Mode of transportation, arrival and departure date and
times, accommodations, and leisure activities may be listed. This
information is readily available on the web.
See Appendix K for sample activities that could be used.
If a school is planning a school-sponsored trip or a family
vacation is forthcoming, students may be involved with planning
the itinerary.
A travel agent familiar with business travel arrangements may
be invited to speak to the students. Information shared could
involve aspects of a travel agent's career and the processes of
organizing and planning travel itineraries for others. The agent
may also provide resource information on the information
processing skills and abilities that are required to prepare
itineraries.
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Learning in this objective should draw students to the decision-making processes required for the final stages of completing the information processing
cycle.
For students that have completed Module 9, the following only
needs to be briefly reviewed. Reprographics is a term describing
any type of copying or duplicating process used to replicate an
exact copy of an original. The photocopying machine is one of the
most commonly-used methods of duplicating hard copy. Duplicating
refers to processes that involve the preparation of a master that
is placed in a duplicating machine so that copies can be made from
it. Students may be introduced to a variety of reprographic
equipment and processes that are available.
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The
reproduction of documents for distribution can be costly and
burdensome; therefore, students should be aware that some
businesses have in-house services or may send the reprographic
work to outside commercial establishments. Students should be able
to contrast different reprographic processes, consider and compare
the costs involved, and make judgments on the value of
reprographic methods in different situations. Factors that may be
considered in selecting reprographic methods may include cost,
speed, quality of copies, quantity of copies, space requirements,
and the needs of the business.
Copyright and copyright laws are important considerations
when dealing with reprographics and they must be discussed. It is
strongly recommended that students know how to identify and work
with copyright material. They may be given an orientation on how
to request permission to replicate copyrighted material.
Information on the Copyright Act is available free of charge from
Consumer and Corporate Affairs Canada. Most schools and public
institutions have copyright information prominently displayed near
photocopy equipment. Computer ethics and the legality of copying
software and files may be reviewed. Because of the ease of use and
availability of web resources, it is important to discuss
copyright issues focusing on the use of information and images
found on the web.
One of the final steps in the information processing cycle is
the distribution of the information that has been processed.
Students should be aware of the different means of distributing
information, comparing costs, efficiency, and availability. Some
methods that may be discussed include on-line communication,
facsimile transmission (fax), electronic mail (E-mail), and the
internal and external distribution of mail. A discussion of
information storage may be appropriate at this time.
Students may complete a class project for the school or
another organization that may involve the processing of
information through the entire information processing cycle. The
project could culminate with replicating, binding, and
distributing the project. Students could develop their
entrepreneurial skills by producing a project as a fund-raiser for
the school. For example, a booklet of recipes, graduation
memories, poems, stories, or legends written by students may be
produced and given or sold to family and friends.
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Brochures on the postal system or a courier company and
their available services may be distributed and shared in the
classroom. A guest from the local post office may be invited to
speak about the information in the brochures. Students may tour
the local post office and experience its operations.
This activity could be integrated with desktop publishing
activities. The activity could include keeping a spreadsheet file
of the budget and sales and maintaining a database of customers.
Poems, stories, or legends may have been composed in another area
of study such as English Language Arts or Social Studies.
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Students could brainstorm the advantages and disadvantages of moving toward a paperless office. Concerns and complications in terms of permanent records, compatibility of electronic forms and obsolescence of technology should be addressed.
Unauthorized entry to confidential files is a concern of many
organizations; therefore, students should examine the safeguards
that may be used to prevent this unauthorized entry. Computer
security applies to the prevention of theft, damage, or loss of
computer hardware and software. Problems facing many offices may
include computer viruses, ``hackers'', natural disasters (fire),
and disgruntled employees. In addition, managers will also need to
be aware of the potential of violating copyright in paperless
office environments.
Students may research the current, state of the art, internal
and external controls and safeguards against threats to system
security. They should investigate a number of hardware and
software security measures. Students may also examine some
commercial virus- protection packages.
Students may examine the consequences that a manager might
impose for the unlawful entry of property. Examples from within
the community could be used. For example, students may discuss a
computer crime such as illegal pirating of software and the
possible consequences.
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As many computer systems may be networked or electronically
linked for sharing resources to increase productivity level in
processing information, students will need to realize that they,
as potential managers, will need to take more responsibility and
make more decisions regarding work efficiency and system security.
As students are likely to become a valued part of a working team,
confidentiality and the acceptable sharing of project work should
be discussed.
Electronic communication is becoming increasingly popular. Concerns regarding the security of information sent and received electronically should be discussed. Students may be introduced to various methods that businesses have adopted to restrict information access to employees and outsiders through the computer systems and hard copy files.
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This final objective of the module integrates all the activities involved with the processing of information through the information processing cycle. A function of today's managers is to process and present information to a variety of audiences. Students will process, produce, and present a major project on a selected topic. It is recommended that students plan to demonstrate the use of various skills and presentation media to facilitate the presentation.
Students may be given choice in topic selection and
presentation format. It is recommended that students use a variety
of resources and media to provide an audio visual presentation
portraying how managers present information in the work world.
Students should use a balanced mix of verbal and visual elements
to organize and emphasize specific ideas.
Students may be encouraged to synthesize information accessed
from a variety of resources. They may make use of all available
technology to facilitate the process. Students may choose to: use
presentation software; give a slide show; use multimedia; use an
authoring environment; or, present a desktop published manuscript
or brochure.
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It is recommended that students choose topics for
presentations that are related to information processing and the
learning objectives and modules of Information Processing being
studied. However, the topic a student chooses for a project could
include a community initiative or be combined with content from
another area of study. Emphasis should be on student ability to
follow through the decision-making process and other processes
required to complete the information processing cycle culminating
in an effective final product. The teacher will be a facilitator
throughout the process.
Some topics that students may choose for their project are:
Office Automation: Today and Tomorrow
Managing Today's Office Environment
Ergonomics
Stress Management
Technology and System Security
The Home Office
Increasing Office Productivity
Open Source Software
Detecting and Eliminating Computer Viruses
Voice-Activation
Reprographics
Electronic Communication
Office Etiquette
Integrated Office Systems
Telecommunications: Today and Tomorrow
Computers and Information Processing
Effective Communication Skills
Computer Crime
The Future of Videoconferencing
Networking Businesses for Efficiency
The Future of the Electronic Superhighway
This learning objective integrates many of the processes and
abilities learned in the module including: communication skills,
composition skills, technological literacy, organization, decision
making, management, and keyboarding skills. Practice and
reinforcement of student ability to choose and access appropriate
resources, composition, proofreading, and editing can also be
accomplished as students are involved in processing the final
product.
In order for students to integrate fully all the skills and knowledge they have developed, the assignment could be given towards the end of the course.
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Module Overview
This module will introduce students to the use of spreadsheet software.
Teachers may need to assess student prerequisite knowledge and skills to determine the proportioning of content and process emphasis for this module. Students may have gained experience with spreadsheets from other areas of study and may extend their knowledge and skills within this module.
| Learning Objectives | Notes |
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Students should investigate the layout of the spreadsheet they are using and understand the terms: column, row, cell, cell address, active cell, current cell, label, value, constant, formula, function, range, workbook and
sheet.
Students could use the program's help function to learn about its
features and share their observations with classmates.
Students may create an empty spreadsheet form, move the
cursor to designated cells and practise entering labels and
constants. A class discussion of potential uses of a spreadsheet
would be worthwhile.
In pairs or small groups, students may compare and contrast
manual and electronic spreadsheets. For example, the manual
spreadsheet could be a payroll register, contrasted with an
electronic spreadsheet containing the same information. Students
may focus on the similarities and differences between the items
and suggest situations when the use of spreadsheet applications
software may be more advantageous than the use of manual
calculations and vice versa. Oral reports on students' findings
could be presented.
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A game called ``beat the computer'' may be played by
performing calculations and recalculations manually while the
teacher uses spreadsheet applications software to perform the same
calculations.
Students could annotate a hard copy of a spreadsheet screen, labelling terminology. This annotated document could be a page in a student's reference manual.
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Students should change and interpret numerical data to recognize the power of spreadsheet software's assistance in the decision-making
process.
In order to use and understand mathematical features of
spreadsheet software, students will need to know that a cell can
contain one of four types of information: label,
value, formula, or function. A label is
words providing descriptive information. A value is a number that
is entered into a cell. A formula is an instruction to perform a
calculation. A function is a preprogrammed formula.
Distinguishing a formula from a label, value or function may
require the use of a special character. The special character may
be an arithmetic symbol or parenthesis. For example, formulas may
be entered into a cell by using an equation like (+J1+J2+J3). A
function may be entered into a cell by using a special character
like the @ symbol. For example, (@AVE) may be the characters
necessary to have the software calculate the average of a given
range of numbers. It is recommended that students be aware that
spreadsheet applications software packages may vary in the
characters used to denote a particular function. Encourage
students to refer to the software application's help function as
necessary.
The formulas used in spreadsheet applications can be very
complex. The students should review the mathematical concept of
order of operations and be able to enter and use simple and
complex formulas in a spreadsheet. Students should be able to copy
formulas from one cell to another, using both the relative and
absolute options. It is recommended that activities be related to
the previous experiences of students. Initial student assignments
may require only simple mathematical calculations and grow in
complexity over time.
Assigned questions may be given requiring students to give
the appropriate formula or function to use to determine a
predetermined outcome.
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Students should have enough practice to become proficient at
using the mathematical functions of a spreadsheet.
Consult the Mathematics teacher(s) to coordinate resource
information and activities.
Handouts and activities completed throughout the module or course may be inserted and organized as pages in the students' reference manuals and/or placed in students' portfolios.
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Features of spreadsheet applications software that should be
understood and experienced by students include: creating files,
deleting files, saving files, entering labels, entering values,
entering formulas, entering functions such as sum and average,
filling ranges of cells automatically, making corrections,
inserting and deleting rows or columns, moving and copying
formulas, rows and columns, expanding cell sizes, formatting label
and value entries in cells, adapting an existing spreadsheet
template, performing calculations and recalculations, and printing
spreadsheet reports.
Initial examples and assignments chosen to illustrate the
software features should be kept simple. It is recommended that
students be provided with ample practice on each new feature to
ensure that students build confidence in using the features and
are comfortable with manipulating the software.
Students may be given case studies to demonstrate the use of
features of spreadsheet applications management software.
Recognize that acceptable solutions may vary. This activity may be
assessed as soft copy or as hard copy in the form of reports.
Students may bring data that may be entered into an electronic spreadsheet file. Newspapers, periodicals, magazines and other resources may provide interesting data for students. For example, information on the performance of a particular athlete or sports team may be available in the newspaper. In pairs or independently, students may use spreadsheet applications software to create a new spreadsheet file, enter formulas and values, manipulate and revise data, and perform calculations and recalculations.
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Students should be able to use common formatting features
such as changing column width, row height, colour of cells, type
and appearance of borders, font, and cell attributes. Activities
such as creating a commercial invoice or customized business forms
will require students to demonstrate these skills.
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Statistical graphs may be created from entered spreadsheet data. These can help make numerical information more easily understood. The processes of comparing, analyzing, and extrapolating information can be assisted using graphical information. The use of graphics and colour increases audience interest when used in presentations. Students should consider how the use of graphs facilitates the decision-making process.
It is desirable for students to be given opportunities to
determine the appropriate graphical representation of their data
as activities are completed.
When students change spreadsheet data, they may view the
results of the changes on the appropriate graph. While
interpreting the effects of changes within the spreadsheet, remind
students of the power of the software in assisting business and
personal decision making.
The teacher may demonstrate the generation of graphs from
application software using data retrieved from previously saved
spreadsheet files. Illustrations of the effects of changing data
within the spreadsheet and the changed results may also be
shown.
Simulations or case studies requiring previously stored
spreadsheet data to be changed, represented graphically, and
evaluated may be assigned. Students could analyze the graphs and
extrapolate the information to make decisions or predictions for
desired outcomes.
Consult the Mathematics teacher(s) to coordinate spreadsheet resource information and activities.
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Module Overview
A variety of powerful computer software programs are available to a wide range of computer users in the home, school, and workplace. This module will introduce students to an introductory, practical, hands-on approach to the use of database software
applications.
| Learning Objectives | Notes |
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A database is a broad term that refers to an organized
collection of related information. Database management software is
computer software that is designed to organize data in a way that
allows fast and easy access to
it.
A manual database is one that allows for the storage and
accessing of information by hand. Paper-based filing systems and
libraries allow for storing and accessing information manually.
The information in an electronic database is stored electronically
helping a user to access and manipulate the information
efficiently.
As an introduction to databases students could spend time
considering the school library database, whether manual or
electronic, and the features and capabilities of the database, and
how the function is related to the structure.
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Electronic databases perform many of the same basic tasks as
manual databases. Both systems require decisions as to what
information will be stored, how it will be stored, and the method
of accessing information. Computer software organizes, locates and
manipulates entered data easily in comparison to the more
cumbersome tasks of finding and manipulating data manually.
Increasingly, information is being stored in electronic databases
so that information may be retrieved when needed. Electronic
databases require relatively small amounts of physical storage
space.
Terminology with which students should become familiar
includes: records, fields, forms, field names, character fields,
numeric fields, time fields, date fields, entries, file, file
structure, logical field, field width, relational operators,
searches, queries, sorting, key fields, calculated fields, and
data modification.
Provided with hard copies of electronic database records,
students could identify, label and describe specific database
terminology. Students may answer questions concerning the database
records, for example: How many records are shown? What types of
fields are illustrated?
Students may be provided a telephone directory or a school telephone book. In pairs or small groups, students could identify examples of database terminology. For example, they may be asked to identify fields, records, character fields, and numeric fields. Isolating a single record, students may describe the separate fields in the record and the information each field contains. They could choose appropriate field names and types.
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Students should be aware that the structuring of a database file is vital to the user's ability to identify and process data into meaningful information. The power of database applications software lies in the user's ability to extract the required information. Students should be encouraged to devote sufficient time and thought to the planning stage when beginning
design.
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In order to create a database file, the student must be able
to visualize the structure of the file and set up the file so that
meaningful output can be generated from the data. A database file
may be considered a collection of records. Students must
understand the relational concepts of rows and columns found in
database applications software. Columns in a database file
represents field data. Record data is given in a row with each
record having a fixed number of predetermined fields.
When planning records and fields, students should consider
the information that will be stored and the possible operations or
searches that could be performed on that information in the
future. Who will access information from the database? What
specific information might the user want?
Steps for planning and designing a database may include:
determining the data to be stored; examining the specific
operations to be performed on the database; and creating a list of
fields with appropriate field names.
In the initial planning stages, it is recommended that
students use pencil and paper to sketch database designs. This
process will assist students in the initial selection and
organization of data to be input into the database. Once students
have gained confidence in database file structuring, they may
create a database file.
Students could brainstorm why it is important to plan the
structure of a database carefully.
It is desirable for student activities requiring the use of
software to reflect the focus of the accompanying Information
Processing core module. With respect to business or managerial
functions, have students brainstorm when and why business managers
would use databases. Applications such as inventory control,
employee records and clientele/customer records would be
considered. Students could create ficticious companies and useful
computerized databases.
In a guided inquiry students may use pencil and paper to
design and sketch the file structure for a database file, perhaps
of the students in the classroom. They should consider the number
of records and different types of fields needed, depending on the
information they decide to include in the database.
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Students may bring a collection of related ``records'' from home. Personal databases may include collections such as sports cards, coins, stamps, magazines, books, music, or photographs. Examples of databases that could be provided or developed also include the school students, school inventories, music or movie collections, records of farm animals, athletes from a particular sport, books, or data about nations. Students may plan and design a database structure for their collection.
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Students should create, delete, search, retrieve, sort, modify, and store data within their database. Some modifications that students may learn include how to: insert and delete fields, insert and delete records, sort records, and select specific records. Students may print selected reports and provide output suitable for different sizes of paper.
Teachers may need to reemphasize selection of meaningful
field names from source data to facilitate the process of future
data retrieval. Students should be able to generate a variety of
questions and parameters for searching data from databases to
select meaningful output to solve problems. It is recommended that
students be given opportunities to conduct a variety of searches
of database information from internal and external systems.
