About the course
This course introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a techno-logically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout the course, there is an emphasis on digital literacy, effective electronic research and communication skills and current issues related to the impact of information and communication technology.
Information and Communication Technology in Business
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
None
Course Code
Department Head & Contact Information
BTT10/ BTT2O
Manisha Sharma (manisha@mylearningoasis.com)
Course Type
Open
Grade Level
Grade 9,10
Course Development Date
June 10th, 2021
Course Outline
Basics of Computing
This unit introduces students to some of the basics of business computing, starting with the input and output devices. They will look at and compare and contrast various software, like operating systems, application software (including virus detectors etc). They will compare them. They will look at the advantages and disadvantages that technology, extreme technology and and no technology bring to the table. They will examine how these technologies have changed the business environment and the way business is being done. Health issues that are inherent in the use of some of these technologies are going to be addressed, e.g. vision, back pains, carpal tunnel syndrome and how some of these may be mitigated.
Time Allocated: 12 hours
Communication Modes
In this unit, students will address proper communication techniques. They will examine when it is best to use which kind of technology to communicate. Depending on the nature of the communication, should they use email? The telephone? Text messages? Snail Mail? They will explore problems that are inherent in asynchronous communication, like emails and texts. For instance, these forms of communications do not have a tone and maybe counter-productive because in many cases, the reader puts the tone that is congruent to his/her current mood. Students will explore the use of software to assist with grammar and spelling. They will also examine what constitutes an appropriate message in the business environment. Ethical behavior will be addressed in this unit.
Expected Hours of Instructions: 6 hours
The Internet
In this unit students will be introduced to the basic language of the Internet and the basic protocols, such as FTP, HTTP, etc. They will look at how the Internet can be used to promote business and can be positive in job hunting. They will also look at the other end of the spectrum and explore the negative impacts that the Internet can have on businesses and on an individual. They will look at some of the basic laws that govern the Internet and what constitutes ethical behavior on the Internet.
Expected Hours of Instructions: 6 hours
Research
Students will examine the proper use of the Internet as a research tool. They will look into what constitutes a reputable site for the information they are seeking. They will also research sites that provide ‘bad’ information. They will explore how to determine websites that give ‘good’ information and websites that give ‘bad’ information.
Expected Hours of Instructions: 6 hours
Websites in Business
Students will explore the importance for a company to have a website. They will look at the pros and cons of such sites. They will also look at what constitutes a “good” site and what constitutes a “bad” site. They will explore similar businesses that do not have websites versus ones that do. They will explore people's browsing habits and analyze the information to depict the behavior of browsers by age, gender, culture etc. Using this information, they will examine ways to predetermine what constitutes an effective website. Students will create a basic website, which will be upgraded continually and finally be presented at the end of the course for marks.
Expected Hours of Instructions: 18 hours
Marketing in Business
This unit introduces the students to the basics of effective marketing. They will look at the effects of social media platforms, business websites, and traditional pamphlets and newsprint. They will develop the advertisement for a product, both media based and traditional based. They will then test both forms (where possible). At the very least, the class will comment on each other's advertisement.
Expected Hours of Instructions: 18 hours
Business Documents
This unit introduces the students to business documents and techniques to protect data. They will explore the effectiveness of business cards versus an advertisement in the newspaper or on social media. “Are the cost of business cards justified?” will be one of the questions asked. Techniques to create professional documents will be addressed. The safety of data is of paramount importance so students will be introduced to several ways to protect data such as redundancies, security software, hardcopies etc.
Expected Hours of Instructions: 22 hours
Privacy and Security in ICT
Students will be introduced to the nefarious activities that are taking place on the Internet. They will explore software to mitigate these activities. They will also examine other information that, once given out, become security threats. They will discuss ways to quickly and efficiently address any security breaches.
Expected Hours of Instructions: 6 hours
Legal and Ethical
Issues in ICT In this unit students will delve deeper into security and legal issues associated with the Internet and business. They will also address ethical issues. They include but are not limited to copyright issues, browning on a site that is prohibited by a business etc.
Expected Hours of Instructions: 10 hours
A Purposeful Portfolio - Final Assessment
Students will assemble a portfolio that combines everything that has been learnt in this course in a chronological and professional manner. He/she will present this to the teacher and class as though the teacher is a potential employer. This section is worth 30% of the term mark.
Expected Hours of Instructions: 4 hours
Total: 110 Hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. Digital Literacy
A1: demonstrate an understanding of the terminology associated with information and communication technology;
A2: demonstrate an understanding of the computer workstation environment;
A3: manage electronic files and folders;
A4: analyze options for accessing the Internet;
A5: apply effective techniques when conducting electronic research.
B. Productivity Software
B1: use word processing software to create common business documents;
B2: use spreadsheet software to perform a variety of tasks;
B3: manage information, using database software.
C. Design Software
C1: use presentation software to create and deliver effective presentations;
C2: use desktop publishing software to create publications;
C3: demonstrate an understanding of the uses and design of effective websites, and develop their own web pages.
D. Business Communications
D1: demonstrate an understanding of the characteristics of effective business documents and communications;
D2: use appropriate technology to facilitate effective communication;
D3: maintain a portfolio of exemplary work that illustrates their skills in information and communication technology, including the ability to create effective business communications.
E. Ethics and Issues in Information and Communication Technology
E1: demonstrate an understanding of legal, social, and ethical issues relating to information and communication technology;
E2: analyze privacy and security issues relating to information and communication technology;
E3: assess the impact of information and communication technology on personal health and the environment.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.
These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples). For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9 and 10: Business Studies, 2006; (Pg 21-22) Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving.
Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations.
At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course
Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%
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