2003infotech1112 PDF

INFORMATION AND
COMMUNICATIONS
TECHNOLOGY 11 AND 12
Integrated Resource Package 2003
Updated September 2004
IRP 129
Ministry of Education
National Library of Canada Cataloguing in Publication Data
Main entry under title:
Information and communications technology 11 and 12 :
integrated resource package 2003
Also available on the Internet .

ISBN 0-7726-5180-9
1. Electronic data processing – Study and teaching

(Secondary) - British Columbia. 2. Computer graphics –
Study and teaching (Secondary) – British Columbia.
3. Computer networks – Study and teaching (Secondary) –
British Columbia. 4. Computer programming – Study and
teaching (Secondary) – British Columbia. I. British
Columbia. Ministry of Education.
LB1028.43.C3I53 2004 004’. 071’2711 C2004-960070-2
Copyright © 2003 Ministry of Education, Province of British Columbia.
Copyright Notice
No part of the content of this document may be reproduced in any form or by any means, including electronic storage,
reproduction, execution or transmission without the prior written permission of the Province.
Proprietary Notice
This document contains information that is proprietary and confidential to the Province. Any reproduction,
disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing.
Limited Exception to Non-reproduction
Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within
British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and
administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and
other parties providing direct or indirect education programs to entitled students as identified by the School Act or the
Independent School Act.
TABLE OF CONTENTS
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III
PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V
INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Information and Communications Technology Kindergarten to Grade 12 Chart . . . . . . 3
Considerations for Program Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Pathways and Modules Overview Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Overview of Pathways, Modules, and Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
THE INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 CURRICULUM
The Nature of ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Applied Digital Communications 11
Gathering and Processing 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Refining and Organizing 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Presenting and Communicating 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
New Technologies 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Applied Digital Communications 12
Gathering and Processing 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Refining and Organizing 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Presenting and Communicating 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
New Technologies 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Digital Media Development 11
Desktop Digital Video 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2D Graphic Design and Publishing 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3D Design and Animation 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Web Publishing 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Digital Media Development 12
Desktop Digital Video 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
2D Graphic Design and Publishing 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
3D Design and Animation 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Web Publishing 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • I

TABLE OF CONTENTS
Computer Information Systems 11

Workstations and Communications 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Systems and Management 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Network Technologies 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Internetworking Concepts 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Computer Information Systems 12
Workstations and Communications 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Systems and Management 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Network Technologies 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Internetworking Concepts 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Computer Programming 11
Introduction to Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Programming Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Programming Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Graphics and User Interfaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Computer Programming 12
Arrays, Files, and Searching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Arrays and Sorting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Object-Oriented Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Application Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 APPENDICES
Appendix A: Prescribed Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-3

Appendix B Learning Resources: General Information . . . . . . . . . . . . . . . . . . . . . . . B-3
Appendix B: Grade Collections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-7
Appendix C: Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-3
II • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

ACKNOWLEDGMENTS
Many people contributed their expertise to this document. The project’s primary co-ordinator
was Glen Holmes. Bill Kempthorne and Richard DeMerchant provided additional assistance in
completing the project. The project coordinators would like to thank all the other ministry
personnel and partners in education who participated in this process.
INTEGRATED RESOURCE PACKAGE WRITING TEAM
Kevin Amboe School District No. 36 (Surrey)

Ross B. Dunning School District No. 36 (Surrey)
Michael Ewan School District No. 63 (Saanich)
Gerry Fraser School District No. 61 (Greater Victoria)
Francine Giacomazza School District No. 41 (Burnaby)
David Richardson School District No. 27 (Cariboo-Chilcotin)
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • III

IV • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12
T
his Integrated Resource Package (IRP) Prescribed Learning Outcomes
provides basic information teachers
Prescribed learning outcomes are the legally
will need in order to implement
required content standards for the provincial
Information and Communications
education system. They define the required
Technology 11 and 12 (ICT 11 and 12).
attitudes, skills, and knowledge for each
This document supersedes Information
subject. Learning outcomes are statements of
Technology 11 and 12 Integrated Resource
what students are expected to know and be
Package (1996).
able to do at an indicated grade. Learning
outcomes are clearly stated and expressed in
The information contained in this IRP is
measurable terms. All learning outcomes
also available on the ministry web site at:
complete this stem: “It is expected that
http://www.bced.gov.bc.ca/irp/
students will . . . . “
The following paragraphs provide It is expected that student achievement will
descriptions about each section of this IRP. vary in relation to learning outcomes.
Evaluation, reporting, and student
THE INTRODUCTION placement are dependent on the professional
judgment and experience of teachers, guided
The introduction provides general
by provincial policy.
information about Information and
Communications Technology 11 and 12,
Suggested Instructional Strategies
including special features and requirements.
It also provides a rationale for teaching Instruction involves the use of techniques,
Information and Communications activities, and methods to meet diverse
Technology in BC schools and includes student needs and deliver the prescribed
specific considerations for program delivery. curriculum. Teachers are free to adapt the
suggested instructional strategies or
THE INFORMATION AND COMMUNICATIONS substitute others that will enable their
TECHNOLOGY CURRICULUM students to achieve the prescribed learning
outcomes. Specialist and generalist teachers
The provincially prescribed curriculum
developed these strategies to assist their
for Information and Communications
colleagues; they are suggestions only.
Technology 11 and 12 is structured using four
major pathways, with eight modules within
Suggested Assessment Strategies
each pathway. A four-credit course consists
of four modules. Specific curriculum The assessment strategies suggest a variety
information for each module is presented of ways to gather information about student
in a four column format, as follows: achievement. Some assessment strategies
• provincially prescribed learning outcomes relate to specific activities; others are general.
• suggested instructional strategies for Specialist and generalist teachers developed
achieving the learning outcomes these strategies to assist their colleagues;
• suggested assessment strategies for they are suggestions only.
determining how well students are
achieving the outcomes
• learning resources
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • V