Provide students with ample opportunity to practise using
each of the features of database software. Students who have had
previous experience with database application software may be
encouraged to extend their existing skills. They may be given the
opportunity to use advanced software features.
In Learning Objective 12.2, students designed and produced
pencil sketches for a classroom database. From a pencil sketch,
the teacher may demonstrate the creation of an electronic database
file structure. Students could model the demonstration of creating
the database file. The entry of a few records would be shown by
the teacher. Students could model the demonstration, entering all
or a few records. Specific features of database management
applications software could be demonstrated.
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Teachers should be prepared to provide students with a
fairly large, well developed database, or give sufficient time for
students to gather information and create their own. Larger
databases will allow more variety of suitable activities in later
objectives.
In Learning Objective 12.2, students designed and produced
pencil sketches for their own personal databases. Students may
follow their pencil sketches to create the database file
structure. Students may enter, manipulate, and modify the
data.
Using case studies and database management application software, students should practise manipulating and modifying data. Program functions such as numeric or alphabetic sorting should be explored.
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Formatting fields with respect to size, type, alignment,
number format, font, borders and shading should be explored.
Students could be given a raw database, with a hard copy or
instructions of what it needs to look like after formatting.
Students should be able to sort data, change order of
records, and select records using queries. Students may use
databases they have created, or may be given prepared databases.
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Students should be required to create a variety of reports
in order to demonstrate that they can select fields and records
appropriately. They should also be able to put in titles, format
the text, control sequence and size of columns, and print the
reports.
Emphasis should be put on creating useful, attractive reports.
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Module Overview
Many of the Module 13 learning objectives extend the learning and business focus of Core Module 9. If Module 13 is used with students who have experience with Core Module 9, teachers may choose to use a practice set or simulation.
| Learning Objectives | Notes |
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The nature of the role of the entry-level office worker is
changing with the use of technology in the business setting. In
this module, students will considering their role as a potential
entry-level office worker and the expectations of that role.
Students may examine how businesses integrate people and
technology to facilitate the processing of information. As
information may be easily input, processed, and distributed with
the use of technology, students must realize their potential role
within the system and be open minded and adaptable to change.
The processing stage of the information processing cycle may
involve the entry-level employee in calculating, summarizing, and
organizing data as well as completing a variety of routine office
tasks. The output may be transmitted electronically or
distributed as paper copy. Throughout this module, students will
use their knowledge, and skills, and the technology available to
explore the processing tasks expected of entry-level
employees.
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Students may work in cooperative learning groups to develop an employee manual for the entry-level office worker. The manual could describe the worker's roles and responsibilities. Each group could present their manual to the other members of the class, simulating a company presentation. Research could be conducted into the roles and responsibilities of the entry-level office worker. Research may also include examination of the various methods and equipment that may be used for processing information in the business setting. Focused imaging may be used to assist students to visualize what working in business would be like. Students may take a field trip to observe and collect data on the roles and responsibilities of the office worker. Although a manual is suggested, choice in the format of the final product may be given to the students. For example, students may choose to produce a multi-media presentation, a slide show, or a desktop published manual.
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Many organizations conduct employee performance appraisals to assess an employee's success in meeting the standards and objectives of an organization. Students should examine and discuss the criteria of performance appraisals. Discussion could focus on individuals ideas about which criteria would be easy to achieve and which would be difficult.
Students may keep a log, tracking their use of time. To
simulate workplace situations throughout the module, a variety of
tasks may be given to the students. Students should establish
priorities by determining the urgency of task completion. It is
recommended that students be shown how to develop flexible
schedules for organizing and completing daily routines, expecting
and accepting interruptions.
Students may review techniques such as avoiding
procrastination, establishing task priorities, keeping an
organized workstation, and using to-do lists. Electronic tools
such as electronic schedulers or personal information management
systems may be used, if they are available.
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Students will need to know that unproductive time may
interfere with the efficient processing of business information
that may lead to interference with business decision making.
Remind students that ergonomic considerations are important in
facilitating the interaction of people, work, and the work
environment.
Students may survey the working community to determine the
work habits and attitudes expected of entry-level office workers.
The survey questions may be word processed as a form. The results
of the survey may be organized in a database or spreadsheet.
Performance appraisals collected from a variety of businesses
could be examined. Students may identify and extract the common
criteria from the performance appraisals to list on a rating scale
or checklist template.
The Life Transitions 20 course contains a module on time management that may be used as a resource.
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Business forms are developed to record details of business transactions. Forms help reduce time used in identifying and recording repetitious information, thus facilitate the processing segment of the information processing cycle. Students may analyze and complete a variety of business forms, determining the repetition eliminated or shortcuts provided by the form's design and use.
Businesses may use generic pre-printed forms as opposed to
custom-printed or custom-designed forms. Commonly used forms may
differ in appearance from organization to organization. It is
recommended that students experience completing handwritten and
computer processed forms.
Some common business forms that may be completed include:
receipts, bank deposit slips, withdrawal slips, current account
cheques and cheque stubs, expense vouchers, petty cash vouchers,
purchase orders, invoices, credit and debit memoranda, account
statements, and requisition forms. Forms specific to a business
such as employment application forms, accident reports or
membership forms may also be examined.
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General guidelines that students may follow for handwritten
business forms are: forms should be completed accurately and
neatly; all forms are numbered sequentially and prepared in
duplicate; the original form goes to the customer with a copy
remaining at the business for control purposes such as for future
reference and for accounting; ``void'' should be put across the
face of a spoiled form that is completed in handwriting to ensure
that all numbered forms are accounted for; forms should be
completed in permanent ink to eliminate changes of information;
any change to information written on a form must be stroked out
with a single line and initialled; each section of a form should
be completed in order-from the top to the bottom or in order of
the numbered sections; all words and terms should be spelled out
in full; and, numerical dates should be standardized and
clear.
Students may collect a variety of different business forms
from community businesses or organizations. The students may
analyze, compose, and word process information describing each of
the forms collected. They could present ways in which forms could
be improved. The forms and the information about the forms may be
displayed in the classroom. Students may provide a brief oral
presentation outlining the content and processes used in preparing
their display.
Accounting resources may contain information and descriptions
of many common business forms. They may also contain resource
information on procedures for completing forms.
Petty cash vouchers, deposit slips, withdrawal slips and other forms are included in Learning Objective 13.5. Activities may be integrated.
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In the previous learning objective, students analyzed a
variety of business forms. Students should be able to identify the
repetition eliminated or the shortcuts that were developed to
expedite the processing of information. In this learning
objective, students will design and complete forms using the
computer, applying their knowledge of business forms.
Students may use the word processor or other available
technology and tools to design forms to facilitate the processing
of information. Macros and boilerplates may be developed and saved
to reduce the keystrokes that are frequently repeated. Prior to
using a designed form, it is recommended that teachers assess the
form to determine its accuracy.
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The guidelines provided for the procedures to follow in
completing handwritten forms should be adapted for use with
completing forms on the computer (Learning Objective 13.3).
Because information may be changed and accessed easily using the
computer, computer ethics and security issues may need to be
reviewed and extended here, with an emphasis on the
responsibilities of an entry level employee.
Accounting resources may contain resource information on the
procedures for completing forms.
An electronic file of business forms may be recalled and
completed as activities of this module. Students should be made
aware that forms on the Internet are often used to gather
information to be placed into databases. Students should be aware
of how information gathered this way may be used with or without
their knowledge.
Students may design forms for activities in the school or community. Examples may include attendance records, registration forms, or a requisition.
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As an entry-level employee, students will need to recognize their potential role in the management and handling of cash.
Petty Cash: Proper procedures for handling petty cash (including petty cash vouchers, petty cash registers and the petty cash fund itself) should be discussed, modelled and practiced. Accounting resources will have information regarding these procedures. Students may organize and be given experience in using a cash drawer. The documentation that may be required to acquire cash for a drawer could be examined.
Banking: An entry-level employee may be involved in attending
to the basic banking procedures. Students will need to know the
function of and be able to complete basic banking forms such as
deposit slips, withdrawal slips, and cheques. Other banking terms
and concepts that students may become familiar with include:
cheque endorsements, credit memo, debit memo, passbook, chequebook
register, current account, service charge, interest, bank
statement, bank reconciliation, automated teller service,
non-sufficient funds, certified cheque, and post-dated cheque. See
Learning Objective 13.4.
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For cash control purposes, students need to recognize that
people who handle cash in a business are not normally allowed to
reconcile the bank statement or complete the accounting journals
and ledgers. Students should be able to fill out receipts that
would be completed for the possession of all incoming funds.
Students may discuss the responsibilities, concerns, and
procedures of dealing with non-sufficient funds cheques, and cash
short and cash over situations.
Students may establish a contract with the teacher, taking
responsibility for arranging a personal experience handling cash
and completing any accompanying forms that may be required. The
experience may take place in the school or the community. For
example, students may volunteer to handle admissions to a drama,
musical, sporting or other school event. Students may handle cash
and complete the necessary forms when purchases of food products,
school clothing, or any number of items are sold in the
school.
A speaker from a bank, trust company, credit union or other
financial institution may be invited to the class. The speaker may
provide information on the banking forms and services that an
entry-level worker or an individual may use. The speaker may
discuss and demonstrate the proper procedures for completing
banking forms such as withdrawal and deposit slips. Students may
model the demonstration in completing the forms. The guest may
expand the discussion to include the use of computer technology to
facilitate banking procedures in processing information.
Banks, trust companies, credit unions and other financial institutions may provide free resource materials that outline the procedures for completing bank forms and describe a variety of financial services.
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In business, effective communication skills and interaction
with people are important in building working relationships. As
students become employees, roles in the communication process will
affect the communication skills needed. Remind students that all
communication consists of three basic components: sender, message,
and receiver.
Personal and interpersonal skills are very important human-relations components of the communication processes, for building
business relationships and for personal professional growth. It is
recommended that students demonstrate skills such as loyalty,
dependability, a sense of pride, voice control (including
enunciation and tone), positive body gestures, grooming, and
facial expressions, effective listening, and effective
speaking.
Entry-level workers use oral communication skills in a
variety of situations such as making introductions, greeting
visitors, addressing inquiries, and the handling of routine and
difficult telephone calls. Learning Objectives 9.12 and 9.13
discuss telephone techniques and the use of the telephone.
Students may need to be reminded that tone and enunciation of the
voice is of prime importance when using the telephone because body
language cannot assist in the presentation of the message.
Practice in using or experiencing the special features of a
telephone system may be given to the students.
Students should gain an exposure to a variety of
telecommunications equipment and experience the processes of
sending and receiving information using a multi-line telephone
system. This experience should include holding and transferring
calls. Practice in writing telephone messages may be completed
using a variety of forms (Learning Objective 13.3).
Students may examine and practise telephone techniques using
simulated business telephone equipment that would include
multi-line systems and other special features. Students may role
play a variety of telephone conversations.
A work study for personal experience answering a telephone
for a business may be established. For example, students may spend
some time answering the telephone and recording messages for a
business office. The office in the school, community church, or
the band office may be selected as locations to conduct the
experience.
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Brochures, booklets, and visuals illustrating appropriate telephone techniques and responses may be available from a variety of sources.
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Students should be aware of the differences between
personal, personal-business, and business letters. Business
correspondence and the distribution of written correspondence are
means of maintaining communication with clientele. Students may
examine the importance and function of business correspondence and
the role an employee has in composing and processing
correspondence. Entry-level workers may be expected to compose,
edit, and format their correspondence. However, in some cases, the
worker may be responsible for editing and formatting the
correspondence of others. Students may be given experience with
both.
Review with the students the cycle for composition: rough
draft, editing, and final version. Students may compose business
letters and memoranda at the keyboard. Accompanying envelopes or
mailing labels may be produced. It is important that the composed
correspondence be of the correct tone, be free of grammatical or
keying errors, and meet the objective or purpose for which it was
intended. For example, does a letter written requesting
information clearly request information?
Students may communicate by composing and keying letters and memoranda to one another and/or to outside agencies. Depending upon available technology, the messages may take various forms. For example, students may use word processing software to compose letters on behalf of the resource centre staff to request free materials. If technology permits, students may compose and send messages using available communications media such as electronic mail (E-mail) or facsimile technology (fax).
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In a large organization there is usually a specialized mail department with a trained staff to deal with all incoming and outgoing correspondence. In a small business, usually one person is responsible for handling and processing incoming correspondence. Electronic data transmission is becoming more prevalent, although many businesses still use a paper-based distribution system. Students will need to be aware that businesses may use a combination of electronic and paper-based distribution systems and students should be given an exposure to
both.
The processes adopted for handling incoming and outgoing mail
are important to the overall efficiency in the processing of
information. The urgency of response to incoming correspondence
and its storage and distribution are factors that may be
discussed. These factors reflect time and information management.
Inform students that the procedures for handling incoming mail may
differ among organization although the purpose for the procedures
would be similar.
Processing of all incoming mail includes accepting, sorting,
coding (date stamping, indexing), reading, making notes, and
distributing (or filing) the correspondence to the appropriate
destination(s). The procedures for handling electronic mail are
much the same as those above except the computer may complete some
of the manual tasks automatically, such as recording the date and
time received.
Outgoing correspondence also requires decision making in
choosing the most appropriate and most cost-effective means for
distributing it. This issue is examined in more detail in Module
10 and need not be dealt with in depth here. It is desirable for
students to examine a variety of methods that are available for
the distribution of correspondence and select appropriate methods
for the distribution of outgoing correspondence comparing costs
and convenience. For example, students may select the postal
service, a messenger service or electronic data transmission for
the distribution of urgent information.
An awareness of how to wrap and protect parcels from damage during the distribution process is valuable. Students may need to review how to address an envelope properly and transfer that knowledge to addressing parcels. Mailing labels may be discussed and prepared. Encourage students to access and use the necessary materials and information to address and send correspondence properly.
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Provide students with the opportunity to re-examine all the
knowledge and skills developed throughout this module, relating
them to the roles and expectations of entry-level workers.
If students have been involved in a work study or have had
job experience, a more meaningful discussion can be held.
Working in pairs or individually, students may job shadow an office employee for a full or partial working day to assess and experience the role of the worker. Alternatively, students may interview an employee or use other communication methods to obtain information. Students could prepare a list of questions that would enable the collection of information on topics included in this module such as time management and other desirable work habits and attitudes; processing business forms and documents; human relations and other communication skill requirements; management of incoming and outgoing correspondence; and, any other routine office tasks expected of entry-level employees. Students may summarize their collected information to be presented to the class.
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Module Overview
This module will provide students with the opportunity to increase the development of word processing applications software.
Module 14 student assignments may be patterned after simple, straightforward keyboarding and word processing tasks performed in the world of work. Assigned tasks should focus on the development of planning, formatting, and editing skills. Teachers intending to teach Module 18: Effective Business Writing and Document Production should consider integrating Module 14 and 18.
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.
| Learning Objectives | Notes |
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The word processing document cycle is an adaptation of the
information processing cycle that may involve all or some of the
following steps:
Origination: The origination of a document involves putting
thoughts into words. Those thoughts may appear in a variety of
ways, including handwritten, printed, rough draft, statistical,
dictated (using shorthand, machine, or voice technology), revised,
or prerecorded form. Prerecorded form may refer to a previously-
stored document that now requires revision, such as a form letter
that was previously recorded on a word processor, or a memorandum
entered by an optical character recognition (OCR) scanner.
Production: Production involves converting the originator's
text into readable form by keying and printing the document.
Business demands that the cost of producing documents be kept to a
minimum. Quality documents must be produced as quickly as possible
and with perfect accuracy, thus involving a joint application of
efficient keyboarding proficiency and effective word processing
and decision-making skills.
Revision: After a document has been keyed and printed for the
first time, the originator may use proofreaders' marks to indicate
corrections and changes to be made. A document may be revised or
edited more than once with the focus on producing the most
effective communication.
Reproduction: When copies of a document that has been
produced in final form are required, reprographics may be used to
produce additional copies.
Distribution: Whether the distribution system is manual or
electronic, the goal of distribution is to get the finished
document to the receiver.
