COURSE
TITLE: Computer Applications I
TEACHER:
Jayson Campeau
ROOM:
B 3.5
E-MAIL:
jayson_campeau@eu.odedodea.edu
COURSE
DESCRIPTION:
This
course introduces students to the use of information technology in a business
environment. Students will learn how to use information technology in a work
environment, perform electronic research, communicate electronically, and use
common business software. They will also explore possible future occupations in
information technology.
COURSE
GOALS/OBJECTIVES/STANDARDS:
Information
Management
q
demonstrate
an understanding of the information technology terms used in business;
q
explain key
infrastructures relevant to information technology;
q
manage an
information technology work environment;
q
electronically
manage personal data and computer files.
Software Applications
q
demonstrate
the skills required to enter data by using appropriate keyboarding techniques;
q
demonstrate
the use of basic functions and features of common business software;
q
produce
documents that meet basic business standards and formats.
Electronic Communication
q
demonstrate
an ability to use electronic software to create presentations;
q
use
electronic tools to communicate effectively with others;
q
demonstrate
an understanding of the legal issues relating to electronic communication.
Electronic Research and Ethical Issues
q
use a
variety of electronic media to find relevant information;
q
analyse the
various uses of the Internet in a business environment;
q
analyse the
ethical issues concerning the use of electronic information.
Career Opportunities
q
describe
career opportunities related to information technology;
q
assess their
information technology skills and competencies;
q demonstrate an understanding of information technology
programs designed for use in secondary
schools.
SCOPE
& SEQUENCE:
Information
Technology Groundwork
Students will create an electronic information
technology reference manual of terms, and explain the key infrastructures
related to information technology. Through investigation, students will develop
an understanding of key information technology infrastructures, explore legal
and ethical issues related to technology, understand the importance of
ergonomics, navigate through the desktop, and have their data entry skills
assessed. Students= overall performance for
this unit will be evaluated using the Unit
1 Assessment Rubric
$ Information
Technology Reference Manual and Infrastructure
$ Exploring Legal and Ethical Issues in
Technology
$ The Ergonomically Correct Workplace
Navigating Through the Desktop
The Power of Application Software in Business
Students
will enhance and/or develop their basic software application skills using
specific application software, investigate web-page design software and
Internet search engines, and assess their data entry skills on an ongoing
basis. Each student will track his/her development using Software Competencies Checklists. Document production will focus on
the creation of correctly-formatted business documents in a culminating project
that will require students to plan, make decisions, and create documents
integrating the software applications. Documents created will be stored in
files and folders that are logical and useful. Students= overall performance for
this unit will be evaluated using the Unit
2 Assessment Rubric.
$ Determining Software Competencies Through
Readiness Exercises
$ The Internet Information Hunt
$ Unlocking the Mysteries of Desktop Publishing
Using Information Technology to Plan an Upcoming Event
E-communication:
Presenting with Purpose and Pizzazz
Students will complete readiness and remedial
exercises and use electronic tools to enhance and/or develop their
communication skills, develop an understanding of what e-mail is and how it
works, investigate a variety of topics related to electronic communication, and
apply their new, electronic-communication skills to create an electronic
presentation. Students= overall performance for this unit will be
evaluated using the Electronic
Presentation Rubric (Unit 3, Appendix B).
$ Making the Most of an Electronic Presentation
$ Does E-mail Need A Stamp?
$ Investigating Electronic Communication
Dazzle Your Audience
Gathering
and Assessing Information Using Electronic Media
Students will enhance and/or develop their ability
to gather information from a variety of electronic sources; develop evaluation
criteria to evaluate the electronic information gathered with respect to
validity, bias, usefulness, confidentiality, and the degree to which it is up
to date; develop an understanding of
Internet connections; investigate
dangers that are associated with transmission of information; apply research and critical thinking
skills developed in researching the business and communication etiquette of a
designated culture; and apply their
research findings to a variety of formats to be shared with classmates.
Students= overall performance of this unit will be evaluated
using the Unit 4 Assessment Rubric.
$ Techniques for Powerful Research Using Electronic Tools
$ Caveat
Lector a.k.a. Let the Reader Beware
$ Internet Connections and Computer Viruses
Shrinking the World: Cultures and Customs on the WWW
Careers in Information Technology
Students
will assemble a scrapbook consisting of different information technology job
advertisements, use the Internet to access a variety of web sites related to
locating job advertisements, use appropriate software to produce a
desktop-published document that will provide Internet advice for the Ajob hunter,@ explore the information
technology options in their school, and revise their information technology
growth plans based on this newly-acquired information. Using copies of the
exemplary work and information technology Skills
and Competencies Checklists that students have collected throughout the
course, they will determine their level of achievement and organize their
portfolios accordingly. Students= overall performance for
this unit will be evaluated using the Unit
5 Assessment Rubric.
$ Information Technology Careers Scrapbook
$ A
Pathway to Jobs on the Internet
$ My
Personal Portfolio (ongoing)
Investigating Information
Technology Programs in Your School
CONTINUOUS SCHOOL PROGRESS: AFNORTH International
Middle/High School’s CSP (Continuous School Progress) goal is, “All
students will improve their written communication skills across the
curriculum.”
The 6 Traits + 1 is the model selected
to improve school-wide writing in all subject areas. The 6 Traits + 1 writing
framework is a powerful way to learn and use a common language to refer to
characteristics of writing as well as establish a common vision of what
“strong” writing looks like. Teachers and students will use the 6+1 Trait model
to identify areas of strength and weakness as they continue to strive towards
continued writing improvement. Success of all students requires that the 6
Traits + 1 become a consistent and integral component of each course taught at
AFNORTH International Middle/High School.
AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.”
The 6+1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 trait framework is a way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement.
With regards with this course
written work will be in the form of reports, certain assignments, as well as
short essays. Students should strive to
be precise and concise.
COURSE GRADING/ASSESSMENT:
Term Work 70%
Knowledge Tests/Assignments
Software checklists/labs
Mini-Projects
Culminating Activities 30%
Portfolio 10%
Examination/Final Project 20%
CLASSROOM EXPECTATIONS/CONSEQUENCES:
Students are expected to be respectful of themselves and others at all
time.
TEXTBOOKS:
none
HOMEWORK
POLICY:
Learning Skills
Five areas have been identified as learning skills and are being evaluated separately from academic achievement: work habits/homework, organization, initiative, teamwork and “works independently”. These are very important skills for you to learn at school and at home, and they are crucial in determining how successful you will be in your future employment or post-secondary schooling. Both parents and students need to pay close attention to this section of the report card, and to understand the impact that these skills have on their learning, despite the fact that they are not directly factored into their academic mark.
MAKE-UP WORK POLICY: Late Work
Because punctuality is a “learning skill” academic marks will not be
deducted from work that is handed in late.
However, there will be other non-academic consequences. Work which has been returned to the class
marked can not be handed in for marks.