Learning Resources THE APPENDICES

Provincially Recommended Learning The appendices provide additional
Resources information about the curriculum and
These materials have been evaluated further support for the teacher.
through the provincial evaluation process,
Appendix A lists the prescribed learning
and have received Minister’s Order. The
outcomes for the curriculum. For each
recommended resources are included in the
pathway, the prescribed learning outcomes
Learning Resources column of the IRP when
are organized by module. There is an
they support one or more of the
additional cross-curricular module, The
accompanying prescribed learning
Nature of ICT.
outcomes. See Appendix B for ordering
information for the recommended learning Appendix B consists of general information
resources. about learning resources, as well as
information about the provincially
Web Sites
recommended resources, presented in the
Due to their transitory nature, web sites
format of a Grade Collection. Appendix B
are not typically evaluated as part of the
includes titles, descriptions, and ordering
provincial evaluation process. However, in
information for the recommended learning
some cases, the Internet is the most up-to-
resources in the Grade Collections for ICT 11
date source of information relevant to
and 12. As of March 2004, additional
students in Information and Communications
resources are being evaluated to address the
Technology 11 and 12. The web sites listed in
gaps in these initial Grade Collections.
the Learning Resources column are current
as of March 2004. Although the sites listed do
New resources will be evaluated on an
not have recommended status, they have
ongoing basis. The new provincial
been provided to support student research
recommendations will be posted on the
and/or to assist teachers in developing
ministry web site at:
course plans. Local approval is required
http://www.bced.gov.bc.cairp_resources/
before use. Teachers should preview the sites
lr/resource/consub.htm. Teachers are
in order to select those that are appropriate
advised to check the web site on a
for their students. Teachers must also ensure
regular basis.
that students are aware of school district
policies on Internet and computer use.
Appendix C consists of general information
about classroom assessment and evaluation,
including:
• assessment for learning
• assessment of learning
• criterion-referenced assessment and
evaluation
VI • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

COMPUTER INFORMATION SYSTEMS 12 Pathway and Grade
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Students consider the basic intricacies of a network and
Module Network Technologies 2 some of the problems related to maintaining a functional
and safe network.
It is expected that students will:
Prescribed Learning • access sources for network security information
• Brainstorm with students network security issues they
are aware of. Have them conduct online research to
Suggested Instructional
Outcomes • assess the security of a network structure identify a variety of network security problems and Strategies
• install and use network management tools, potential solutions for each. Have students work in pairs
including security, imaging, backup, and remote or small groups to create a report outlining the security
The Prescribed Learning controls issues and how they can be addressed to create a safe
The Suggested
Outcomes column lists the • calculate network capacity limitations and plan for network.
network upgrades • Design a lab situation for students where they must Instructional Strategies
specific learning outcomes • configure and manage servers for user install and use network management tools, including
authentication, file, and print services security, imaging, backup, and remote controls. column suggests a
for each module. •
•
deploy and use applications on a network
use network operating systems utilities to monitor,
• Have students access management software. Ask them
to explain what needs to be defined prior to creating
variety of instructional
manage, and troubleshoot data transfers share points and print cues. approaches that include
• Have students use the Internet to identify when and how
software needs to be upgraded. Have them work in group work, problem
pairs to create a report outlining what factors they
considered and the ways they addressed them.
solving, and the use of
• Invite students to develop and demonstrate their ability technology. Teachers
to use and deploy applications on a network.
• Have students test the use of network operating systems should consider these
utilities (e.g., data capturing-Lanwiser, sniffer, WOW
packet, network monitor).
as examples they might
modify to suit the
developmental level
of their students.
COMPUTER INFORMATION SYSTEMS 12 Pathway and Grade
SUGGESTED ASSESSMENT STRATEGIES LEARNING RESOURCES

Observe
Recommended Resources Recommended
• Observe students as they manage each type of
Suggested Assessment server. Note the ease and efficiency with which they
• Guide to Networking Essentials, Third Edition Resources
• Peter Norton’s Introduction to Computers,
are able to organize servers logically and use both
Strategies user and group privileges.
Fifth Edition
Provincially
Question
The Suggested recommended learning
• Ask students to explain why they selected a specific
Assessment Strategies network tool and how they use it. Look for resources that support
offer a wide range of evidence that they can identify root problems and/
or desired results and can give a reasoned
one or more of the
assessment approaches explanation for why that specific tool is learning outcomes for
appropriate.
useful in evaluating the module. Ordering
whether students have
Collect
•
the
Assess students’ reports for the number of security
information is found in
met the prescribed issues identified and the solutions provided. Appendix B.
• Do students’ reports on network upgrades cover a
learning outcomes. range of issues and provide information on how
Teachers should consider each issue can be addressed? Web Sites Web Sites
these as examples they Peer Assessment Network Security:
might modify to suit • Have students give each other feedback on how http://www.cert.org/ The selected web sites
(CERT Coordination Center)
their own needs and
well they set up and operated each type of server
and the clarity and completeness of the file and
may be useful for
http://www.incidents.org
instructional goals.
print structures they created. Students might also (SANS Institue) teachers and/or
give each other feedback on how well they used
each type of network management tool. After the http://www.nipc.gov/ students. They do not
(National Infrastructure Protection Center-US
peer feedback sessions, have students make plans
for improvement. Government) have recommended
Self-Assessment
status. As with all
• Have students reflect on and analyse their personal
supplementary
security needs. Ask them to consider what is an resources, local
appropriate balance between functional and
optimal security. approval is required
before use.
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • VII