Storage: Records management includes classifying, arranging,
and storing documents so that they can be easily retrieved.
Storage systems may be paper based or electronic, or a
combination.
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Using focused imaging and imagining themselves as word
processors in any number of businesses, students could create and
word process their own case studies. Working individually, in
pairs, or small groups, students could determine different methods
of information origination, production, revision, reproduction,
distribution, and storage. The case studies may involve some or
all of the steps of the word processing document cycle.
Throughout this module, annotated assignments and activities completed by the students may continue to be placed into students' reference manuals.
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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, and to manage and print files as required. The following are some guidelines for features of word processing software that may be used to process
documents:
Merging two documents (such as mail merge/list
processing/document assembly); print enhancements (such as bold,
italics, font sizes); tabulation features (such as decimal,
absolute, relative); tables including math calculation (such as
column add, column subtract, column total); open and closed
leaders; insertion and manipulation of graphics; columns; page
formatting (such as page division, size and orientation); display
features (such as print enhancements, centred information);
format/phrase storage (such as macro, boilerplates); formatting
(such as margins, justification, hyphenation, widows, orphans,
automatic page numbering, headers, footers); search and replace;
and, proofreading features (such as spell check, grammar check,
thesaurus).
Students will need to have sufficient time to experience
documents that require the use of these features. A variety of
documents can be used, including business documents such as
reports, letters, tables, and tabular displays, but could also
include documents such as posters, invitations, menus, programs
for special events and greeting cards.
Students should be encouraged to explore and experiment with
features of the word processing program and share their
discoveries with classmates.
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Challenge students by providing them with hard copy
documents that they are required to reproduce. This will require
them to plan and execute the necessary steps to achieve a
particular appearance.
Students should continue to proofread, edit, save, and manage
files. It is important that students know how, why, and when to
perform and use word processing features. Memorization of the
keystrokes required to perform all word processing functions may
not be required but should be encouraged, particularly for
frequently used features. Allowing students to access and use the
help function, reference materials and templates to assist with
the use of software functions is acceptable, although students
should be aware that additional time required to consult such
reference material may detract from document production.
Document preparation may involve planning, formatting,
keying, proofreading, revising, producing, and saving a document.
The objective of document preparation is to produce a quality
product. Document preparation must be mastered before students
transfer their skills to document production where time becomes an
important factor. Students should be provided with ample
opportunity to plan, format, and proofread documents.
If integrating this module with Module 18, there are
opportunities to integrate word processing and document
preparation skills to prepare business documents that may include:
business letters in extreme (full) block, block (modified block),
semi-block, and simplified letter styles; no-point (open),
two-point (standard), and all-point (closed) punctuation patterns,
business memoranda, multiple-page letters and memoranda,
open-style tabular displays, form letters, and bound reports.
Annotated samples of documents may be in the students'
reference manuals providing a visual resource to assist with
production tasks.
Remind students that different word processing software
applications may use different keystrokes to perform similar
tasks. Emphasis should be placed on student retention of what the
specific tasks of the word processor are rather than the specific
keystrokes to perform the task.
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Students may experience all steps of the word processing
document cycle by working cooperatively with school groups to
produce documents such as the school newspaper, newsletter,
yearbook articles, and programs for drama, musical, or sporting
events.
Use all available technology and tools to assist in processing information through the word processing document cycle.
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Students should already be familiar with automatic page
numbering, headers and footers, but long documents may require
various extensions of these features. Students should be able to
set page numbers to allow for addition of pages into document,
such as hand drawn pictures. Page number location, headers and
footers need to be formatted on facing pages in long documents.
For example, a long report or book may have the document title as
a header on one page, but the chapter heading on a facing page.
Page numbering may also indicate current chapter (section) and
page number within that chapter. Where software has the
capability, students should be able to mark the text to produce a
table of contents and an index automatically.
Text from long documents such as articles from an
encyclopedia lend themselves to making a table of contents and an
index and may be provided for formatting. Alternatively,
cooperation with another teacher may have students producing a
long report that may be evaluated by both teachers.
A class project such as a cookbook or compilation of student writing may allow students to meet this objective and could be integrated with other modules.
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Production skills involve a joint application of keyboarding
and word processing skills in planning, keying, editing, and
formatting documents within specified time limits. Production
skills involve producing quality documents as quickly as
possible.
Students should be provided with the opportunity to practise
efficient keyboarding and producing of documentation. Documents
should be presented in the variety of ways they may originate in
the business world. Students could be provided with the
opportunity to practise planning, keyboarding, and formatting
documents originated in printed, handwritten, rough draft,
statistical, dictated, revised, and prerecorded form. Once a new
format has been introduced and practised, students should have the
opportunity to master the format by developing speed and
automating the processes of producing the document and by making
appropriate decisions about the format.
Once students are confident in efficient formatting of a
document, they should move to producing error-free documents as
quickly as possible. This may be referred to as production
proficiency.
Classroom activities should progressively become more complex, and provide fewer directions with less guidance from the teacher, thus encouraging independent learning.
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Module Overview
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
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.
For the purposes of this module, records management is considered
to be the systematic control of information throughout the entire
information processing cycle.
| Learning Objectives | Notes |
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Information management is the systematic control of various forms of information throughout all phases of the information processing cycle. The existence and maintenance of an efficient method of storing and retrieving information is critical to information processing and informed decision making.
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Records management refers to the management of the specific
pieces of information that combine to form an information
management system. These specific pieces of information may be
referred to as ``files'' or ``records''. Terminology related to
records management that students may describe include: indexing,
alphabetic filing system, subject filing system, numeric filing
system, geographic filing system, chronological filing system,
vital records, important records, useful records, retention
schedule, active records, inactive records, contact management
files, and cross-referencing.
Features of information management may include the different
types of filing systems used, the schedule for the retention and
disposal of records, the type of contact management system used,
and the methodology used for cross-referencing files.
A filing system is a set of rules for arranging, storing, and
retrieving documents in a systematic and orderly manner. The rules
of a filing system can be applied to either a paper-based or an
electronic system. An efficient filing system is an important
component of records management, allowing documents to be accessed
easily for problem solving or decision making. Remind students
that in business, reducing the amount of time to complete simple
tasks such as accessing information is important to productivity.
Inform students that a variety of filing systems and rules may be
used in business to assist with the management of information.
Students could retrieve a stored word processing file
containing a list of statements with respect to the terminology of
this module. The statements would contain errors such as
misspelled words, incorrectly-used terms, incomplete statements,
or incorrect definitions of terms. Students could rekey the
statements, eliminating any identified errors.
Businesses develop schedules for the retention and disposal
of documents. The retention schedule helps organize the orderly
transfer of documents from the active files (those documents that
require frequent, convenient access) to the inactive files (those
records that are of value but do not need to be immediately
available) to the outdated files (those records that lack value
and can be destroyed).
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In pairs or small groups, students may be provided with a
listing and brief descriptions of several documents commonly found
in business. Students may be asked to classify each document
according to its retention category. Students could also recommend
the length of time each document should be kept.
A contact management file reminds individuals of upcoming
events and is essential for successful time management and
organization. Such files may be maintained using a desktop
calendar, a series of folders, or through an electronic calendar
management system, as found on a personal digital assistant (PDA),
many of which can be synchronized with a personal computer.
Cross-referencing is a system that assists in keeping track
of information pertaining to two or more files. A reference to the
document is placed into all relevant files.
Throughout this module, it is strongly recommended that
students manage all their electronic and manual information,
keeping a follow-up file of their class assignments and
activities. Students may use a calendar or choose from a variety
of electronic or manual planners. Students could: list all
activities for the upcoming week; break large tasks into smaller
more manageable units; establish task priorities by numbering
tasks in order of importance; and schedule time for relaxation or
leisure activities. Students should also make decisions about the
retention and disposal of files.
A case study or a video illustrating an efficient paper-based or electronic filing system may be provided. In pairs or small groups, students may discuss the specific filing systems employed; how documents were classified for retention and disposal; the use of contact management files; and the cross-referencing system used. After examining the case study or video situation, students may compose a summary identifying and explaining the terminology identified from the activity and how it was used in the overall system. Students may also focus on the efficiency of the system employed. Assessment information on content, process, keyboarding, and attitude could be recorded from this activity.
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Teachers may need to assess prerequisite experience with the
five main filing systems of this learning objective. Paper-based
filing systems include alphabetical, numerical, geographical,
chronological and by subject.
The type of filing system that is chosen depends upon the
needs of each individual or business. It is strongly recommended
that students be aware that all users of a system must understand
and follow the same set of rules consistently .
The alphabetic system arranges records in alphabetic order
based on indexing (rearranging for filing purposes) of the key
word(s) in the document to be filed. A series of indexing rules
may be consistently applied by all users of the alphabetic filing
system. Students may apply indexing rules to index a variety of
names, including names with prefixes, hyphens, apostrophes,
titles, degrees, and abbreviations; foreign names; company names;
geographic names; articles, conjunctions, prepositions; and
numbers.
Geographic systems are established based on the
geographic location referred to in the content of the data to be
stored. Numeric filing systems allocate a number to each file,
while chronological systems arrange information by date. Subject
filing systems organize records into categories according to the
subject of the document.
After a teacher or student demonstration of the application
of indexing rules, students may complete assigned questions and
problems that may involve the direct application of the filing
rule(s) to be reviewed or learned. Paper and pen, index cards, or
word processing software may be used. Problems may include the
integration of the new rule(s) and the knowledge of
previously-learned rules. A simulation involving integration of
all of the indexing rules may be assigned.
Several examples of correctly- and incorrectly-indexed names
may be presented to students. Students may discuss each example in
pairs or small groups to determine which indexing rule has been
applied and whether it has been applied correctly. Students may
indicate their understanding of the rule by correcting incorrect
examples.
Student knowledge and experiences with each of the paper-based filing systems of this learning objective will be applied to electronic filing system use or design.
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Students who have completed optional Module 12 may require
only a brief review of database management applications software.
Ensure that students understand that business offices and
other organizations must maintain records. These records may be
maintained to keep track of business transactions, inventory,
creditors, customers, and employees. A number of microcomputer
software programs have been developed to make the task of
recordkeeping faster and easier. These programs are called
database managers or database management systems (DBMS).
A database is information of a common nature that has been
collected and stored. A database management system is a software
application that organizes and provides fast and easy access to
electronic data.
Terminology that may be taught or reviewed: input, security,
data processing, output, source document, data classification,
alphabetic, numeric, alphanumeric, data, database, database
management system (DBMS), field, record, file, file structure,
field name, field types, character field, numeric field, date
field, logical field, memo field, field width, calculated field,
rational operators, and query.
Assigned questions, problems, notes, and demonstrations may
be used to teach or review the purpose, characteristics,
terminology, and the use of software applications to manage
information. Students may model demonstrations.
Provided with a sample database, such as a student telephone
book, correct and incorrect examples of concepts such as
alphanumeric fields, records, character fields, and numeric fields
may be illustrated. Students may prepare a glossary of
terminology. The glossary may be continually updated for student
reference.
The class may visit business organizations to examine the
ways in which documents are stored, ascertain the type of records
management system used, and determine why it was chosen. With
assistance from the employees, students may assess the systems and
hardware used. A rating scale may be used during the field trip.
Criteria may include: efficiency of the system, system security,
input, output, classification, ease of access, information
transfer from active to inactive information, and length of time
inactive files are retained. On the field experience, students
could also investigate the use of paper-based and electronic
records management systems and the ways in which electronic
records management systems are integrated with other office
technologies.
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Students with previous experience and knowledge of database
management software applications can transfer their knowledge and
skills to this module, especially if a new software application is
used.
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For more information, see Learning Objective 12.1. This
learning objective may provide a brief review for students who
have prior experience and knowledge of database management
software from the previous modules of Information Processing.
To make students aware of the power of database management
software, the teacher may contrast a paper-based and an electronic
database. For example, a paper-based database could be
demonstrated by a collection of gas receipts inside an envelope.
The same data could be entered as records on a computer database.
Students should be aware that in some situations a paper-based
system may be more efficient than an electronic system. Emphasis
should be placed on the user's ability to locate and retrieve
specific records within the paper-based and the electronic
systems.
It is strongly suggested that students be aware of how the
structuring of a database file is vital to the students' ability
to identify and process data on the computer into meaningful
information for use. Students should be able to query a database
file, extrapolate ideas, evaluate, and make judgments from the
information.
Students could brainstorm the advantages and disadvantages
of paper-based and the electronic management systems. Provided
with a series of both personal and business situations, students
could determine the most appropriate system to be used.
A video may be used to illustrate the capabilities of a
database management system used in a business. Students could
compare and contrast the illustrated database management system
with a paper-based system. Students could discuss and ascertain
the advantages and disadvantages of both paper-based and database
management systems. Anecdotal notes may be used to record
assessment information collected from the discussion.
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Working in pairs, students may contact a community business
to discover what types of filing systems are currently being used;
whether the system is paper-based, electronic, or a combination of
both; what types of software are being used; and future plans for
keeping records. Students may be interested in examining the use
of image processing. Each pair of students could determine a list
of questions to be asked prior to contact with the business. Pairs
could report their findings to another pair or to a large group.
Students should be reminded that sometimes a paper-based filing system is less costly to maintain and more efficient than an electronic one.
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For more information, see Learning Objectives 12.2 and 12.3.
It is recommended that the instruction manual that accompanies
database management applications software be
consulted.
Using database management software, students should create, delete, retrieve, sort, modify, and store data. They should be able to create a database that includes forms, multiple tables and reports. With the data, they will conduct a variety of searches; change the size and location of fields; and use calculated fields. Tables should be related with key fields, and students should be able to explain how and why this would be done. Advanced features such as graphics within records and macros should be explored.
In order to create and enter data into a computer database,
students must be able to visualize a file structure. Students
will require an understanding of the relational concepts of rows
and columns in addition to the value of choosing meaningful field
names.
Modifications to designed databases that students may
experience include inserting and deleting fields; inserting and
deleting records; sorting records; selecting specific records;
searching the database (possibly using sequential record searches,
specific search criteria, and wild-card searches); changing the
size and location of fields; using calculated fields; and
formatting reports. Students may select procedures for printing
selected reports and provide output suitable for different sizes
of paper and different types of reports. The manual accompanying
the software should be consulted by the students as a reference
when they are working with the software.
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Provided with simple data relevant to students, for example,
a schedule for a school sporting activity, students could manually
plan the management of the information to be included in an
electronic database. A layout or planning sheet may be used as an
organizer. Students could enter the data into database management
applications software. Students could then be guided through the
manipulation of data, incorporating teacher or student
demonstration with the possible pairing of those students with
previous knowledge of database management software with those
students who have little or no previous experience in this area.
Assessment information on content and process skills may be
collected.
Students could bring a sample paper-based database from home.
Examples may include personal telephone directories, membership
lists from a team or group, or a list of items in a collection.
Working independently or in pairs, students may create a layout
sheet by manually planning the arrangement and size of fields
within the database record. Using database management software, a
database may be created, and records may be added, listed, edited,
inserted, deleted, and printed. Files may be searched, sorted, and
altered. If students require further practice in order to become
confident in using the software, sample databases may be exchanged
and the activity repeated.
In Learning Objective 9.17 and 9.18, it was suggested that students file manually, applying all five commonly-used filing systems to a comprehensive simulation. Using this simulation and database management software, students could apply their knowledge of paper-based filing systems to designing an electronic database. Students may use software to enter, sort, and manage data. For example, students could prepare a list of members according to each of the following filing methods: alphabetically by name, numerically in descending or ascending order; by subject according to type of policy; geographically by address; and chronologically by expiry date. Students could time the application of each filing method, comparing the time required for electronic and for paper-based filing. Students could also compare the results and examine any discrepancies among the final products. Final products could be placed in students' portfolios for contrast and comparison with manually-generated products.
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In addition to reviewing filing systems, the final learning
objective of this module could offer students the opportunity to
use database management applications software to apply knowledge
of filing systems to: design an electronic file; input and
proofread data; list and proofread data; add records; delete
records; make changes in records; answer inquiries; print a
listing of the file; and prepare a variety of reports. Students
may transfer their knowledge of databases and information
management to access information to assist in producing solutions.
