Catholic District School
Board of Eastern Ontario
Notre Dame Catholic High
School
COURSE TITLE: Information
Technology Applications in Business
COURSE CODE: BTX
4C
CREDIT VALUE: 1
LEVEL OF DIFFICULTY: College
AREA OF STUDY: Business
REQUIRED PREREQUISITE: BTA 3O
NUMBER OF
SCHEDULED HOURS: 110
FACILITATOR(S): Mr. Mark Melville
WRITER(S): Mr. Mark Melville
DATE OF PREPARATION: January 30, 2003
Updated:
February 2007
MINISTRY GUIDELINES: The
Ontario Curriculum, Business Studies,
COURSE DESCRIPTION:
This course provides
students with the opportunity to develop further the information technology knowledge
and skills needed in the business world. Students will develop their
understanding of electronic business environments, improve their skills in
electronic research and in using business application software in the
preparation of business documents, manage information, and apply project team
management strategies.
The Canadian software industry is one of the fastest growth sectors in our economy. From 1970 to 1994 its work force has exploded from 22,000 to 173,000. Software development has evolved into a diverse and dynamic industry which impacts all Canadians. The various software programs used in our modern world were devised, designed and coded by people. One of the biggest challenges facing the industry is that the need for qualified software workers far outstrips the supply. In 1997 almost 20,000 Canadian software positions went unfilled. Without some innovative solutions to this problem, this booming economic force will suffer, having an effect on Canadians all across the country.
Software Human
Resources Council
http://www.shrc.ca/
RATIONALE / REAL LIFE CONNECTORS:
In today's world, the use of the computer technology has infiltrated
every aspect of our lives. Students
must be able to become fluent in the language of the "Technology Age"
in which we find ourselves immersed. If
the students are to become productive and successful members of the 21st
century, they must become comfortable with the use of and more aware of the
implications of the computer in our changing society. This introductory course
serves as a starting position for the student to begin to explore the uses and
issues of Information Technology in Business.
STRANDS:
1.
The Electronic Business Environment
2.
Software Applications and Business Documents
3.
Electronic Research and Communication
4.
Electronic Project Management and Teamwork
5.
Post Secondary Education
· an effective
communicator
· a reflective and
creative thinker
· a self-directed,
responsible, life long learner
· a collaborative
contributor
· a caring family
member
· a responsible
citizen
The Information
Technology program in the Catholic faith community enables young adults to develop
and utilize their gifts and resources in finding solutions that benefit others
in ways that model Gospel values. The curriculum focus enables students to be
critical thinkers and innovative problem solvers and analyse the use of
resources while understanding the implications of technological innovations.
Emphasis on process and results ensures students apply skills and knowledge
when providing services and recognize our God-given responsibility to respect
the dignity and value of the individual and the protection of the environment.
Computer technology has an ever-increasing effect upon society (e.g., the
digital divide: the division of groups in society based upon the access to
information that further disadvantages the poor). It is important for young
Catholics to reflect upon and examine the potential of technology to affect
lives.
LEARNING EXPECTATIONS:
·
identify and describe a variety of workplace settings and
organizational structures from an information technology perspective;
·
assess the impact of information technology on business operations such
as the growth of e-business, virtual enterprise, data warehousing;
·
solve problems relating to various network configurations
·
create integrated customized documents using appropriate software;
·
integrate a variety of software applications in the preparation of
multipage business documents;
·
use appropriate electronic financial planning tools for personal and
workplace applications
·
solve business problems by using electronic tools;
·
assess data electronically to solve a specific business problem;
·
communicate research results electronically.
·
manage a multitask team project in an electronic environment;
·
demonstrate the use of electronic tools to manage a multimedia team
project;
·
create a multimedia production for a virtual enterprise.
·
evaluate postsecondary education programs in information technology;
·
analyse employment opportunities in the information technology sector;
·
assess their information technology skills and competencies;
·
create, electronically, an education plan to take them from secondary
school to employment.