T
his Integrated Resource Package (IRP) and understand and appreciate the role of ICT
sets out the provincially prescribed in human affairs. This curriculum involves the
curriculum for Grade 11 and 12 development of:
Information and Communications Technology • information literacy
(ICT). The development of this IRP has been • positive attitudes toward technology
guided by the following principles of learning: • problem-solving and critical-thinking skills
• Learning requires the active participation of related to the use of technology
the student. • information technology literacy
• People learn in a variety of ways and at • lifelong learning patterns and skills
different rates. • knowledge relevant to careers in ICT
• Learning is both an individual and a group
The study of information and communications
process.
technology (ICT) is increasingly important.
In addition to these three principles, this Technological skills are becoming mandatory
document recognizes that young people of in the workplace and are a prerequisite for
varied backgrounds, interests, abilities, and employment. Students today require the
needs attend British Columbia’s schools. ability to reason and communicate, to solve
Wherever appropriate for this curriculum, problems, and to understand and use ICT for a
ways to meet these needs and to ensure equity variety of purposes. Students also need
and access for all learners have been opportunities to develop the skills required for
integrated as much as possible into the e-learning so they are better prepared to
learning outcomes, instructional activities, and pursue future learning opportunities.
assessment activities.
Literacy in the area of information and
ICT 11 and 12 is based on recommendations communications technology can be defined as
arising from the Information and the ability to obtain and share knowledge
Communications Technology Curriculum Review through investigation, study, instruction, and
Report 2001. ICT 11 and 12, in draft format, transmission of information by means of
was available for public review and response digital media technology. Since technology is
in 2003. Feedback from educators, students, undergoing constant and rapid change, the
parents, and other educational partners ICT-literate person will possess the skills and
informed the development of this document. abilities to learn and operate current
technology, and adapt to new technologies
RATIONALE developed to electronically gather, process,
evaluate, synthesize, and share data with
The aim of the Information and
others.
Communications Technology curriculum is to
help students develop the attitudes, skills, and Students who are literate in ICT access data
knowledge needed to live, learn, and work efficiently and effectively, evaluate data
effectively in an information-rich technological critically and competently, use data accurately
society. Students should be exposed to and creatively, and use current technology to
experiences that encourage them to enjoy and communicate and solve problems. They
value information and communications actively assess and question the implications
technology, develop positive habits of mind, of technology innovation on society. The end
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 1

result of literacy in ICT is the use of

technology as a tool for organization,
communication, research, and problem-
solving.
The learning outcomes in this IRP build on
and expand the learning outcomes addressed
at the K to 10 levels but are not dependent
upon any specialized courses that may be
available at the Grade 9 and 10 levels. The
skills and knowledge addressed by this IRP
are relevant to students continuing their
education in information and communications
technology or entering the workforce directly.
The following chart outlines various ways that
content can be delivered from Kindergarten to
Grade 12.
2 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

Information and Communications Technology

Kindergarten to Grade 12
K to 7
Integrated into all
subject areas
▼
▼ ▼ ▼
Grade 8 Grade 8 Grade 8
Integrated into all Separate course Specialized locally
based on the INT
subject areas developed courses
8 to 10 IRP
▼ ▼ ▼
Integrated into all Separate course Specialized locally
based on the INT
subject areas developed courses
8 to 10 IRP
▼ ▼
Integrated into all Separate course based BAA courses
on the INT 8 to 10 IRP
subject areas
(INT 10)
▼
▼
▼
▼ ▼
Grade 11 Grade 11 Grade 11 Grade 11 Grade 11 Grade 11
Integrated Applied Digital Computer Computer Modular Survey

Digital Media Information Programming Course
into all
Communications Development Systems (Any 4 Grade 11
subject areas (ICTP 11) modules)
(ICTC 11) (ICTM 11) (ICTS 11)
(ICTX 11)
▼ ▼ ▼ ▼ ▼ ▼
Grade 12 Grade 12 Grade 12 Grade 12 Grade 12 Grade 12
Integrated Applied Digital Computer Computer Modular Survey

Digital Media Information Programming Course
into all
Communications Development Systems (Any 4 Grade 12
subject areas (ICTP 12) modules)
(ICTC 12) (ICTM 12) (ICTS 12)
(ICTX 12)
This chart outlines various ways in which ICT content can be delivered from Kindergarten to Grade 12.

CONSIDERATIONS FOR PROGRAM DELIVERY in their abilities to solve complex problems

and use various aspects of information and
This section contains additional material to
communications technology.
help educators prepare their ICT 11 and 12
courses, including the following information: Creative problem-solving and critical-thinking
• suggested instructional strategies processes such as reasoning and making
• suggested assessment strategies connections are vital to increasing students’
• social and ethical implications of using aptitude and effectiveness with ICT tools and
ICT tools should be integrated throughout all pathways
• responding to sensitive issues in this curriculum. Instructional strategies
• creating a safe and healthy environment should be focused on activities related to these
• inclusion, equity, and access for all learners processes wherever possible.
• working with the ICT community
• working with the aboriginal community Suggested Assessment Strategies
• copyright and responsibility
The assessment strategies in this IRP describe
a variety of ideas and methods for gathering
Suggested Instructional Strategies
evidence of student achievement. Teachers
Instructional strategies have been included for determine the best assessment methods for
each module in a pathway. These strategies gathering this information.
are suggestions only, designed to provide
Some strategies relate to particular activities,
guidance for teachers planning instruction to
while others are general and could apply to
meet the prescribed learning outcomes.
several activities.
The strategies may be teacher directed,
student directed, or both. A one-to-one Social and Ethical Implications of Using
relationship does not necessarily exist Information and Communications
between learning outcomes and instructional Technology Tools
strategies, nor is this organization intended to
Society faces a growing number of ethical
prescribe a linear approach to course delivery.
issues and challenges as a result of the use of
It is expected that teachers will adapt, modify,
information and communications technology,
combine, and organize instructional strategies
such as breach of copyright, circulation of
to meet the needs of students and respond to
defamatory information, invasion of privacy,
local requirements.
plagiarism, and piracy. Ethical and responsible
Each set of instructional strategies starts with use of technology involves respect for
a context statement followed by several copyright restrictions, user licensing
examples of learning activities. The context agreements, and protection of privacy.
statement is included to provide clarification Activities that intentionally damage data or
of the module’s expected instructional equipment are both inappropriate and illegal.
emphasis. Through direct experience in a variety of
situations, students can learn that it is possible
Activities should encourage students to
to successfully complete tasks without
explore, take risks, exhibit curiosity, and make
violating ethical standards.
and correct errors so that they gain confidence