Depending on the type of information that is to be managed, it is
desirable for students to apply knowledge of the subject,
geographic, chronological, and numeric filing systems to the
design of the electronic information management system.
The application of knowledge of the alphabetic, subject,
numeric, geographic, and chronological filing systems to the
electronic systems should be applied to planning and organizing
the electronic information. This could be accommodated through the
recognition and selection of appropriate field names when
organizing and designing the database. Planning for electronic
information management must consider information access,
retrieval, and transfer. It is recommended that emphasis be placed
on the selection of appropriate field names in the designing of
databases so that potential users of the database may generate
questions and query the database to access, extract, manipulate,
or produce meaningful reports and information from its contents.
For example, if information to be managed may be accessed
alphabetically, geographically, numerically, chronologically, or
by subject, the system design should allow for access by these
designations.
Learning contracts may be used, requiring students to
determine a project they wish to complete.
Provided with a project or a simulation, students could use database management software to produce a solution. Students could design a database, enter and manipulate data, sort data in a variety of ways according to specified criteria, complete a variety of searches according to specified criteria, add fields, complete calculations, and create reports. Process skills may be assessed using the forms provided in this guide. Final products could be placed in students' portfolios.
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Module Overview
This core module will expand the skills and knowledge students have of spreadsheet application software. Wherever possible, teachers should focus on the problem solving capabilities of
spreadsheets.
| Learning Objectives | Notes |
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Having been through Module 11, students should have a good
understanding of the purpose and function of a spreadsheet.
Teachers may want to do a pre-assessment to determine the level of
review necessary.
As a refresher, students may be asked to develop a simple spreadsheet that incorporates a number of the features covered in Module 11.
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Functions that go beyond the sum and average functions should be explored. In particular, students should be able to use lookup tables, choose functions and logical functions such as IF, OR, AND, FALSE.
Students could research variable income tax rates, volume
discounts offered by retailers or wholesalers, or shipping charges
based on weight or quantity, and incorporate this information into
lookup tables.
It is recommended that financial functions such as payment,
future value, present value, rate and term are incorporated into
activities. Discussions and activities related to loans, credit
cards, investments and other money management issues could take
place.
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A teacher may take a different focus to explore complex functions, and could have students work with math functions or with text functions. The specific functions are not critical, but the development of an appreciation of the power of the spreadsheet software, and the ability to work with these less common, complex functions is the underlying purpose of this objective.
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A spreadsheet to be formatted could be a commercial invoice.
This could require different fonts, column widths, graphics,
coloured cells around the perimeter, various types of borders
around blocks of cells and columns. This invoice, once created can
be used again in Objective 16.4.
Students should be able to customize spreadsheets by changing
row and column size, borders and lines, as well as colours and
patterns. Students should also be able to customize charts to make
them visually appealing as well as functional and informative.
Students should also become comfortable with choosing the
appropriate type of chart, changing marker shapes, using 3-D or
exploding charts, modifying the colours used on the charts, and
customizing the titles, labels and legends.
Understanding the way data transfers from the spreadsheet to
charts will help students plan their spreadsheets so that the
desired charts are more easily created.
A variety of activities requiring use of a number of different types of charts should be provided. There is opportunity to collaborate with teachers from other disciplines to use data generated in activities in other classes to be applied to activities in this module.
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Although worksheets can be very large and capable of holding
enormous amounts of data, it is often more suitable to use
multiple worksheets. An activity that might make use of multiple
worksheets would be a yearly budget that has one month on each
worksheet, with the format on each worksheet identical.
Students could also have lookup tables or other reference
material on separate worksheets. Have students create an invoice
that automatically puts in customer name and address based on the
customer number, item description , price and weight based on the
part number, calculates shipping and handling charges based on
weight and then calculates taxes and totals. Using lookup tables
for customers and parts, an entire invoice could be completed by
only entering the customer number and the part numbers. Students
should be aware of the advantages of using a process like this,
because updating prices or customers is very simple.
Students should be encouraged to design a functional and useful spreadsheet.
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Students should be required to create a realistic spreadsheet that could be used by an individual or business to solve problems and make
decisions.
A simulation of a small retail business with inventory purchases and sales, monthly expenses, employee wages and advertising expenses can be used. The spreadsheet should be to be able to have all data related, but should never have to be entered more than once. Another simulation could be to create financial books for a farm, in which they can easily see changes to yearly profit if productivity is changed, if commodity prices or interest rates change. Challenge students to develop formulas that will realistically make appropriate changes to things like sales based on advertising expenses, or productivity based on fertilizer expenses. For items like this there should be some benefit to the expense, but this benefit is limited and as the expense goes up a point is reached where the expense exceeds the return. The challenge for a business is to maximize this return, and ``what if'' scenarios are an excellent way of predicting this, providing the assumptions built into the spreadsheet are valid.
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Module Overview
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.
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. 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.
| Learning Objectives | Notes |
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This learning objective provides an opportunity for students
to review prerequisite skills and knowledge about each computer
software application. It is recommended that each software
application be reviewed independently in preparation for
integration activities. The degree of review required will depend
on students' previous experiences and the modules chosen to
accompany this optional module.
In order to complete integrations in this module, students
require a basic understanding of each of the different software
applications. It is recommended that students be confident in
their ability to create, process, and output word processing,
database, spreadsheet, and graphics files. Students can use
communications software to access, use, and distribute
information. The management, output, and storage of files may need
to be reviewed and reinforced.
Graphics applications enable the creation of visuals
including graphs, charts, diagrams, drawings, videos, still
photos, visual animation, or slides. These programs may allow the
use of a library of clip art. Students may review the creation and
use of graphics for enhancing textual information. Libraries of
public domain clipart are available on the web.
Provided with simulations or case studies, students could
work in pairs or small groups and use a problem-solving approach
to prepare solutions. The solutions may involve the composition
and creation of a word processed document, the need to design and
produce a database file, the design and production of an
electronic spreadsheet, and the design of a graphic. The solutions
could be sent online to peers and the teacher for assessment.
Throughout this learning objective, students may use word processing software to prepare a glossary of information processing features and terminology. For example, terminology and features of computer software specific to word processing, database, spreadsheet, graphics, and communications software may be included. Students could save their glossary as soft copy for recall when revisions to the file are necessary. A hard copy could be placed in their reference manual.
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The integration of software applications refers to combining data from files in different software applications to produce a new document. Software integration can take place between standalone software applications or through an integrated software program. Integrated software programs may feature several software programs that have been combined into one package. For example, word processing, spreadsheet, database, and communications software programs may be offered to the computer user as one integrated
package.
Integrated software programs enable the user to retrieve
information that was previously stored within one software
application to use in another. For example, a portion or all of
the numeric data from a spreadsheet program may be easily and
quickly combined with text from the word processor to generate a
unique report. Numerical spreadsheet data may be represented as
graphs. The use of integrated software can eliminate the need to
input information that has already been processed and stored.
Software programs in an integrated package often share a
common methodology and command structure. In addition, data may be
transferred easily and quickly among programs in an integrated
package. If standalone software programs are used, moving data
from one program to another may be more difficult and perhaps
impossible. Ease of information transfer among programs and a
common command structure are definitely major advantages of
integrated software packages.
Independently or in pairs, students may contact an
organization to gather information on the use of integrated
software applications. Students may interview employees to
ascertain features, advantages, and limitations of the integrated
software system. Contact with the employees could be made on the
telephone, in person, using the facsimile or by electronic mail
message.
In small groups, students may jigsaw the features,
advantages, and limitations of integrating software
applications.
If students are being introduced to an integrated software package for the first time, they may compare and contrast the features of the individual software programs previously experienced, to the software applications of the integrated package they will be using.
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Some terminology that may be introduced includes: cut and
paste; clipboard/buffer; integrated software; integration; source
file; transfer file; destination file; upload and
download.
Electronic data and files to be transferred and integrated must initially be prepared for transfer by moving the desired information or range of information to another area, buffer, or clipboard. Procedures for this process will vary depending on the software being used. It is important for students to understand that the overall processes for information transfer would be similar; however, depending on the software, it may be necessary to make adjustments to accommodate the transfer of information. It is desirable to provide students with some examples of accommodations that may be necessary. One example may be the need to delete extra page breaks that appear as a result of file integration.
Students may demonstrate and use software capabilities to
experience a variety of integrations. These may include copying
and transferring data from a variety of forms using a variety of
software applications. Students may be provided with experience in
integrating a variety of different files from a variety of
software applications and sources. This would include the
uploading and downloading of files from storage devices and
through communication links.
Provided with an illustration of a spreadsheet and a database
that have been integrated into a word processing document, guided
inquiry may be used to discuss the concept of integrated software
and the integrations used.
Students can recall and integrate previously saved word processing, spreadsheet, and database files, revising as required to produce a suitable solution. Using previously saved material, students may practise transferring data from one software application into another. For example, students may recall a letter that they have keyed using word processing software. They may copy or transfer all or part of a spreadsheet into their word processing document, saving the new document with a new name.
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Once students are comfortable with all aspects of
integration, they may be provided with challenging case studies or
simulations that will require them to work with a variety of files
from a variety of information sources and software applications.
It is desirable for students to complete many related tasks to
experience the efficiency of integration and ``linking'' files to
produce a final product or communication. For example, students
may design and prepare a spreadsheet using data downloaded from an
online source; design a database using related information from
the spreadsheet file; compose a report that would incorporate the
database and spreadsheet information; and compose a letter that
could accompany the distribution of the report. The letterhead for
the letter may be designed, incorporating graphics and the
appropriate textual information.
This learning objective can provide students with the
opportunity to determine the extent of their ability to apply and
integrate the knowledge and skills they have acquired. Teachers
should take on the role of facilitators, allowing students the
opportunity to explore, input, retrieve, and manipulate a variety
of information sources to produce effective and efficient
solutions to problems or projects. Encourage students to be
comfortable in using all available technology to input, process,
and output their work or documents as required.
Students and teachers may design and use learning contracts
to facilitate a project that integrates information from a variety
of sources. Students may be given choice in the topic of the
project. The contract would involve students using the
integrations suggested within this module. An example of a project
follows. Students may create a database of students including
pertinent school information. For example, student names,
addresses, phone numbers, parent names, registered grade, current
registered classes, marks obtained, and credits obtained may be
some of the fields that could be recorded for each database
record. Student names, registered classes and the marks obtained
may be imported to a spreadsheet file so that student and class
averages may be calculated. A word processed letter may be
composed. The letter may be addressed to each student's parents.
Integrated into the letter may be database and spreadsheet
information about the respective student. For example, names,
addresses, registered classes, marks, average marks, and class
averages could be inserted into the word processed letter. The
final products of the project could be electronically mailed to
the teacher for assessment.
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Students may conduct research into how the use of integrated
software applications facilitates information processing. Allow
students to select the area of technology they wish to research.
It is expected that students will conduct research by accessing a
variety of sources of information. Some examples of information
sources include human, print, visual, and electronic. Reports
could be prepared using an authoring language, hypermedia, or
presentation software. Completed reports may be assessed for
process and content. Sample assessment tools with criteria that
may be used in the assessment are provided in this guide.
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Module Overview
This module will provide students with the opportunity to experience the three stages of the writing process to produce effective communication including letters, memoranda, agendas, minutes, itineraries,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.
| Learning Objectives | Notes |
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The writing process may be broken down into smaller, more manageable parts by the use of a writing process model. There are many different models for writing. Students may be familiar with this process through their work in English Language Arts. It is important to work with an ELA teacher to insure consistency in this area. The following three-stage writing process model could be adapted and used in this module.
Stage One - Prewriting (planning and
researching)
Stage Two - Writing (organizing, outlining, and writing the first draft).
Stage Three - Revising (reworking and editing the draft, proofreading, and document output).
A bulletin board could display the three stages of the writing
process.
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Although the main focus in this module will be on writing
for business using word processing skills and formatting
knowledge, students can easily adapt and apply what they learn
about the writing process to more personal formats, such as
stories, journals, or poems. The activities can also be adapted if
computers and word processing software is not available.
Provided with an advance organizer of the three stages in the
writing process, students could discuss activities that may be
involved at each stage. Didactic questioning may be used. In small
groups, students could examine questions similar to the following.
What types of activities might be involved in prewriting? What do
the terms ``revise'' and ``proofread'' mean? What activities do
students think take place at each stage of the writing process? In
what ways might students assist one another with their
writing?
Students could use word processing software to create and
produce a checklist of activities that may be involved in each of
the three phases of the writing process. These checklists could
become pages in students' reference manuals and could be used with
each writing activity.
Throughout Module 18, students should be encouraged to use touch keyboarding skills and formatting knowledge to word process their writing whenever they are composing. Activities may be planned in conjunction with Language Arts activities.
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Before students begin any writing project, they should
decide what they want to accomplish and how they wish to
accomplish it. Prewriting involves defining the concept and
gathering ideas and facts by planning and researching. Students
should be encouraged to prewrite by contemplating their purpose,
audience, and format, considering the scope of their topic and the
research that may be required.
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Plan by identifying the following:
Purpose.
For example, the purpose of the written communication may be to tell a story, to inform, to describe, to entertain, to explain, to persuade, to educate, or to
convince.
Audience.
Students may consider age, interests, and background of their audience. Depending upon their intended audience and the purpose of the communication, students should select an appropriate level of language. Levels of language range from the formal, which may be used in preparation of legal documentation, to the casual, which may be used for interoffice memos.
Limiting the topic.
Students may need to limit their subject and focus on specific topics.
The format.
Sometimes the choice of format will be made for students. When the choice is theirs, students may consider transacting communication through a variety of formats such as stories, lists, outlines, essays, summaries, poems, business letters, advertisements, scripts, reports, publications, editorials, notes, charts, graphs, surveys, interviews, broadcasts, printed advertisements, memoranda, or speeches.
Research.
Research is necessary when further information, such as facts or statistics, is required. Good planning will determine what information students need for their writing. Students should understand that mistakes and errors can cast doubt on the credibility of the entire finished document. Students should be reminded to identify and credit sources when
used.
In pairs or small groups, students may be provided with case
studies that will allow the contrasting and comparing of business
and personal prewriting activities. For example, students may
initially consider prewriting a business communication, such as a
letter of application. Students may then consider a more personal
scenario, such as the task of rewriting a well-known fairy tale or
story. For both personal and business communication, students may
experience prewriting by discussing, identifying, and recording
their purpose, audience, and format, considering the scope of the
topic and research that may be required. Students may contrast and
compare business and personal prewriting activities by discussing
the similarities and differences from the case studies
provided.
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Students could choose a subject of interest to them, with
the goal of preparing a written communication. For example,
students could prepare a short report, perhaps limited to 200-300 words in length. In this learning objective, students will
focus on prewriting activities by discussing, considering, and
recording prewriting information. For example, students may
discuss and record answers to the following questions: What is
their topic? Who is their intended audience? What special
characteristics does their audience have? What is the purpose of
their communication? What format do they wish to use? Is research
required? If so, what sources of information may be accessed?
Students may be reminded to limit their topic as required.
Working independently or in pairs, students may be provided
with a list of questions that require them to access various
sources of information to discover the answers. Sources of
information may be electronic or paper-based. Accuracy of content
and process skills may be assessed.
Students may be given a topic and asked to prepare
communication for different audiences. Students could compare and
contrast language choices (choice of words, organization of ideas,
and tone of the communication) needed to facilitate effective
communication.
It is suggested that students use this communication again in Learning Objectives 18.3 and 18.4, extending the activity to include all stages of the writing process.
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Writing involves organizing, outlining, composing, and
writing the first draft. Students should refer to all of the
information that they have gathered and organized during the
prewriting stage. They should be reminded to keep in mind their
purpose, audience, and format. During this composing stage,
students may be encouraged to get their ideas keyed as quickly as
possible. The process of writing may include the following
activities:
List general points and details. By this time,
students will have a clear purpose for the communication in mind
and an understanding of their audience. Students should begin to
elaborate on their ideas and purpose by recording general points
and details.