·
For a more complete listing, visit the Ministry of Education website: Technological
Education, grades 11 and 12
Student achievement will be based on the achievement chart categories outlined below and individual demonstration of the specific expectations. Achievement chart categories will be posted in the classroom and distributed to students for greater awareness and understanding of assessment. All major assignments will be evaluated by levels. Grades will be determined using the students’ most consistent and most recent levels of achievements. For purposes of reporting, the percentage grade range will correspond to the following levels as defined by the board:
Level |
Mark/Code |
Level |
Mark/Code |
Level |
Mark/Code |
Level |
Mark/Code |
|
4++ |
98/100 |
|
|
|
|
|
|
|
4+ |
94 |
3+ |
79 |
2+ |
69 |
1+ |
59 |
|
4 |
86/90 |
3 |
75 |
2 |
65 |
1 |
55 |
|
4- |
82 |
3- |
72 |
2- |
62 |
1- |
52 |
The achievement chart is the fundamental tool of evaluating the progress of students. The chart identifies four categories of knowledge and skills in Technology: Knowledge and Understanding, Thinking and Inquiry, Communication and Application. The achievement chart provides a standard province-wide method for teachers to use in assessing and evaluating their students’ achievement. Each achievement chart has descriptions of the levels of achievement for each of the four categories of knowledge and skills. Level 3 is the provincial standard; level 4 indicates a level of achievement beyond the standard; level 2 indicates the student is slightly below provincial standard; and level 1 indicates limited understanding of the material. The achievement chart helps determine, throughout the course, the student’s most consistent level of achievement of the curriculum expectations as reflected in his or her course work.
Knowledge and Understanding
– the degree to which the student demonstrates understanding
of the facts, concepts, and relationships between concepts.
Thinking and Inquiry – the student utilises proper problem solving techniques, strategies,
resources, technology and tools.
Communication – the student demonstrates he/she can communicate with clarity, accuracy,
effectiveness, and confidence in various forms. Effective communication implies timeliness, presentation and
completeness.
Application – the student demonstrates he/she can apply ideas and skills in familiar
and unfamiliar settings, use proper technological techniques, and make
connections between the curriculum and the world.
COURSE EVALUATION
Formative Evaluation
Formative Evaluation is used to measure students’ learning skills and as a means of diagnostic assessment to improve learning.
Summative Evaluation: 70%
Knowledge and Understanding 25%
Problem Solving/Thinking and
Inquiry 10%
Application 25%
Communication 10%
Final
Assessment: 30%
Culminating Activity 30%
**Students must write the culminating activity
to pass the course
COURSE EXPECTATIONS:
Each student in this course is expected to:
1. Treat everyone in the room with respect.
2. Treat the equipment in the room with respect.
3. Come to class with a notebook, paper, and a pen.
4. Be on time for class. Being late for class may merit a detention.
Chronic lateness will be dealt with by Administration.
5. Come to class wearing a complete uniform, as outlined under the school
uniform guidelines. Uniform issues will be dealt with by administration. Your
return to class will be considered a late for attendance purposes.
6. Keep the room in order; ie., no writing on desks, no eating in the
classroom, etc.
7. Catch up on all work missed due to absence. This is YOUR responsibility.
8. Summative Assignments that are not submitted on the given due date are subject to
the Notre Dame Late Policy
9. Students may, for legitimate reasons, negotiate an extension or due date
change with the teacher prior to the original due date. Approval for such a
change will be at the discretion of the teacher. Computer printing problems
will not be accepted as legitimate reasons for late assignments. If such a
situation should occur the student must either present a hand written
assignment or a computer disc that the teacher can read on a computer
compatible with the Notre Dame computer system. This must be done on the day the assignment is due.
11. Read and abide by the Notre Dame Acceptable Use Policy
*** The above expectations will be continually monitored throughout the
course.
Please show this contract to your parents/guardians. Ask that they read and complete the portion
below. Return it tomorrow.
I, (student) have read and understood the
expectations outlined in the Grade 12 Information Technology in Business (College
prep.) Course Outline.
Parents/Guardians : Please be aware of the expectations set for your son/daughter in this
course. If you have any questions, please do not hesitate to contact Mr.
Melville at
253-4700, or email: Mark.Melville@cdsbeo.on.ca
Parent/Guardian Signature:
___________________________________________________
Date:
____________________________________________________________________
Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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