Responding to Sensitive Issues • Have students been given guidelines

regarding safe Internet use?
Issues may arise in ICT classrooms that are not
• Are students aware of the location and use
intended. In preparing for sensitive issues that
of safety items such as eye-wash solutions,
may arise, teachers may wish to consider the
fire extinguishers (suitable for electrical
following:
fires), safety blankets, sinks, face masks, and
• Inform an administrator or counsellor when
WHMIS labelling?
a concern arises.
• Are students aware of the location of power
• Establish a classroom environment that is
switches and fuse boxes?
open to free enquiry and to various points
• Do students know the maximum wattage
of view.
for electrical AC cables, power outlets, and
• Preview media materials and set guidelines
circuits?
for student access to sensitive Internet
• Do students know about correct handling
material.
of hazardous materials such as acids,
• Promote critical thinking and open-
adhesives, caustics, flammable materials,
mindedness, and refrain from taking sides,
fumes, poisons, powdered materials,
denigrating, or promoting propaganda.
solvents, and electricity?
• Know district policies regarding the rights
• Are facilities and equipment suitable and in
of individuals and the need for permissions
good repair?
when students are videotaping, filming,
• Is equipment secure when not in class use?
photographing, and recording. Establish a
procedure for filing any necessary release Consideration should also be given to correct
forms. ergonomics and related issues such as wrist,
eye, and back fatigue.
Creating a Safe and Healthy Environment
Inclusion, Equity, and Accessibility for All
Students will be accessing the World Wide
Learners
Web and need to be aware of potential safety
issues (e.g., exposure to unsuitable or harmful Young people of varied backgrounds,
material; potential harm resulting from interests, and abilities attend British
disclosure of personal information). Teachers Columbia’s schools. The Kindergarten to
should be familiar with district policies and Grade 12 school system is committed to
guidelines related to Internet safety, and meeting the needs of all students. When
should establish clear guidelines with selecting specific topics, activities, and
students for safe use of the Internet. resources to support the implementation of
ICT 11 and 12, teachers are encouraged to
Safety concerns also include the use of,
ensure that these choices support inclusion,
storage, and handling of potentially
equity, and accessibility for all students. In
hazardous material and equipment. To ensure
particular, teachers should ensure that
a safe learning environment, it is essential that
classroom instruction, assessment, and
teachers address the following questions prior
resources reflect sensitivity to diversity and
to, during, and after an activity:
incorporate positive role portrayals, relevant
• Have students been given specific
issues, and themes such as inclusion, respect,
instruction about how to use facilities,
and acceptance.
materials, and equipment appropriately?
Do they fully understand these
instructions?

Government policy supports the principles of communities are diverse in terms of language,
integration and inclusion of students who culture, and available resources, each
have English as a second language and of community will have its own unique protocol
students with special needs. Most of the to gain support for integration of local
instructional and assessment strategies in this knowledge and expertise. To begin discussion
IRP can be used with all students, including of possible instructional and assessment
those with special and/or ESL needs. Some activities, teachers should first contact
strategies may require adaptations to ensure Aboriginal education co-ordinators, teachers,
that those with special and/or ESL needs can support workers, and counsellors in their
successfully achieve the prescribed learning district who will be able to facilitate the
outcomes. Modifications can be made to the identification of local resources and contacts
prescribed learning outcomes for students such as Elders, chiefs, tribal or band councils,
with Individual Education Plans. Aboriginal cultural centres, Aboriginal
Friendship Centres, or Métis organizations.
For more information about resources and
In addition, teachers may wish to consult the
support for students with special needs,
various Ministry of Education publications
refer to the following web site
available, including the “Planning Your
http://www.bced.gov.bc.ca/specialed/
Program” section of the resource, Shared
For more information about resources and Learnings (1998). This resource was developed
support for ESL students, refer to to help all teachers provide students with
http://www.bced.gov.bc.ca/esl/ knowledge of, and opportunities to share
experiences with, Aboriginal peoples in BC.
Working with the ICT Community
For more information about these
All aspects of learning in information and
documents, consult the Aboriginal
communications technology may be greatly
Education web site:
enriched when professionals and experienced
http://www.bced.gov.bc.ca/abed/
amateurs from the community are involved.
welcome.htm
These individuals could be guests in the
classroom or involve students as visitors in
Copyright and Responsibility
their work environments.
Copyright is the legal protection of literary,
Working with the Aboriginal Community dramatic, artistic, and musical works; sound
recordings; performances; and
The Ministry of Education is dedicated to
communications signals. Copyright provides
ensuring that the cultures and contributions
creators with the legal right to be paid for
of Aboriginal peoples in BC are reflected in all
their work and the right to say how their work
provincial curricula. To address these topics
is to be used. There are some exceptions in the
in the classroom in a way that is accurate and
law (i.e., specific things permitted) for schools
that respectfully reflects Aboriginal concepts
but these are very limited, such as copying for
of teaching and learning, teachers are strongly
private study or research. The copyright law
encouraged to seek the advice and support of
determines how resources can be used in the
local Aboriginal communities. As Aboriginal
classroom and by students at home.