Arrange general points and details. Now that
students have generated a significant amount of useful information
about their topic, they can organize these ideas to produce an
effective written document. Students should organize so that the
reader will understand the message clearly. Students may become
aware that professional writers may use a variety of organization
systems such as lists, concept maps, cross-classification charts,
tree diagrams, flow charts and ladder plans to help organize
thoughts. At this level, it is recommended that students use lists
and concept maps to assist in arranging points and details.
Write the outline. An outline may be considered to
be a list of points in the order in which they will be presented.
Students may prepare general or very specific outlines, depending
on the nature of the document that is to be written. At this
level, students may use point-form outlines and/or note cards for
an outline.
Compose the rough draft. If hard copy will be
output for proofreading and revision (next stage of the writing
process), students should double space their material to provide
room for marked changes.
In a suggested instructional activity of Learning Objective
18.2, students participated in prewriting activities necessary to
develop written communication. Students may use this same written
communication to experience the writing stage.
Activities in this module may be coordinated, jointly-taught, and assessed with Language Arts activities. Topics could involve children's short stories, ballads, and poems.
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Review Learning Objective 7.5. Students must realize that
in business, errors in copy can be easily misinterpreted as being
work processed by an uncaring or an incompetent individual. As
managers move towards inputting and processing more of their own
information on the computer, further emphasis can be made on
proofreading by having students read their work for meaning, check
spelling and punctuation, and ensure appropriate formatting and
visual appeal of the final presentation. Extra care may be
required in communication that is composed.
It is recommended that students use different methods of
proofreading and accept responsibility for their work. Students
should be encouraged to proofread from soft copy. Spell check and
grammar check capabilities should be utilized when possible, but
students must be aware of the limitations, and that they still
must proofread manually. Some tips for proofreading are in
Appendix G. Recognize that proofreaders' marks may be used in
other classes. A standard set of proofreaders' marks and a sample
activity are in Appendix H. Students and teachers should use
proofreaders' marks to indicate revisions on hard copy. The
teacher may review and demonstrate the use of proofreaders' marks
using an overhead transparency of copy with errors.
A hard copy containing a variety of proofreading errors could
be used for students to indicate errors using the proper
proofreaders' marks. The copy may be handed in and assessed to
determine whether students were able to identify a variety of
errors and used the proper proofreaders' symbols in marking
corrections. A list of all the proofreaders' marks may be kept in
the student's reference manual for reference throughout the
course. Students could proofread each others work.
Error-Free Copy: It is recommended that students be given up
to two attempts to produce an acceptable or ``error-free''
document. When revisions to a document submitted for evaluation
are needed, students may be asked to attach the revised copy of a
document to the copy containing proofreaders' marks for ease in
assessing the required changes.
Also, teachers should inform students that some ``errors'' in
documents may be accepted by the originator. For example, an error
such as the rewording of a sentence that does not result in a
change in the intent of the communication, is often
acceptable.
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Whenever changes are required in student work, students and
the teacher should mark hard copy using proofreaders' marks to
reinforce their use.
Activities could be combined with assignments from other subject areas. Students may key their writing assignments during Information Processing class and teachers from the specific subject areas may indicate the changes individual students require and the students would make the changes in information processing class. The IP teacher may assess this activity for process skills such as efficiency in using a variety of software features and knowledge of how to format the document properly.
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Editing is like proofreading with emphasis on reading for meaning. As the ability to communicate well is essential to success, communication must be clear, concise, and understood by the receiver exactly the way it is intended by the
sender.
Students can be encouraged to put themselves in the
receiver's position when editing their compositions. It is
recommended that students ensure their compositions adopt the
right tone and use simple words. Students need to know that a
range of responses may be acceptable and appropriate to a
situation.
Students could be provided with a hard copy or a previously
word processed copy of the first draft of a document or could use
their own product to use for editing practice. If first drafts
are provided in the form of prerecorded word processed documents,
students could recall and revise the document using their
keyboarding, word processing, and formatting skills to produce a
final copy. If hard copies of first drafts are provided, students
should use their knowledge of proofreaders' marks to indicate
revisions.
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Reread and revise the rough draft, checking mechanics,
content, and style. At this stage, students should be encouraged
to read carefully, correcting and improving the work. Students
should understand that they may revise their draft copy more than
once. They should examine their rough draft from the reader's
point of view. Students should review their work on the basis of
content, style, organization, and mechanics, striving to
communicate their message clearly and concisely, including all
necessary information. Students should consider the beginning,
middle, and ending of their communications, vary the length and
construction of sentences and choose appropriate words to express
their thoughts. When editing for mechanics using hard copies,
students should use their knowledge of proofreaders' marks for
legibility.
Students should be able to differentiate and access a variety
of reference and resource materials such as a dictionary,
thesaurus, the World Wide Web, CD ROM, directories, and software
manuals. and use them as necessary to edit and clarify their
compositions. Students should note that specialized reference
materials such as medical or legal dictionaries are used in
specific organizations.
Students should understand and discuss the importance of
concise, clear communication for effective, efficient information
processing. The preparation and presentation of effective
communication in business is of such importance that often further
inservice training in this area may be provided by businesses to
update and refresh employees while employed.
To ensure students are able to identify and correct errors in
composition, assigned questions containing incomplete sentences,
incorrect use of punctuation, cliches, spelling errors,
grammatical errors, and other problems that would need to be
identified and corrected may be used.
Output the final document. Reread the final copy to ensure that it is ready for distribution.
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Students should review and be comfortable using word
processing features from Module 8. Students can be expected to
manipulate data efficiently and effectively to enter text, create
documents, display text, edit and revise documents, and manage and
print files as required. The types of documents should include
business letters, memoranda, tablular displays, unbound and bound
reports, agendas, minutes, and itineraries.
Students should be able to use the following features of word
processing software: merging two documents (such as mail
merge/list processing/document assembly), print enhancements (such
as bold, italics, font sizes), tabulation features (such as
decimal, absolute, relative), math calculation (such as column
add, column subtract, column total), open and closed leaders;
display features (such as print enhancements, centred
information), format or phrase storage (such as macro,
boilerplates), formatting (such as margins, justification,
hyphenation, widows, orphans, automatic page numbering, headers,
footers), search and replace, and proofreading features (such as
spell-check, grammar-check, thesaurus).
Word processing skills may be integrated to produce the
following business documents: business letters in extreme (full)
block, block (modified block), semi-block, and simplified letter
styles; no-point (open), two-point (standard), and all-point
(closed) punctuation patterns; business memoranda; multiple-page
letters and memoranda; open-style tabular displays; form letters;
and, reports. It is important that students know when these
documents may be used. These exercises may be annotated and placed
into the students' reference manual.
In the preparation of reports, students may produce title pages; tables of content (including leaders); headings; headers and footers; footnotes or endnotes; and, a reference page. Students can be encouraged to eliminate the use of orphans and widows (the leftover lines at the bottom and top of pages). Most word processors have the capability of doing this automatically.
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Students may practice composing small sections of
correspondence (introductory paragraph) and then move to composing
an entire
document.
In previous learning objectives, students were introduced to
a three-stage writing process model in which they were given
opportunities to develop knowledge and skills within each stage.
In this learning objective, students will be involved in extending
their knowledge of the writing process to include simple writing
strategies to enhance their writing. See Appendix O for
instructional notes on writing strategies and suggested activities
that may be used. Students may compose and produce business
letters, memoranda, and reports. Appendix I is a letter planning
chart that can be used for composing at the keyboard. This can
also be applied to other correspondence. Ensure that students can
distinguish between these forms of communication and can determine
when each form should be used.
Students may compose a variety of communication in response
to a simulated situation. Students may simulate working as a
member of an office team, as support personnel, or as an
independent entrepreneur. The communication may be assessed for
process and content.
If students are conducting research for another area of
study, they may compose correspondence requesting information, or
compose final reports. They could compose an e-mail message
requesting permission to quote from a web page and send it after
getting teacher approval.
Students may bring samples of another author's writing to
class. Working in pairs or small groups, they may examine the
writing for clarity, completeness, conciseness, and the directness
of the message, answering questions such as: Is the writing clear?
Does the reader understand the message? Is the message complete
and direct? Is the writing concise? Is the reader informed without
unnecessary words, phrases, sentences, or repetition? Is the
writing coherent? Is all relevant information expressed in a
concise manner? Is the writing interesting? Does the message keep
the reader involved? This activity may culminate in a reflective
discussion of methods students may use to make their own writing
clear, complete, concise, and direct.
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Working in pairs or small groups, students may experience
the stages of the writing process by composing and producing a
communication, integrating touch keyboarding, word processing, and
formatting skills. Communications could be shared with other pairs
or classmates for the purpose of providing feedback for revision.
Final communications may be shared with others and may be
submitted for publication in the school newspaper, yearbook, local
newspaper, or magazine.
Simulations or case studies requiring students to solve
problems in order to compose and prepare written communication
could be used.
The planning and preparation of a response to an editorial in
the local newspaper is one suggested activity. Appendix O
contains more suggestions.
As a class project, students could collate and publish selected samples of their writing.
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Module Overview
This 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.
| Learning Objectives | Notes |
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Desktop publishing may be defined as the use of a personal computer, special software, and a laser printer to produce high-quality documents that combine text and graphics. Desktop publishing is also referred to as ``electronic publishing''.
Desktop publishing is the application of the computer to the
composition, editing, and layout of both text and graphics to
produce an original layout of material for copying or reproducing.
Desktop publishing software is dedicated to designing and
producing professional-looking documents.
Students should know that the desktop publishing cycle is
very similar to the information processing cycle. A document is
originated, input, desktop published (processed) and output for
copying or reproduction. The desktop publishing cycle involves
writing, editing, designing, producing, and printing. It is
expected that students will apply their touch keyboarding,
composition, research, editing, and proofreading skills throughout
this module.
Students may publish documents using the available
technology. For example, when special software for desktop
publishing is unavailable, students may use word processing
software that allows combining of text and graphics.
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Students may contrast and compare the information processing
and the desktop publishing cycles. Synectics (analogy) may be used
in discussing questions similar to the following: How is the
desktop publishing cycle like the information processing cycle?
Name three ways in which the desktop publishing cycle is like the
information processing cycle. How is it different? Content
(accuracy of answers) and process may be assessed.
Module 19 student activities should reflect the focus of the accompanying core module. For example, if this module accompanies Module 7, the activities may have a personal-use focus.
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Students should be introduced to the system that will be
used in the classroom. A basic system consists of a computer and
accompanying desktop publishing software attached to input and
output devices. Some input and output devices that may be
discussed include the keyboard, mouse, scanner, digital camera,
monitor (high resolution, colour), graphics capabilities, and
printer. As input and output devices vary with advancements in
technology, students will need to be updated on current technology
and be prepared to adapt to advances that may be available in the
near future.
Dedicated desktop publishing software is recommended for
student use in this module. However, software that will enable
students to experience the concepts of desktop publishing may
include word processing, graphics (art and drawing) and
page-makeup (layout) applications. Students should know that
``true'' desktop publishing software allows the integration of
these applications, and can import files such as scanned
images.
Students should be informed as to how desktop publishing
systems may differ from organization to organization but that the
basics of desktop applications and reasons for use are fairly
consistent. This should help students adapt to the various
environments that they may be required to use.
Students should also be aware that some word processing
software applications have provisions for desktop publishing
capabilities (such as providing for various fonts, the import of
graphics files, and the selection of varying page layouts).
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Students may compare the advantages and disadvantages of
software applications that provide desktop publishing capabilities
with respect to features and cost.
Students with previous experience using desktop publishing
software may conduct demonstrations.
Local vendors may have current information on desktop publishing resources suitable for a variety of situations.
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Some documents that students can produce include business cards, letterheads, newsletters, booklets, manuals, brochures, advertisements, business forms, reports, magazines, catalogues, programs, flyers, posters, and invitations.
Desktop publishing offers individuals and organizations the
advantage of being able to publish materials faster and cheaper
than in the traditional way. It also offers a high level of
confidentiality and control over the presentation of text and the
integration of visuals. Students may discuss other advantages such
as the ability of an individual to perform the final production
and assembly of a professional-looking document. Desktop
publishing is more economical for short runs of documents that
would otherwise be expensive if sent to a publishing house for
production and assembly. Speed in producing a final document is
important, and desktop publishing allows more speed than the
traditional publishing methods.
Students may examine traditional publishing processes and may
compare and contrast the differences between the two methods of
publishing. Students may also consider the facilities available
for documents that are sent out of the office for desktop
publishing as well as the facilities for desktop publishing within
an organization.
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Some desktop publishing terminology with which students may
become familiar includes: page layout (balance), type size,
typeface (set of characters of same design), weight (such as
boldface), style (such as italics), font (complete set of
characters in a particular size, typeface, weight, and style),
templates, mastheads, leading (adjusting the space between lines
of text), kerning (adjusting space between characters), halftones
(photographs made of black dots on white paper), camera-ready, and
resolution. Terminology unique to font selection may include
x-height, base line, ascenders, descenders, and serifs.
Students may take a field trip to a community business where
desktop publishing is used.
A guest from a printing and publishing establishment may be invited to discuss the changes in the publishing world with the advancements in desktop publishing. The guest may discuss the reasons and advantages for changes in the systems being used today.
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A well-designed page communicates effectively and is
pleasing to the eye. Consideration for facing pages and the flow
of information throughout a desktop-published document is also
important. Students should know that a well-designed page
integrates important elements in a simple, attractive format.
Considerations may include design elements and aesthetics such as
balance of white space, type styles, sizes, graphics, colour, and
placement of text or artwork. The use of headings, subheadings,
illustrations, captions, and footnotes may also be discussed.
Students should be aware that some organizations have a visual
identity for the presentation of information that must be
followed.
Students may use the following stages for planning and
preparing desktop-published documents:
identify the purpose of the communication
prepare text (research, compose, import)
select illustration(s) (clip art, draw, paint, import)
layout page(s) (choose typeface, colours; place text, illustrations)
produce sample page(s)
edit and proofread
produce the final copy.
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In business, numerous page layouts may be designed and
submitted for feedback and constructive criticism. When completing
assignments, students may be invited to submit various page
layouts for a project and be willing to accept constructive
criticism for each layout designed. Remind students that
constructive criticism provides positive feedback for
improvement.
Some activities that students may plan and design include a
letterhead for correspondence they compose, a business card for an
entrepreneurial venture (for students in Entrepreneurship class),
or a promotional brochure for the school or other organizations
within the community.
Students may examine and critique documents on the use of
good design principles. Working in pairs or small groups, students
could discuss how to improve bad design. Criteria that may be
used for assessment could include: Does the page layout suit the
intended audience? Does the document satisfy the identified
problem? Is the graphic in a suitable position? Is the line length
selected for the text suited to the document? The design elements
may be listed on a checklist or rating scale and used to assess
the examples.
Students may work in pairs or small groups, planning and
arranging text and graphics for a desktop publishing project. The
interaction between students simulates the decision-making
processes involved in a team environment.
Visual identity may be illustrated through the use of a
number of different documents that have been produced by one
organization, that have followed a visual identity in design. In
small groups, students may examine samples of such documents to
determine the identity that was followed and discuss why.
Yearbook seminars may provide valuable information on publishing. Consult with the yearbook coordinator.
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In this learning objective, students may complete projects
that would involve them in experiencing and working with the
different features of the desktop publishing software. As
examples, students could be given opportunities to experience
working with multiple columns of text, using a variety of fonts,
generating and importing text and graphics, manipulating text and
graphics (character-manipulation), and preparing page layouts.
Teachers will need to adapt their expectations as software
capabilities evolve, but should always try to incorporate as much
of the functionality of the software as possible.
Each activity that students complete should involve them in
using the mechanics of the software to experience the functions.
This will help prepare students for the final learning objective
of this module which will require students to examine and evaluate
various situations requiring the design of desktop publishing
documents.
Students may learn and practise specific functions of desktop publishing software by recalling and editing previously stored files and making changes which address the features of desktop publishing. For example, students may start with recalling a text file of a manuscript and practise selecting and changing fonts and font sizes within the title, subtitle and body. Students may practise importing stored files of text or graphics that are to be included into another stored file. A manuscript may be edited into multiple columns of text. Text may be wrapped around a graphic. Teachers may assess student ability to work with the features of the software package by using a performance test. The performance may be observed with data recorded on a rating scale. Criteria may include student ability to select fonts, change fonts, centre headings, import files, enter text, delete text, and others. Teachers may wish to record student ability to generate a solution using an anecdotal note.
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Students may create pages using imported text and graphics, modify text and graphics within a page, demonstrate their knowledge of design, and link pages and text boxes. They should identify and choose appropriate fonts for their projects. Students may select, import, and manipulate graphics, formatting pages appropriately for presentation.
Students may begin with very basic applications and progress
to increasingly challenging projects. To ensure a variety of
experiences, documents that students may publish should vary in
type, purpose, and audience. Students should be reminded that the
planning process is a crucial step to success in design and that
various layouts for the final project may be produced.
Students may work independently, in pairs, or in small groups
to design and produce a wide variety of communications using
desktop publishing software. Newspapers, periodicals, magazines,
and other resources may provide interesting ideas for students to
use in designing and producing posters, menus, brochures, flyers,
invitations, résumés, books, manuals, or forms. Students may
design and produce documents for the school such as the yearbook,
newspaper, or parent newsletter.
Students could publish documents for cultural and/or
community events. Examples of events may include dances, pow wows,
graduation activities, or sporting events. The following are ideas
for desktop publishing projects:
a booklet of stories told by kindergarten students
biographical profiles of Elders or other groups in the community
a book of favourite recipes
tickets, posters and programs for an event
genealogy
pamphlet of community events.
Time may limit the number of projects and activities that may be completed. If students are involved in a publishing project for the community or school, the Extended Study module could be used to extend the time.
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Module Overview
This module will familiarize students with the background and general operation of the Internet. A focus will be accessing, using and transmitting information over the Internet. Throughout this module teachers should remind students of the privacy, confidentiality, copyright and security issues that are involved with Internet
use.
| Learning Objectives | Notes |
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Students should review and discuss the Acceptable Use Policy (AUP) that has been
developed for their school. They should be able to explain why
the policy is necessary and why each section is
included.
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Students should be familiar with the origins of the Internet and the purpose for which it first was introduced. A key point in the development of widespread use was the introduction of the world wide web, which allowed a very user-friendly
interface. There are many websites that can be used as
resources.
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One of the paradoxes of the Internet is that there is a vast body of information available, but it is often difficult to find what is wanted. Students should research the advanced search techniques on a number of different search engines, and in particular should be familiar with Boolean searches. Effective search techniques allow more efficient access to information.
Students could compare the results of a number of different
search engines doing the same searches. They should realize that
some search engines are more effective at some searches than
others, but none are better at everything, therefore a variety of
search engines should be utilized. It would be helpful if students
understood the various ways that search engines make their
decisions, and the way sites are placed in a search engine's
database.
Students could register a website, such as the school website, with different search engines.
Students could discuss how and why seemingly unrelated websites appear in search results.
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Students should understand the concept of IP addresses, and
that a website name, or domain name is simply connected to an IP
address. Information that is stored on a computer that has been
given an IP address, and has been made public on that computer, is
available to the world through the Internet. Web servers may be as
simple as individual computers that have a permanent connection (a
static IP address) to the Internet, or very complex arrangements
of servers. Computers with a dial-up connection usually have a
dynamic IP address, which means they get a different one assigned
to them every time they connect. Many websites are hosted by
companies that provide dedicated space on their web server. A website can be hosted at a very reasonable cost, and in some cases,
the web space may be offered free of charge, but on the condition
that advertisements may be placed in your
website.
Domain name servers and their role in making the net
function could be explored. The system through which users
register domain names and the costs of maintaining a domain name
would be an interesting research project.
Students could research web hosting companies, and compare
the features and prices of each host.
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Because of the ease and low cost of making and maintaining a website, students should be aware of the potential for extremely biased or incorrect information to be found on the website. They should be reminded that there is no regulatory body that controls the information on the Internet. Students could explore a variety of websites, and evaluate them on the accuracy, or potential bias of information.
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Many students will have experienced using e-mail, and teachers should assess their skills to determine the depth of instruction needed. Students should be able to send and receive e-mail, send and receive attachments, forward and reply to e-mail, add entries to the address book, create groups of addresses, organize mail into folders they create, format the text of e-mail being sent, and use features that track the receiving and reading of sent e-mail. If students are given their own e-mail account, they can use it to exchange assignments with the teacher.
Numerous opportunities to establish e-pals can be found on the Internet. Establishing contact with students in another part of the country or world can be a rewarding experience, and this could be done in collaboration with a project from within another subject area, such as Social Studies or English Language Arts. Students should understand that messages are traceable and that objectionable messages are unacceptable.
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Students should research the types of security that is
provided on different websites. They should be aware of the
difference between secure and unsecured websites and of the use
of encryption and its effectiveness.
The potential for virus infection and ways to prevent or
reduce the impact of viruses should be investigated. Students
could research the effectiveness of various virus protection
programs.
The use of Internet security programs that limit the content available could be explored and discussed in terms of appropriate use of these programs in places like schools, public libraries, or places of employment. Their capabilities and limitations should also be considered.
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Students should be able to download and install plug-ins
when necessary, patches and service packs for programs, updates
for virus protection, software demos and freeware. They should be
able to unzip compressed files, run executable files, and know the
difference. If not practical to have the students carry out these
activities on school computers, the process should at least be
discussed and demonstrated by the teacher.
Students should explore websites with downloadable software
to become aware of the variety of software that is available on
the Internet. They should be reminded of copyright issues, and
should understand the difference between freeware and
shareware.
Although there may be security and administration issues encountered, it would be good practice for students to have to regularly download updates for school computer software, or updates for virus protection. This regular activity should lead to the good practice of regular maintenance of the same things on their home computer.
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Module Overview
This module will extend students knowledge about hardware and software configurations, so that they can utilize and expand the capabilities and recognize the limitations of their
hardware.
| Learning Objectives | Notes |
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Students should be given opportunity to disconnect the components of a computer system, and be required to reconnect to the original state. They should be able to identify such items as serial port, parallel port, SCSI port, USB port, video card, sound card, network card and modem. Students should be comfortable making connections with monitors, keyboard, mouse, speakers, printer, scanner, digital camera hardware and network hub or router.
With the many different components available, it will be
important for the teachers to develop instructions suitable for
the equipment available. Teachers may choose to use older
computers that are no longer being utilized, or they may choose to
use the more up to date computers so that students are exposed to
more modern components.
Another option would be for the students to write connection
instructions while taking a system apart. Another student could
test the instructions.
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Students should be able to clean mice and keyboards, as well
as know how to remove dust from the interior of the computer case
properly.
Students could be required to demonstrate these skills by performing these tasks on the school computers. One or more students may elect to perform these types of duties as part of a work study module, or as a work placement for a Career and Work Exploration credit.
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Students should be aware of the
situations that would require them to make changes inside the
computer and should be instructed on proper precautions to take
when opening the computer and working on the internal components.
They should be able to identify different types of RAM, and to
determine the configurations of RAM suitable on a particular
motherboard, and install or replace units of RAM. Students should
be able to identify different types of slots available on the
motherboard (ISA, PCI, AGP) in order to choose proper components
to be installed. They should be able to remove and replace cards
such as sound cards, video cards, and network cards. Installation
or replacement of drives such as CD drives or floppy drives should
be practised. Time should be spent identifying the CPU, CPU fan,
power supply and connections to the motherboard, and connections
from keyboard and mouse ports to the motherboard, but it is not
suggested to disassemble and reconnect these unless there is a
need for those parts to be changed. Monitors can present a serious
shock hazard when taken apart. Under no circumstances should
students be allowed to remove the outer case of a monitor.
Teachers that are responsible for the maintenance of the computers are encouraged to involve students in the maintenance when possible. The school or division computer technician could work with one or two students at a time.
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Teachers may want to have an older computer designated as a
computer that students will perform this function on. Students
should be introduced to startup disks, and utilities used for
re-formatting hard drives. While this is not commonly done to hard
drives being currently used, it may have to be done to new hard
drives, and is occasionally done to clean up and start fresh on a
hard drive already being used.
Teachers are encouraged to discuss options such as
partitioning the hard drive, and options available while
installing the operating system. Depending on the components and
operating system being used, it may also be necessary to install
drivers for items such as printers, sound cards or network cards.
These may be supplied with the components or found on the
Internet.
Students should practise installing and un-installing programs properly.
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Students should be able to explain various types of network configuration, and explain the role of a server, hub and router in a network. When possible, students should be given an opportunity to take part in the installation of a new computer on a network, or at least observe the procedure. Depending on the network and the operating system, this procedure will range from very simple to somewhat complex.
If possible, students should have the experience of configuring and connecting a computer to the Internet through a dial up connection, or through other types of connections that are available to users of home computers in the area (for example cable, high speed or satellite). Regardless of availability, discussion of all the options should be discussed.
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Many students will be familiar with common settings such as selection of background, screen saver and wallpaper, but should be able to determine when it would be necessary or preferable to change number of colors and screen size, and how to perform those
changes. Students should be aware of the problems created when these settings are incorrectly or unnecessarily changed.
Teachers should have the students work through and explore various advanced features that are available within their operating system. Ability to vary the video setting as required for different programs should be developed.
Students should be given tasks which will require them to
organize the start menu/program folders to be logical and
efficient. Students could use cooperative learning skills to
determine how to best organize their computer to make it user
friendly and efficient.
Security and power management features will vary with different computer systems, but the capabilities of the computers commonly used by students should be explored. This may include network security and access permissions on the network.
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Students should research current trends, specifications and
prices for common computer related products. This could include,
but should not necessarily be limited to, personal computers, home
networking products, printers, scanners and digital cameras. An
emphasis should be on developing skills to be able to find out and
evaluate this information, as the facts themselves will change
rapidly. Students could produce charts or rubrics to help them
evaluate and compare various components, a skill that will
transfer to many aspects of their lives.
Students could create oral or written reports, slide shows,
databases or web pages demonstrating the information they have
researched.
This should enable students to be aware of the technology available, as well as evaluate the appropriateness of various components for different types of end-users.
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Students should evaluate computers and related equipment that is currently advertised. They could be given various consumer scenarios and asked to make a purchase decision based on the
scenario.
Students could role play a situation in which a person is trying to purchase a computer, with various levels of integrity assigned to the salespeople, and various levels of knowledge assigned to the consumers.
A bulletin board of advertisements could be created, and if this module is done early in the semester, it could remain in the classroom, with comparisons being made over the remainder of the course to see how much, if any, change takes place in specifications or prices. An alternative would be to find computer magazines that are not current and make comparisons to the current magazines. Information could be stored in a database to give students the opportunity to practise database manipulation.
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Module Overview
During this module, students will identify common problems that users will encounter while using computers. They will research solutions to those problems when necessary develop tools that can be used to assist users when they encounter those problems. They will develop tools that would be useful for a help desk situation, or as an independent
resource.
| Learning Objectives | Notes |
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Teachers may want to limit the breadth of this module to only hardware, or only one software application, or to have different groups work on different areas, and amalgamate all the information for learning objective
22.4.
Students should have had enough experience with computers by
this time to be able to identify problems that might occur. They
should be encouraged to work in small groups to establish lists of
problems, and categorize them as being primarily caused be
software, hardware or users.
The list could include items that they do not feel are problems, but that inexperienced users might need help with. For example, creating new folders to organize files is something that some computer users are not familiar with, but might seem very simple to the students. Tasks that are not commonly done by all people, but would be on occasion will make good examples for this objective. As another example, using the school's scanner might be something that more people would do, if instructions were available.
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Students should create a survey that can be used to collect data about problems or questions that other people have encountered. These should be analyzed for recurring questions or problems, and categorized a being primarily software, hardware and user
issues.
Students could visit a computer repair shop, or have a technician visit the class to talk about the type of work they do, and the common problems that they have encountered that could typically be solved by an experienced user.
Once students have compiled a list, the teacher may want to supplement it with items that they feel are missing. The lists should be organized into a format that makes locating an individual problem easy.
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For each problem, student will be required to search for
solutions and develop a plan for dealing with the problem when it
arises. They should create a written step-by-step set of
instructions for each one, so that anyone experiencing the
question or problem would be able to successfully come to a
solution. The solutions should be organized in a way that would
simulate a help desk service. As the customer or user describes
the problem, there should be dichotomous questions that are asked
to help in determining the problem, and once it has been
established, the solution or answer is given in simple well
defined steps.
Students could practise and test their material by working
through simulations with other students playing the role of the
troubled consumer. They could also use their knowledge and
developed solutions to assist younger students in their classes,
teachers, or other community members.
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Before completing this task, students should be exposed to other similar manuals. First aid manuals are often arranged in such a manner, in which there are dichotomous questions, with directions depending on the answer. Troubleshooting sections in many manuals may also be organized in such a fashion.
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A class trip to a call center that utilizes such a manual or
computer system would be a valuable experience, so that students
understand the type of procedures they will need to develop.
Alternatively, you could invite a help desk operator to visit the
class to discuss the procedures they follow, and to demonstrate
the resources that are available to them. It will also demonstrate
that an effective system needs to be quite complex and thorough.
Telephone etiquette and procedures for dealing with unhappy
customers should be discussed as well.
Students could work as groups or as an entire class on this
task, as it has the potential to be a complicated project. If a
manual is produced, it should be made available to teachers and
students in the school, so that they can solve their own problems
when they arise. If a web based solution, which lends itself to
the dichotomy of questioning very well, is produced it could be
made available on the school network and it could also be placed
on a public server so that other members of the community, and the
entire world, could access it. Not only will students become more
knowledgable about the process of troubleshooting, they will also
develop and learn skills from each other that will continue to be
of value to them as they become more experienced with computers.
After a first product is made, teachers and students should
be encouraged to document any questions or problems they encounter
that are not dealt with during subsequent years. These will form
the foundation for the revisions of the original product. This
manual, whether in print or electronic form is something that can
continue to grow and improve each year.
Depending on demand students could use this module as a
stepping stone to a work study module, and could act as the school
troubleshooter, or as an assistant for younger classes in the
school. This would be particularly useful in elementary
classes.
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| Learning Objectives | Notes |
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Students may list many different career development
opportunities in the professional, semi-professional and skilled
trade areas related to the field of information processing and
business. They should begin by listing all of the guest speakers
who have made presentations throughout the course, then list
workers within the field of information processing in the
community or in the province. Students are encouraged to use a
variety of sources of information such as guidance counsellors,
career software packages, personal interviews and
websites.
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Ask each student to create an inventory of favourite activities and interests. Have students examine their lists to determine how these activities and interests might be job-related. This task of creating an interest inventory may be done using a variety of computer program software packages. Once students have determined areas of interest related to information processing, they should research information processing and business careers using available resources in the library, community or Internet.
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Using the interest inventory created, students may select two choices of possible occupations for further research. Investigate the career choices including:
description of work duties
personal qualities an individual must possess to succeed in the occupation
process to become certified within the occupation
length of education and training
school locations
cost of education and up-grading
trends within the business or career cluster
best and worst parts of the job
beginning salary
opportunities for advancement.
If a work study is to be done, the student may investigate
links within the community for possible work study placement. The
student may interview individuals within the community as part of
the career research.
Refer to Appendix J: The Interview Project.
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Suggested Time: 5-10 hours
Level: Introductory
Prerequisite: None
Module Overview
Students will prepare for work study in the community. Expectations for the student, the teacher and the employer should be discussed. During follow-up, students will reflect on work study
experiences.
| Learning Objectives | Notes |
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In order to establish a successful working relationship with all the partners involved in the workplace, it is important to define the expectations of each partner. For a list of roles and responsibilities of the business, personnel, manager, teacher monitor, school, parent and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook.
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Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities and extra-curricular participation within the school.
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Discuss verbal and non-verbal communication. List some ways in which negative and positive non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions and resolving conflict. Use case studies, and divide the students into groups to role play how effective communication may be used to resolve conflict on the job.
Emphasize the Employability Skills (from the Conference Board
of Canada) and compare them to the Common Essential Learnings of
Saskatchewan's curriculum. Make the direct link between skill
development in this course and the needs of employers. Development
of skills and documentation of the skills leads to employment
using those skills.