In order to respect copyright it is necessary to Permission from or on behalf of the copyright

understand the law. It is unlawful to do the owner must be given in writing. Permission
following, unless permission has been given may also be given to copy or use all or some
by a copyright owner: portion of copyrighted work through a licence
• photocopy copyrighted material to avoid or agreement. Many creators, publishers, and
purchasing the original resource for any producers have formed groups or “collectives”
reason to negotiate royalty payments and copying
• photocopy or perform copyrighted material conditions for educational institutions. It is
beyond a very small part. In some cases the important to know what licences are in place
copyright law considers it “fair” to copy and how these affect the activities you are
whole works, such as an article in a journal involved in. Some licenses may also have
or a photograph for purposes of research royalty payments which are determined by
and private study, criticism and review the quantity of photocopying or the length of
• show videotaped television or radio performances. In these cases, it is important to
programs to students in the classroom assess the educational value and merits of
unless these are cleared for copyright for copying or performing certain works to
educational use (there are exceptions such protect the financial exposure of your
as for news and news commentary taped educational institution (i.e., only copy or use
within one year of broadcast which by law that portion that is absolutely necessary to
have record keeping requirements—see web meet an educational objective).
site below for more details)
It is important for education professionals,
• photocopy print music, workbooks,
parents and students to respect the value of
instruction materials, instruction manuals,
original thinking and the importance of not
teacher guides, and commercially available
plagiarizing the work of others. The works of
tests and examinations
others should not be used without their
• show at schools videotapes which are not
permission.
cleared for public performance
• perform music or do performances of
For more information about copyright,
copyrighted material for entertainment
refer to the following web site
(i.e., for purposes other than a specific
http://cmec.ca/copyright/indexe.stm
educational objective)
for further details.
• copy work from the Internet without an
express message that the work can be
copied.

Pathways and Modules Overview
Applied Digital Digital Media Computer Computer Modular

Communications Development Information Programming Survey
(ICTC) (ICTM) Systems (ICTS) (ICTP) Course
(ICTX)
▼ ▼ ▼ ▼
Gathering and Desktop Digital Workstations and Introduction to Schools may
Module 1
Processing 1 Video 1 Communications 1 Programming create a survey
course by
combining any
▼ ▼ ▼ ▼ four modules
Refining and 2D Graphic Design Systems and Programming
Module 2 from any of the
Organizing 1 and Publishing 1 Management 1 Methodology
ICT pathways at
Grade the appropriate
11 grade level.
▼ ▼ ▼ ▼
Presenting and 3D Design Network Programming When
Module 3 constructing a
Communicating 1 and Animation 1 Technologies 1 Structures
Grade 12 survey
course, consider
▼ ▼ ▼ ▼ whether any
New Internetworking Graphics and prerequisite
Module 4 Web Publishing 1
Technologies 1 Concepts 1 User Interfaces learning from
earlier modules
▼ ▼ ▼ is required.
▼
Gathering and Desktop Digital Workstations and Arrays, Files, and
Module 5
Processing 2 Video 2 Communications 2 Searching
▼ ▼ ▼ ▼
Refining and 2D Graphic Design Systems and Arrays and
Module 6
Organizing 2 and Publishing 2 Management 2 Sorting
Grade
12 ▼ ▼ ▼ ▼
Presenting and 3D Design Network Object-Oriented
Module 7
Communicating 2 and Animation 2 Technologies 2 Programming
▼ ▼ ▼ ▼
New Web Internetworking Application
Module 8
Technologies 2 Publishing 2 Concepts 2 Development
The learning outcomes related to The Nature of ICT are common to all pathways and should be
integrated with the four modules that comprise any ICT 11 or 12 course.

OVERVIEW OF PATHWAYS, MODULES, Each module is designed to represent one-

AND COURSES quarter of a course so that schools may mix
and match modules to suit student needs.
Pathways and Modules
Schools may choose to offer a course based on
The prescribed learning outcomes for ICT 11
four modules from a single pathway or a
and 12 are grouped into four pathways; each
combination of modules from more than one
pathway consists of eight modules. The
pathway. As knowledge in the area of ICT is
pathways reflect the broad areas of learning in
generally cumulative, the order in which
information and communications technology;
modules are offered to students should be
the modules reflect groupings of concepts.
considered carefully.
The four pathways are as follows:
• Applied Digital Communications A Grade 11 course should consist of four
• Digital Media Development modules from the first level (Modules 1 to 4),
• Computer Information Systems while a Grade 12 course should consist of four
• Computer Programming modules from the second level (Modules 5 to 8).
In addition to the four pathways, there is a set If a course is offered that is composed of
of prescribed learning outcomes for The modules selected from different pathways, the
Nature of Information and Communications course can be reported using the Modular
Technology (ICT). These learning outcomes Survey Course code (ICTX11 or ICTX12). The
are common to all pathways, and should be order in which various modules is offered is
integrated throughout. left to the professional judgment and expertise
of teachers. However, when constructing a
The modules were designed as stand-alone
Grade 12 survey course, teachers should
teaching units, each requiring an equal
consider whether any prerequisite learning
amount of instructional time. Teachers are
from earlier modules is required.
expected to adjust instructional times to meet
timetable limitations and diverse student Reporting ICT 11 and 12 courses follows
needs. normal procedures for reporting senior level
courses.
The Pathways and Modules Chart on the
preceding page provides an overview of ICT
The Nature of Information and
pathways and modules for Grade 11 and
Communications Technology (ICT)
Grade 12.
The Nature of ICT learning outcomes are
ICT Courses common to all pathways of ICT 11 and 12.
The learning outcomes address the attitudes,
The Information and Communications
skills, and knowledge that support students’
Technology 11 and 12 curriculum offers
understanding of the nature of ICT and its
schools the flexibility to structure courses to
impact on self, work, and society. The
accommodate student needs and interests
outcomes have been identified separately
while considering teacher expertise and school
to facilitate direct teaching of these ideas
timetables.
but are more effective if integrated in the
four modules used to create a course.

The Applied Digital Communications connectivity of those systems. Each of the

Pathway (ICTC) following modules is presented at two levels,
to allow basic and advanced learning:
The learning outcomes in the Applied Digital
• Workstations and Communications 1, 2
Communications pathway focus on the
• Systems and Management 1, 2
development of speed, proficiency, and
• Network Technologies 1, 2
breadth of knowledge with the use of
• Internetworking Concepts 1, 2
common application software. Each of the
following modules is presented at two levels, The Nature of ICT learning outcomes should
to allow basic and advanced learning: be integrated throughout an ICTS 11 or 12
• Gathering and Processing 1, 2 course.
• Refining and Organizing 1, 2
It is not in the best interest of any student to
• Presenting and Communicating 1, 2
attempt modules in this pathway at Grade 12
• New Technologies 1, 2
without having learned the material presented
The Nature of ICT learning outcomes should at the Grade 11 level.
be integrated throughout an ICTC 11 or 12
course. The Computer Programming Pathway
(ICTP)
The Digital Media Development Pathway
The learning outcomes in the Computer
(ICTM)
Programming pathway focus on the
The learning outcomes in the Digital Media development of programs using a structured,
Development pathway focus on the technical object-oriented programming language. It is
side of visual media development. Each of the recommended that the modules identified in
following modules is presented at two levels, this pathway be taken sequentially in order
to allow basic and advanced learning: to ensure student success and limit the
• Desktop Digital Video 1, 2 difficulties students may experience. The eight
• 2D Graphic Design and Publishing 1, 2 modules are as follows:
• 3D Design and Animation 1, 2 • Introduction to Programming
• Web Publishing 1, 2 • Programming Methodology
• Programming Structures
The Nature of ICT learning outcomes should
• Graphics and User Interfaces
be integrated throughout an ICTM 11 or 12
• Arrays, Files, and Searching
course.
• Arrays and Sorting
Although it is not essential to present the • Object-Oriented Programming
modules in sequential order, this sequence • Application Development
will provide opportunities for students to
The Nature of ICT learning outcomes should
expand their knowledge and apply this
be integrated throughout an ICTP 11 or 12
knowledge to other areas.
course.
The Computer Information Systems Students who have some prior experience in
Pathway (ICTS) computer programming may have a basic
understanding of the principles in several of
The learning outcomes in the Computer
these modules, but the uniqueness of each
Information Systems pathway focus on the
programming language may require students
technical side of computer systems and the
to follow the entire modular pathway.

A Modular Survey Course (ICTX) Example 1

A survey course can be created from The
Grade 11 ICTX:
Nature of ICT and four modules from any of
the four pathways at the appropriate grade • Gathering and Processing 1
level. When selecting modules to construct a • Desktop Digital Video 1
Grade 12 survey course, consider whether any • Workstations and Communications 1
prerequisite learning from earlier modules is • Introduction to Programming
required. Two examples of Grade 11 and 12
courses that combine different modules follow. Grade 12 ICTX:
Other combinations are also possible.
• Gathering and Processing 2
• Desktop Digital Video 2
• Workstations and Communications 2
The Nature of ICT learning outcomes would
be integrated across both courses.
Example 2
Grade 11 ICTX:
• Introduction to Programming
• Programming Methodology
• Systems and Management 1
Grade 12 ICTX:
• Arrays and Sorting
• Systems and Management 2
The Nature of ICT learning outcomes would
be integrated across both courses.

CURRICULUM
Information and Communications
Technology 11 and 12
INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12
THE NATURE OF ICT PRESCRIBED LEARNING OUTCOMES

The prescribed learning outcomes for The Nature of
ICT address the attitudes, skills, and knowledge that It is expected that students will:
support students’ understanding of the nature of ICT • demonstrate a moral, ethical, legal, and
and its impact on self, work, and society. These courteous approach to the use of technology
learning outcomes are common to all four pathways • demonstrate self-reliance in the use of
of ICT 11 and 12 and should be integrated with the electronic research techniques to construct
four modules that comprise an ICT 11 or ICT 12 personal knowledge and meaning
course. • access, use, and communicate information
from a variety of technologies
• assess various health and safety issues specific
to the technology being used, including
personal use of the Internet
• become discerning users of mass media and
electronic information
• use technology to support collaboration and
interaction with others
• employ principles of project management
when conducting their work (e.g., value
accuracy, precision, correctness; teamwork;
self-evaluation for purposes of improvement)
• employ a variety of strategies to identify,
investigate, and solve problems, including
troubleshooting strategies
• assess the impact of technology on their
personal privacy
• assess career opportunities in information and
communications technology industries, as well
as the required technological and
“employability” skills (e.g., communication,
interpersonal skills, and problem-solving)
• demonstrate skills and attitudes related to
successful lifelong learning

APPLIED DIGITAL COMMUNICATIONS 11

Students develop basic ICT literacy skills and
Gathering and Processing 1 demonstrate basic “employability” skills as they
It is expected that students will: work together to solve problems and communicate
with one another.
• use touch keyboarding techniques for
personal use • Provide opportunities for students to practise
• use electronic tools such as the spell checker, proper keyboarding techniques by having them
dictionary, and thesaurus to correct common develop personal documents such as an
language and style errors and enhance the autobiography introducing themselves to the
quality of their work teacher.
• construct personal and business documents • Have students create a spreadsheet to track a
that use: monthly budget and expense summary. Ask them
- headers and footers to assume that they are living independently and
- page numbering paying all expenses. The spreadsheet should
- graphics identify dates, descriptions of expense areas,
• create spreadsheet documents containing budgeted amounts, and expenses. Ask students to
various cell layouts, formats, alignment, and calculate total spending and the percent of total
formulas with relative and absolute cell spending in each expense area and then graph the
references results.
• assess sources for reliability, bias, and context • Discuss with students the legal and ethical issues
(e.g., differences between print and electronic related to copying work from electronic and print
sources) sources. Then show them the correct ways to cite
• identify search strategies, including unique sources. Have students work in teams of two or
keywords and phrases, to locate information three to research a topic of interest and develop a
using Internet search tools word-processed report with accurate citations.
• cite sources from the Internet and other • Provide students with a topic and have them
resources locate relevant web sites. Ask them to create a
• show respect for the opinions, contributions, table to record author, source, and author’s
and roles of team members geographical location.
• Establish intra-class partners or pen pals with
another school. Have students access a common
education resource such as Schoolnet or a district-
hosted collaboration tool. Have them discuss the
advantages and disadvantages of participating
with a “virtual” classmate.