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The résumé may be used to introduce the student to the employer of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure résumé preparation is taught. Résumé writing is covered in English Language Arts 20 and A30, Information Processing 10 and Career and Work Exploration 20 curriculum guides.
Students should save the résumé and update it as changes
need to be made and as references are added. Skills that have been
developed can also be added to the updated résumé.
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Students should develop their résumés and update them during the course, as work placement references are accumulated. A discussion with students about the benefits of a portfolio of sample work is appropriate at this time.
A personal website that highlights the student's skills and
training might be created and referred to in the résumé.
If students have already completed a résumé and cover letter in another course, the teacher may do a review and encourage students to update their information. Each student should submit a résumé for teacher approval prior to going to an interview or directly to the workplace.
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Through a classroom discussion or in groups, students should compile a ``guide'' for job interviews. After the students formulate their guide, the teacher may prompt them for missing items.
Outline and describe the three stages of an interview. Point
out to students at which stage of the interview each of the
guidelines previously discussed will be used.
The greeting involves an introduction between the student and
employer. Discuss or demonstrate how this should be done.
The exchange is the longest part of the interview where the
employer asks a series of questions and engages in a dialogue with
the student about information on the résumé and other matters
relating to the job. A student's portfolio may be examined by the
employer as part of the exchange.
The parting provides closure to the interview and may be just
as important as the greeting. Explain how this may be done.
Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.
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After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion.
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Discuss the following work site items with students:
transportation
hours of work
absence and tardiness
procedures for conflict resolution
role of the student, teacher and workplace supervisor
dress code
job description
school and employer expectations.
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Students provide feedback about work placement including: location, type of business, duties, most rewarding experience, most difficult situation and how they handled it.
Note: It is recommended that each student send a thank you
note or card to the employer upon the completion of each work
placement. If more than one placement has been made in the course,
follow-up activities must be completed after each placement.
Ensure that students understand these guidelines by asking
students to describe each of these items.
Look for opportunities to introduce and reinforce ideas about Labour Standards , Occupational Health and Safety
and WHMIS . Use the Career and Work Exploration 10, 20, 30 Curriculum Guide, the Practical and Applied Arts
Handbook, the Saskatchewan Labour
website (www.readyforwork.sk.ca) and other resources recommended in the accompanying bibliography.
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Consult Saskatchewan Labour
for content about Labour Standards , Occupational Health and Safety
and WHMIS . If several work study opportunities are offered, these topics will add more depth to the next experience.
Suggested Time: 5-20 hours
Level: Introductory/Intermediate/Advanced
Module Overview
Evolving social and personal needs of society, advances in technology and demands to solve current problems require a flexible curriculum that can accommodate new ways and means to support learning in the future. The extended study module is designed to provide schools with an opportunity to meet current and future demands that are not provided for in current modules in the renewed Practical and Applied Arts
curriculum.
The flexibility of this module allows a school/school division to design one new module per credit to complement or extend the study of pure, core and optional modules configured to meet the specific needs of students or the community. 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 available selection of Practical and Applied Arts
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 should be used to strengthen the knowledge, skills and processes advocated in the Practical and Applied Arts
curriculum.
For more information on the guidelines for the Extended Study module see the Practical and Applied Arts
Handbook.
Saskatchewan Education. (1988). Understanding the common essential learnings: a handbook for teachers. Regina, SK: Author.
Saskatchewan Education. (1991). Curriculum evaluation in
saskatchewan. Regina, SK: Author.
Saskatchewan Education. (1991). Instructional approaches: a
framework for professional practice. Regina, SK: Author.
Saskatchewan Education. (1991). Student evaluation: A
teacher handbook. Regina, SK: Author.
Saskatchewan Education. (1992). The adaptive dimension in
core curriculum. Regina, SK: Author.
Saskatchewan Education. (1992). Saskatchewan school-based
program evaluation resource book. Regina, SK: Author.
Saskatchewan Education. (1993). Wellness 10: A curriculum
guide for the secondary level. Regina, SK: Author.
Saskatchewan Education. (1996). Life transitions 20, 30: a
curriculum guide for the secondary level. Regina, SK: Author.
Saskatchewan Learning. (2002). Career and work exploration
10, 20, A30, B30 curriculum guide. A practical and applied art.
Regina, SK: Author.
Saskatchewan Learning. (2003). Practical and applied arts
handbook. Regina, SK: Author.
Saskatchewan Learning. (2003). Practical and applied arts
information bulletin. Regina, SK: Author.
There are a number of acceptable sequences in which the keyboard
may be presented. A common approach is to use the Vertical
Sequence. In this sequence, the home row is taught first; then
remaining letters are introduced finger by finger, beginning with
the index fingers and moving outward.
Experience suggests that if you are using a particular resource for teaching keyboarding, it is best to follow the suggested sequence in the resource.
The Techniques-With-Appropriate-Speed
Emphasis.
In this approach, students are encouraged by demonstration and imitation to make individual keystroking motions speedily (continuously, without hesitation) from the beginning. Skillful technique is the best guarantee of combined speed and accuracy. Students must be guided progressively through a series of movements of eye, arm, hand, and finger sequences which culminate in the movements or motion patterns they are expected to used in keyboarding. The motion patterns students use are refined progressively throughout the skill-learning program. Students trained with the technique approach develop the kind of neuromuscular control that is essential for high speed and once the pattern is developed and controlled, it is relatively easy for them to attain a high level of keyboarding
skill.
In the past, other emphases have been used but have proven to be
less successful. The accuracy-first emphasis has proven
ineffective for a couple of reasons. First, students found it
necessary to practice for accuracy at slow speed, and skill
learning research has shown that this practice definitely retards
the attainment of higher rates of speed. Secondly, accuracy has
proved to be a very unstable factor in keyboarding and training
students for accuracy at slow speeds gives them little accuracy
advantage at higher speeds.
Researchers have shown that emphasis on speed was superior to
emphasis on accuracy from the beginning of instruction, but
neither approach brought the combination of speed and accuracy
that many teachers believed possible in keyboarding, and have been
achieved using the Techniques-With-Appropriate Speed emphasis.
The following critical techniques should be taught starting with the first day and improved and refined daily. Centre your observation of student practice more on the pattern of action (the hands and fingers) than on the results of that action (the typed line or page).
Correct position is natural, easy and relaxed. The following aspects should be taught (demonstrated), observed and corrected when necessary:
a. The feet should be on the floor, slightly apart for better body balance.
b. The elbows should be in a natural position at the sides of the body.
c. The fingers should be well curved over the guide keys.
d. Students should sit one hand span from their keyboards.
The following factors should be demonstrated and checked frequently during the keyboard learning phase:
a. The fingers should be well curved and in an upright position with the fingertips lightly touching the home of guide keys. The hands should be ``turned in `` toward each other slightly so that the fingers will be in an upright (not slanting) position.
b. The wrists and arms should be held in a relatively motionless position - most of the keystroking action should be in the movement of the fingers.
c. The keys should be struck with a direct, quick, snap stroke.
a. Only the right thumb should move. The other fingers should remain curved over their home keys.
b. Strike the space bar immediately after the last letter of the word is struck, just as if it were part of the word.
c. Keep the thumb close to the space bar to avoid excess motion of the thumb.
a. Operate the shift keys with the little fingers, while other fingers remain in position over their home keys.
b. Move the little finger from its position over the guide key outward and downward to the shift key. While holding down the shift key strike the letter to be capitalized WITH THE OPPOSITE HAND and then quickly release both keys and return to home row.
Empirical evidence suggests delaying the introduction of figures until good techniques are consistently used in keying alphabetic copy, of presenting two figure keys per class period, and of delaying the introduction of frequently used ``shifted'' symbols until students show fair mastery of the figure reaches. Little, if anything, is gained and considerable breakdown in keystroking techniques can result if figures are taught along with letter keys or immediately after.
The basic premise for building stroking skills is this: Build more speed than you can control; then release only such speed as you can control. The chief accompaniment of that principle is total individualization of all practice: of practice goals and of practice emphasis (speed and accuracy). The following describes the "Up 5, down 2" practice cycle. Since each student will be working at a different rate, it is important for them to maintain a simple record to show him whether to practice for speed or for accuracy and at what speed.
1. Speed Practice
Practice objective: Achieve the goal speed, regardless of errors. Type the same copy in repeated timing until you do so; then, move to new copy at the next higher wpm speed. Example; the student who succeeds at 20 wpm on practice materials X next attempts 21 wpm on practice materials Y.
2. Change from Speed to Accuracy Practice
Evidence favours substantial, rather than trivial, speed increases before changing to accuracy practice. Since first semester keyboarders average about 5 wpm faster when keying ``all out for speed'' as compared to keying at normal rate, achieving an increase of 5 or 6 wpm over one's previous best rate may be recommended as the criterion for changing to accuracy practice. Thus, the student whose normal gross rate is 19 wpm practices for speed only from 20 to 24 wpm (1 wpm at a time) and then changes to accuracy
practice.
With stroking accuracy dependent on keying at the right speed and the right speed being one a little below the forced speeds (and high error rates) of speed practice, the student drops back 2 wpm and practices toward the dual criteria: type at the desired rate with no more than 2 errors per minute.
Accuracy practice continues until success at one's previous highest speed (e.g., progressively at 22, 23, 24 wpm). Again, as many trials as the student may need at 22 wpm are involved before he moves to 23 wpm and then from 23 to 24
wpm.
4. Change from Accuracy to Speed Practice
When the student has met the dual goal of keying at his previous highest speed with no more than 2 errors per minute, he returns to speed practice toward another 5-wpm gain (1-2 wpm at a
time).
Use media and methods that
incorporate as many senses as possible.
Vary the activities so that
students are involved in many ways with the context and processes.
Remember that the keyboarding
skill is more controlled by the mind than the fingers.
Concentration is necessary for skill development.
Practice must not discourage
learners.
Practice only
succeeds when the learner concentrates, knows purpose, practises
in the correct way and knows the results of the practice
immediately.
Goals must be
attainable and reasonable for each stage of skill development.
Plateaus are normal for
students.
Skill develops more slowly as
higher levels are encountered.
Students should have the best possible equipment in the best
possible condition.
In developing keyboarding skill, students must learn to control the pace of keying at specific speeds (at 20, at 24, at 28 words a minute, and so on). As soon as they know they can control their motion patterns at a specified speed level, they are ready to make the push to the next higher goal. Guided paragraph writing was designed to guide students in ``reaching'' for specified increments in speed. The teaching strategy consists of (1) individualized goal setting, (2) demonstrating selected goal rates, (3) time-interval pacing, and (4) supplying immediate knowledge of performance results.
Students first select individually the rate (32, 36, or 40 gwam for example) at which they wish to type for a specified time (usually 1-minute). They then divide their practice copy into four equal parts (8 words for each quarter minute in the case of a 32 gwam goal) and check the appropriate point in the copy (8,16,24,32 words). As they type, the teacher indicates by a signal the time that has elapsed. With the call of each guide, students, by noticing their checkpoints, know precisely whether they have reached their goals, have exceeded them, or have failed to reach them. The checkpoints may be light pencil marks, to be erased after they have served their purpose. ``Noting the checkpoints'' need not interrupt the keying as it can be done with a quick glance.
1. Administer a 1-minute writing on paragraph 1; have students determine a gwam for a base rate.
2. Have each student add 4 gwam to his or her base rate to determine a goal rate for the next writing.
3. Have students choose quarter-minute checkpoints.
4. Have students note from the work-count figures above the lines in paragraph 1 the checkpoint for each quarter minute for their goal rate.
5. Demonstrate how slow selected rates sound (20,24,28,etc.).
6. Administer two or more 1-minute writings on paragraph 1 with each student trying to reach each check point exactly as you call the guide: 1, 2, 3, Time) each quarter minute.
7. Between writings offer suggestions for improvement.
8. Have paragraph 2 typed in the same way.
Because speed built in 30-second and 1-minute efforts does not transfer at the 100 percent level to longer writings, students need to learn to cope with the periodic ``sobering effect'' of progressively lower rates on 3- and 5-minute writings. Students must learn through practice to sustain the short-interval rate to the eventual 5-minute effort that is the customary length of writing for measuring performance after the first ten to twelve weeks of instruction as well as in the employment testing
situations.
Although the predominant speed-building emphasis is desirably implemented by short-interval writings, each speed drive can profitably end with a 3- or 5-minute writing to measure the skill gained through the 30-second and 1-minute efforts. Using 5-minute writings to build speed, however is not recommended because (1) knowledge of performance results is delayed too long, (2) goals cannot be adjusted often enough, and (3) speed-forcing rates cannot be maintained so long without undue tension and fatigue at early stages of skill development. It is recommended that 3- and 5-minute writings at a slight drop-back in rate are the culminating activity in a drive for increased speed.
| Date | Activity | Time Started | Time Completed | Job Code | Form of input | Total Lines | Time Used |
Keyboarding skills may be
used for many writing activities. Students may key their journal
entries, key a passage from a favourite story, poem or book, and
then illustrate it and present it to the class.
Students may prepare a simple
biography. The subject of the biography could be a student of the
same school or a classmate. The document may be entitled ``The
Life Story of .............'' In preparing the biography, the
students can apply their touch keyboard and introductory
formatting skills. In addition to information that students may
gather about topics such as family background, hobbies, favourite
things, and birth information, students could include pictures,
photographs, and perhaps a section entitled ``About the Author.''
The biographies can be printed.
An autobiography may be
composed, keyed, formatted, and printed by students.
Students may explore and
research current issues or topics of concern from science,
mathematics, social studies, or other areas of study. A summary of
the research can be composed, keyed, and printed for a classroom
presentation.
Students may plan, process, and produce a classroom newsletter. Once ``reporters''
have completed their interviews and research, they may compose
individual newsletter articles at the keyboard. After the finished
articles are processed, students may compile their classroom
newsletter. The newsletter could include artistic touches such as
cartoons that have been designed on the computer.
Students may complete ``story
starters'' with a partner. One example of a story starter is ``It
was a dark and stormy night. Suddenly....'' Each student would
alternate the roles of composing and keyboarding. The students may
alternate roles after each sentence or paragraph. This activity
could be adapted so that students could key and compose new story
endings or new story beginnings for previously prepared stories.
Students can combine touch
keyboarding and word processing skills to compose and produce
stories or legends. Cultural differences may be recognized by
encouraging students to relate their family history or a cultural
legend in story or poem format. The project can be extended to
include graphics on the cover or title pages of the final work.
Students could document the oral history of a First
Nation, their personal culture, or their community.
Students may compose and
produce stories, songs or poetry highlighting their own lives and
their experiences growing up in a multicultural environment. These
stories can provide insights for fellow students and
teachers.
Students could pinpoint a
certain time period in history and create a newspaper that
highlights the tribal or cultural history of that period. They
could also ``modernize'' an older tribal newspaper recreating it
with today's technology.
Words that students learn in vocabulary and spelling
may be used for keyboarding practice during keyboarding skill
development drills. Students may keyboard rhyming words, synonyms,
antonyms, or homonyms.
Poetry students are studying in English Language Arts may be
copied. Alternatively, when given a theme, students may compose
their own poetry and limericks.
Students may key the days of
the week, months of the year, their different colours, flavours of
ice cream, or all the holidays they can think of within a certain
time period.
Advice Letters. Ask students
to write a letter to ``Dear Gabby.'' When letters are submitted,
the most appropriate or the most outlandish letter can be copied
and distributed to the students to respond as ``Gabby''. The
response would be in the form of a personal letter. (Scaglione,
1989).
Post Office. Students
place their names and addresses on any piece of paper. These are
collected and placed in a basket. Each member of the class
retrieves one name, other than their own. Students then compose
and key a personal letter, introducing themselves to the other
student. Two or three paragraphs are suggested. Letters can be
printed and delivered before the end of class. (Scaglione, 1989).
Bingo. Choose a category,
such as ``Holidays.'' Ask students to key the category title and
then any five items that would fit into that category. For
example, ``Teachers'' may be chosen as the category, with the
students keying the category title followed by the names of any
five teachers. Select a second category and repeat the process.