Observe
Recommended Resources
• Watch individual students as they enter data, and
give specific advice about how to improve their
• A Guide to Microsoft® Office 2003 for
keyboarding techniques.
Information and Communication Technologies
Question • Using Information Technology: A Practical
Introduction to Computers &
• Ask students to explain how they determined the
Communications, Fifth Edition
extent to which various sources were reliable and
unbiased. Assess the reasonableness and logic of
their responses.
Collect
• Assess students’ spreadsheets for completeness
of the list of expenses, use of formulas, cell
formatting, and use and placement of graphs or
charts.
Peer Assessment
• Have students generate criteria for effective group
work, with emphasis on showing respect for the
opinions, contributions, and roles of team
members. Have them develop and use a rubric for
peer assessment using the criteria generated. Web Sites
Self-Assessment Copyright Information:
• Generate with students a list of criteria to http://www.accesscopyright.ca/

independently assess the documents they (formerly Cancopy)
developed, giving particular attention to page
http://www.cmec.ca/else/
numbering, headers and footers, and graphics.
(Council of Ministers of Education, Canada)


Students develop ICT skills and literacy to create
Refining and Organizing 1
different types of documents that demonstrate
It is expected that students will: understanding and appropriate use of software
• create and manage different types of files features.
• use a variety of file transfer procedures • Have groups of students develop a “tricks and
• design and produce electronic and print tips” handbook on the use of features such as
publications for specific purposes and macros, function keys, menus, and buttons.
audiences • Ask students to locate a resource that provides
• use software features such as shortcuts, items and pricing information in a downloadable
macros, function keys, menus, and buttons form (e.g., CSV, DIF files). Ask them to incorporate
• provide clarity to information within this data into a spreadsheet or database.
spreadsheet documents using: • Have groups of students develop a spreadsheet of
- headers and footers the costs of computer lab equipment and furniture
- fills and borders purchased to set up a new small company with
- charts and graphs eight employees. The spreadsheet should include
- title rows and columns with cell and entries for the identity, number, and cost per unit
document protection of each item, the total cost for each item type, and
• use database software to create a flat file the cost of the entire order, including tax. The
database spreadsheet should also contain company
information on each page of the document.
• Invite students to work independently to create a
simple database to track their course assignments
and tests, including due dates and marks. At this
level, it is not necessary to have the database
calculate the total subject mark from the marks
entered.


Observe
• Examine how students organize and store
documents. Note the extent to which they locate
files, group like materials by date or topic, and
name files appropriately.
• Watch how students transfer documents from an
online service. Note the extent to which they:
- correctly select an appropriate source
- save the information to a local drive
- load information into a local application
- preserve type, format, and validity of data
Question
• Ask students to explain how they determined
which type of document to create for a particular
task. Do they clearly identify the purpose and
audience?
Collect
• Assess students’ spreadsheets for:
- appropriate use of headers and footers
- correct use of formulas
- accuracy of calculations Web Sites
- appropriate and accurate incorporation of
company information
Peer Assessment
• Have students assess one another’s work for
clarity and utility.
Self-Assessment
• Have pairs of students develop and independently
use criteria for the production of spreadsheets and
database documents.


Students expand their “employability” and ICT skills
Presenting and Communicating 1 by creating and using multimedia files for
It is expected that students will: distribution and presentation.
• design and create a multimedia solution to an • Ask small groups of students to create and deliver
identified problem multimedia presentations to help solve an
• prepare and deliver a presentation using identified problem in the school or community.
presentation graphics software that Problems should be straightforward, such as a
incorporates: sports team or special interest group that needs to
- slide formatting raise funds, or a school or community group that
- graphics wants people to participate in its activities.
- sound • Have pairs of students identify and analyse
• create and manage a personal web site several personal web sites. Ask them to create a
• use collaborative problem-solving and list of features of a good web site and a list of
decision-making skills to complete business features of a poor web site. Each pair of students
and school tasks should then create a personal web site about
• act as a leader and follower in group projects someone or something that is of mutual interest,
and team activities meets the criteria for a good web site, and avoids
• use the tools associated with distributed the perils of a poor web site.
learning • Brainstorm with the class issues relevant to the
safe and appropriate use of electronic forums such
as a web forum, Usenet group, or public chat
room.
• Work with students to develop a set of rules to
guide participation in an online forum. Have them
apply the rules in a class discussion on a project.


Observe
• Assess students’ presentations for:
- content (supports objectives)
- organization
- presentation (control of text size, fonts,
paragraphs, spacing, and positions)
- interaction with audience (to solicit audience
feedback)
Question
• Have students explain what rules are important
when using a chat room and why people should
follow those rules. Do they elaborate their
responses by describing adaptations of rules for
particular situations?
Collect
• Assess students’ web pages for clear presentation;
appropriate mix of colour, text, and graphics; and
the appropriateness of links to relevant sites.
Peer Assessment
• Have students develop criteria to assess each Web Sites
other’s teamwork skills, focusing on individual Online Forums:
contributions and the ability to lead or follow as
http://www.schoolnet.ca/
appropriate to role.
(Canada’s Schoolnet)
Self-Assessment
Employability Skills:
• Convert students’ list of rules for participation in
http://canconnect.ic.gc.ca/certificate/
electronic forums into a self-assessment scoring
(Industry Canada)
guide. Use a four- or five-point scale from “Never”
to “Always.” http://www.discoverit.org/
(Software Human Resource Council)