Four or five categories should be sufficient. Then place the list
of categories on the board. Ask the first student to pick a
category. Select another student to determine any answer
appropriate to that category. Continue the process. The student
that has a category completed first would be the winner.
Develop a bulletin board
display illustrating proper care and handling of the hardware and
software students will be using.
Develop a display
illustrating the basic parts of the hardware.
Show a film or a video
illustrating proper keyboarding technique.
Videotape students so they can
evaluate their own technique. This is also a good opportunity for peer
evaluation.
Use brightly coloured wall
charts and/or overheads of the keyboard when teaching touch
keyboarding.
Introduce a new key to the
students by having them find it on their keyboards. Encourage them
to look down at their hands only during the introductory stage of
learning each new key. Vocalize the strokes while the students
key, using rhythm and a suitable pace. For example, call out ``J
space J'' or ``J U J'' as the students key. For a change of pace,
have students be the ``callers'' as they key. For the purposes of
key location, allow your students to look down at their hands
during the keying of one or two introductory lines accompanying
each new key. Once the new key has been located, extensive drill
work can be assigned with ``eyes on copy'' to promote confidence
in key location.
Use the
overhead, board, or flash cards to focus student eyes on copy
while teaching key location in touch keyboarding. The alphabet
written on the board or on flash cards, a list of words written
``backwards'' (letters of a word spelled in the opposite direction
and requiring the students to key them in the correct order), and
writing the names of class members on the overhead are some of the
ways that keying activities that focus attention away from looking
at the keyboard can be used to keep students interested and
challenged.
Time the students for one minute while they copy a
passage in longhand. It is desirable for the keyboarding rate of
students to be at least equal to their handwriting speed by the
conclusion of Module 2. This will emphasize the usefulness of
keyboarding to the student.
Thinking and composing at the keyboard can begin as soon as the
keys have been introduced. Call out a word and have students key a
one-word response. Ask one student to call out a word and have the
class key as many rhyming responses as possible in a given time
period. As abilities progress, students may enjoy composing and
keying limericks or other short poems.
Write all letters that
students can key by touch on the board. Ask students to create
words using only those letters. Test students' powers of
concentration.
Allow
students to view a collage for two or three minutes, mentally
identifying the objects it contains. Students may key a list of
all the items that they can remember from the collage.
Distribute a photograph to the students. Allow time
for students to view and collect information about the photograph.
Students may key sentences in response to a few questions about
the photograph that are presented by the teacher.
Ask each student to begin a
composition with a common sentence, such as ``Once, when I was
little, .....'' Allow two or three minutes for students to compose
at the keyboard. Once time has elapsed, students move to the next
computer station, read the story on the screen, and continue the
story in the direction of the plot. This could continue for four
or five sessions. At the conclusion of this exercise, students
return to their original computer station and read the story.
Compositions may be proofread, edited, spell checked, and printed
for display on the bulletin board.
Prepare a class list of
students' first and last names in scrambled form. The students can
decipher and key the names from the scrambled list in proper form,
capitalizing as necessary. The activity can be adapted for names
of sporting events, characters in a play, or science vocabulary.
This is a keyboarding skill development game that can be played throughout the year. A variety of keyboarding drills may be used. Some teachers may choose to follow a variety of themes when selecting the keyboarding practice.
Game Objective:
To key as many lines as possible in a given timed interval.
Skill Objectives:
To develop keystroking skill
through repetition (drill and practice).
To reinforce the use of touch
keyboarding skills.
To make
the drill and practice of keystroking drills fun.
To encourage the development
of team-building skills.
Instructions:
1. Divide the class into teams of equal numbers, perhaps by rows. An alternative method is to divide them up in such a way so that the total words per minute performance of the students on each team is equal.
2. Select the copy (textual information, drill lines) that will be used.
3. In a predetermined time frame, such as 30 seconds, each student will key the text as many times as possible in the time interval.
4. When time is up, students will quickly proceed to the next computer, find where the previous student stopped keying, and continue keying the text/line from that position.
5. Repeat steps 3 and 4 until the final timed interval is called.
6. Total the number of lines produced by each team (total lines from each team member's computer).
7. The team with the largest number* of lines produced is declared the winner.
*Relay may be adapted to consider the largest number of accurate lines. The skill objective would then reflect keyboarding accuracy.
Proofreading is the skill of checking work to ensure its accuracy. Proofreading is a skill that can be developed. The following are some tips for developing good proofreading skill.
1. Read the work slowly, word for word.
2. Read for spelling and keystroking errors.
3. Read for correct punctuation and grammar.
4. Read for meaning.
He or she:
1. Is a good speller.
2. Knows the basics of punctuation and applies them.
3. Pays attention to detail.
4. Uses various methods of proofreading.
5. Recognizes frequently overlooked types of errors.
6. Takes the time to proofread.
7. Is conscious of errors.
8. Uses the dictionary and other reference materials when in doubt.
A letter planning chart may be used to plan and organize thoughts for composing at the keyboard or in preparation for dictation. Although this chart specifically assists in the preparation of a letter, the phases may also be used when creating other correspondence.
| Letter Planning Chart | |
|
Phase
|
Notes |
|
Phase 1: Primary Purpose
Identify and record the primary purpose of the letter. Keep the secondary purpose in mind. |
|
|
Phase 2: Details
Keeping the primary purpose of the letter in mind, brainstorm and include all the points to be covered in the letter. Remember to include items that may seem unimportant at this time. |
|
|
Phase 3: Edit
Reflect on the points to be covered. Delete any unnecessary points, if there are any. |
|
|
Phase 4: Organize
Arrange the remaining items in the order that you wish to present them to the reader. |
|
|
Last Paragraph.
Develop the last paragraph. This paragraph often summarizes the message of the letter, striving to obtain the desired action of the reader. |
|
|
Dictate (Compose).
|
This project will allow you to visit a work site to interview someone who is employed in a career area that is of interest to you. You may choose someone that uses the computer to process information. For example, people you may be interested in interviewing could be a producer, banker, doctor, accountant, pharmacist, engineer, or clerk.
Note to Teachers:
It is suggested that the date of the interview be established well in advance - preferably one month from the introduction of the project. Students may collaborate on a calendar of timelines that will assist with the planning and completion of arrangements and tasks, in order of priority. The design and maintenance of ``To Do'' lists may be helpful in assisting with the completion of projects and covering all the required items during students' contact with the interview candidates.
Some of the considerations involved in the Interview Project are offered below.
Identification of Interviewee : Make a list of all the candidates that you may like to interview. Establish your priorities and contact the candidate at the top of your list. Introduce yourself and explain the project. Ask the candidate if he or she is willing to participate. Most interviews require no more than thirty minutes. Keep working through your list until you get a positive response! Once a candidate has agreed to participate, establish the date, time, and location of the interview. Your teacher may provide a form to record the interviewee's name, title, work place, address, telephone number, date and time of the interview. Be sure this information is correct!
Letter of Confirmation : Send a
personal-business letter of confirmation to your interviewee. The
letter should confirm the day, date, location and time of the
interview appointment. You will need to prepare an envelope, too.
Don't forget to sign your letter! Consult your reference manual
for format.
Questions: Think about what you would like to know about this career. Prepare a set of questions to ask during the interview. (Note: If time is limited, teacher-prepared questions may be provided to the students*. Students should be encouraged to revise, add, or substitute questions as required, depending upon the individual situation. If time is not limited, teacher and/or student prepared questions could be generated and produced by class members.)
Interview:
During the interview, ask your questions and clarify as necessary to get the detail required. Record the answers that the interviewee provides. You may wish to make a tape recording of the interview. Make a few notes about the work site itself.
Thank-you Letter: After returning to the classroom, send a thank-you letter or note thanking the interviewee and any other individuals who were involved in arranging the interview.
Presentation:
Share what you have learned, either in a presentation to the entire class or with small groups of students.
Report: Prepare an unbound multiple-page report detailing the ``Interview Project''. Refer to your reference manual for correct format if necessary.
*The following offers sample interview questions for this project.
The following are some questions that you may ask during an interview with someone who is employed in a career area that is of interest to you.
1. What is your name, title, business or company name, mailing address, and telephone number?
2. What are your normal job duties?
3. What are your normal working hours?
4. Is working overtime required in your job? How often?
5. Do you ever work nights or weekends?
6. What aptitudes and abilities are needed for your career?
7. What education and training requirements are needed to enter and advance in your career area?
8. Can you give an approximate beginning salary for someone in your career area? What is the average salary after five years?
9. Does your company have a dress code for employees? What is considered suitable?
10. What are some things you enjoy about your job?
11. What are the fringe benefits of your career area? (sick leave, dental plans, life insurance)
12. Are there any disadvantages to your career area?
13. Do you think the demand for workers in your career will increase or decrease over the next five years? Why?
14. What advice would you offer to a young person making a career choice?
In conclusion, do you think you would like to work full time in this type of career? In this particular organization? Why? If not, why did you choose this particular interviewee?
The following is a sample project involving the application of airline timetables and the twenty-four hour clock. Students will be actively involved in organizing and managing their air travel plans for a ``whirlwind'' trip.
Students may work independently or in pairs. They could present their information in the form of a written document or an oral presentation. Although locations are identified for the ``whirlwind trip'', they may be adapted to suit individual needs. The activity could be extended to include considerations for night accommodations. Information needed for this activity is readily available on the Internet.
Welcome to the corporate world. What a busy week you have coming up! You will be travelling all across Canada and into the United States to give company presentations and complete other work-related duties. Make the necessary airline reservations for your trip (see questions 1-6 below) and prepare a schedule of your airline flights. For each ``question'', provide the following information:
Departure-place and time
Name of Airline
Flight Number
Local Time Zone-at place of departure
Arrival-place and time
Local Time Zone-at place of arrival
Number of Stops
Name of Airport-only if more than one is in the city
Cost of flights (and accommodation if included as
part of the project)
1. This Sunday, you will need to be in Victoria and you decide to take the earliest flight.
2. On Monday and Tuesday, you need to work in the branch office in Victoria. On Wednesday, you have to travel to Montreal but need the earliest flight as you will need time Wednesday evening to set up your materials for Thursday's presentation.
3. Friday's meetings will be over before noon. On Saturday and Sunday, you are registered for an international convention in Los Angeles, California and plan to get some rest and relaxation in the sun. You determine that a Friday afternoon flight to Los Angeles is preferred.
4. The following Tuesday morning, you have an appointment with the regional manager in Calgary and will spend Wednesday working in the branch office there. A Monday evening flight is fine.
5. Thursday evening, you are the guest speaker at a dinner banquet in Saskatoon and need to stay in Saskatoon on Friday until mid-afternoon. You prefer a Wednesday evening flight.
6. Friday evening you travel home to see your family for the weekend!
Once students have been introduced to travel itineraries and have formatted one, they may be challenged to prepare their own. The following is a sample project that involves students researching and preparing an itinerary for a trip to a destination of their choice. A limited time frame for travel is suggested in the sample project. However, students may choose to visit the site of the upcoming Olympics for a week, travel to the Orient for a month, or take a weekend ski trip to British Columbia. Teachers are encouraged to adapt the sample project as needed.
Plan a ``getaway'' weekend for yourself. Take along a friend or two, your family, or go alone. Cost is no object. If you wish, feel free to fly first class to your destination, rent a limousine . . . hire a personal tour guide! When planning and preparing your itinerary, allow for three days at your vacation destination, in addition to travel time. Schedule activities and visits to tourist attractions, restaurants, etcetera but be sure to allow time for rest and relaxation.
Some things to include in the itinerary are:
names of travellers
dates of travel
times of all events
types of
transportation, dates, and times
accommodation
activities and attractions.
To provide opportunities for students to:
design and produce letterhead stationery;
apply problem-solving skills;
use word processing software applications; and,
compose business correspondence.
Imagine that you are the owner or manager of a small business that offers a service or markets a product (your choice). Apply problem-solving strategies to design and produce letterhead stationery for your small business.
Identify the problem
by producing a simple written statement.
Explore alternatives
by examining several samples of business stationery. If you want, combine concepts you find from the samples with your own design. Use computer graphics, fonts, clip art, borders, calligraphy, hand-drawn art work, or other devices to enhance the design of the stationery.
Gather and organize
information
to generate ideas and develop rough drafts of several alternative letterhead designs. Use your imagination and creativity to select and design the letterhead that includes the name of your business, the street address, city, province, postal code, telephone number, and business logo or trademark.
Act
by producing your letterhead design.
Evaluate
by reflecting upon your product and considering whether your letterhead design is suitable for the business world. Are there changes that you would like to make?
Include your company name, street address, city, province, postal code, and telephone number on your letterhead. You will need to design and place a logo or trademark, too. It may be necessary to limit the space used for the letterhead to the top ten lines of a standard sheet of paper. Side and bottom margins may also be used for displaying letterhead information. Remember that a letter will need to be attractively placed on the stationery. Clear and relevant logos or trademarks should be used. They should be eye-catching and interesting.
Using the word processor, compose a letter announcing the opening of your new business, encouraging readers to attend the opening-day celebrations. Use a letter-planning chart (see Appendix I) to assist in planning and composing your letter. Be sure to schedule some exciting activities to help draw attention to your new business. For example, door prizes, free merchandise, discount coupons, complimentary beverages and snacks, or guest appearances by local celebrities may be offered. Prepare the final copy of the letter on your letterhead stationery.
Suggested Criteria for Assessing the Letterhead Stationery
Content. Does the letterhead
contain the name of the business, the street address, the city,
province, postal code, telephone number, facsimile number and any
other data network communication numbers, if available, as well as
a logo or trademark?
Placement. Is the letterhead
appropriately placed on the paper within the guidelines given?
Design. Is the logo or
trademark relevant and clear? Is the letterhead eye-catching and
interesting?
Effort. Has the student
included an extraordinary amount of detail deserving special
recognition?
Suggested Criteria for Assessing the Application of the Problem-Solving Strategies in Designing the Letterhead
Did the student clearly
identify the problem?
Did the student explore all
relevant alternatives by examining several samples of business
stationery to assist in idea generation?
Did the student consider a
variety of display techniques and tools?
Did the student gather and
organize all relevant information, considering all sources of
information?
Did the student apply the
process of evaluation to eliminate alternatives and choose the
best option?
Suggested Criteria for Assessing the Composed Letter
Did the student identify the purpose of the letter?
Did the student develop the first paragraph to
capture the reader's attention and interest?
Did the student include all points to be covered in
the letter?
Is there no evidence of redundant information?
Did the student organize the important information in
a logical sequence?
Does the last paragraph indicate the desired action
and summarize the ideas expressed?
Has the letter been formatted in an acceptable
business letter style?
Has an acceptable punctuation pattern been used in
the letter?
Is the text of the document free of errors?
(Optional Module 18: Effective Business Writing)
The order in which the writer presents information in a business letter or memorandum may depend on the expected reaction of the reader. When writers expect their audience's reaction to be neutral or positive, the writer should communicate the message as clearly and briefly as possible. The following are some suggestions for using this approach:
State briefly the main purpose of the letter or
memorandum (usually in the first paragraph).
Provide all the information and details that the
reader needs (usually in the middle paragraph[s]).
Close the document with positive reinforcement and a
request for action (when appropriate).
Communication in this category may include letters or memoranda: of request or inquiry; ordering goods; for reservations; offering expressions of thanks, congratulations or sympathy; and acknowledging a request or an order.
The following writing strategies may be used when the writer anticipates that the receiver may resist the suggestions and information provided (a negative reaction):
Begin the communication with a goodwill paragraph
that touches on the ``negative'' subject but does not directly
refer to it.
Provide detailed information
regarding the reasons for resistance of the request.
State that the request has
been refused in a positive tone.
End with a goodwill
conclusion. Suggest an alternative proposal (if possible) or a
request for action.
Communication in this category may include letters or memoranda complaining about products or services, refusing a request, and dealing with credit and collection.
Reports may be used for sharing or presenting information, for the presentation of recommendations to solve problems, or to assist in decision making. Reports usually require research. Reports can be formatted as a bound or unbound manuscript. They usually include a cover page, a table of contents, and a bibliography. Endnotes may be included. Appendices, charts, graphs, lists, diagrams, maps and other visuals may be included.
When writing repor