Students develop advanced ICT skills and
New Technologies 1 knowledge and evaluate software, procedures, and
It is expected that students will: technology.
• explain school policies associated with • Discuss with students the use of record
appropriate use of the Internet management procedures for maintaining shared
• select appropriate application software for a documents and templates. Work with them to
given task develop a template for creating a multimedia
• merge data between software applications document and procedures for its use.
• evaluate and use record management • Have students develop a multimedia document on
procedures for maintaining shared documents an aspect of Internet security. Provide time for
and templates them to critique each other’s work.
• explain the implications to personal and • Have students research and evaluate different
business environments of computer viruses types of virus protection software.
and the use of virus protection and firewall • Ask students to keep a journal during this module
software to record their views on how the use of technology
• explain how Internet technologies such as has influenced the way they now work and think.
cookies allow servers to track personal use of Discuss the importance of maintaining positive
the Internet attitudes toward lifelong learning. For the last
• identify threats to global communication entry, ask them to predict how new technology
networks, including computer viruses and might influence their lives in the future.
denial-of-service attacks
• explore various products created to protect
personal information on computers, including
anti-virus software and firewalls


Observe
• Observe students as they use the Internet. Look
for evidence of courteous use, effective searching,
respect for personal privacy, adherence to safety
guidelines, and ethical use.
Question
• Have students explain why they chose a particular
software product for a given task. Do they give
specific, logical reasons for their choices?
Collect
• Have students select examples of work completed
during the course that best illustrates that they:
- use technology ethically
- can work effectively in groups as either a leader Web Sites
or a follower (include peer and self-
Internet Security:
assessments)
- are efficient, responsible, and competent users http://www.cert.org/
of the Internet (CERT Coordination Center)
- can create effective documents for various http://www.incidents.org
purposes and audiences (SANS Institute)
Web Sites
Peer Assessment Privacy:
• Have students pass their multimedia documents http://www.oipcbc.org/
to each member of the group for editing and (The Office of the Information and
feedback. When the document returns to the Privacy Commissioner-Government of BC)
originator, he or she can accept, reject, or modify
the suggestions in the final document. http://www.connect.gc.ca/cyberwise
(Illegal and Offensive Content on the Internet-
Self-Assessment Government of Canada)
• Have students list their strengths and limitations
Scams:
in the use of record management procedures and
in merging data between applications. Ask them http://www.phonebusters.com/
to identify goals for improvement in these areas. (Phonebusters)
http://www.rcmp-grc.gc.ca/
(RCMP)
http://www1.ifccfbi.gov/
(Internet Fraud Complaint Center-FBI/National
White Collar Crime Center)
Internet Safety:
http://www.media-awareness.ca
(Media Awareness Network)


Students develop skills related to advanced features
Gathering and Processing 2 of selected software, use ethical standards regarding
It is expected that students will: information, and apply “employability” skills.
• use touch keyboarding techniques for • Have groups of students develop and word
personal and business use process a code of ethics and list of acceptable
• identify the limitations of electronic tools such behaviours when using computers and software in
as spelling and grammar checkers the school. Ask students to present some of the
• construct and modify personal and business information in bulleted lists and tables.
documents that use: • Have groups of students compare available web
- bulleted lists browsing software. Ask students to rate the
- tables browsers and recommend features to disable
- columns during regular use.
- page, section, and column breaks • Ask students to prepare a word-processed report
- graphics about their favourite Internet browsers. The report
- hyperlinks should explain how the browser works.
• use advanced software features such as • Have small groups of students develop criteria to
shortcuts, function keys, menus, buttons, evaluate several search engines and display their
macros, linked text boxes, and templates to findings in a table.
more efficiently compose and edit documents • Invite groups to prepare an oral report about
• apply ethical standards with respect to search engines, explaining how they work. Have
privacy, confidentiality, piracy, plagiarism, and them include their evaluation information.
personal behaviour while using electronic
tools to gather information
• demonstrate strategies that protect personal
privacy while using the Internet
• show respect for the opinions and
contributions of others while participating in
or leading teams
• explain how common browsers and search
engines operate


Observe
• Observe individual students as they enter data
and develop strategies to improve their use of
shortcuts, function keys, menus and buttons, and
macros.
• Observe students as they work to assess the extent
to which they conform to ethical standards (e.g.,
use of Internet, confidentiality, privacy).
Question
• Have students explain how they created various
documents. Ask students to specify how they used
templates, spell checkers, the thesaurus, and
dictionaries.
Collect
• When students present their oral reports, assess
the extent to which they are able to:
- state their opinions about each search engine
clearly and concisely
- offer specific evidence, including details and
examples, to support their opinions
- sustain a focus on the topic (no irrelevant Web Sites
information) Employability Skills:
- present their ideas in a logical order that
http://canconnect.ic.gc.ca/certificate/
connects one point to another
(Industry Canada)
- present a logical conclusion based on the
information they have offered http://www.discoverit.org/
- speak clearly and confidently (Software Human Resource Council)
Peer Assessment
• Have groups of students present their code of
ethics and list of acceptable behaviours to the
class. Ask them to invite other students to make
suggestions for improvement.
Self-Assessment
• Ask students to review their reports on browsers.
Did they identify key features, assess limitations,
identify features that increase functionality, and
accurately cite sources?


Students use advanced document development,
Refining and Organizing 2 integration, and management skills to create
It is expected that students will: professional-looking products.
• create a complex set of linked spreadsheet • Have students work independently to create a
documents for personal or business use spreadsheet to record marks earned in a given
• use formulas, data planning, key fields, report subject. The spreadsheet should be structured to
functions, and relationships effectively within total the marks earned, determine an overall
a database percentage mark in that subject, and show the
• prepare and use software macros in word- letter grade equivalent for that percent.
processing, spreadsheet, and database • Invite students to work in groups to develop a
software rating scale and use it to evaluate a piece of
• organize information from a variety of software. Ask each person in the group to
sources, using computer software, for various complete the rating scale. Ask the group to create a
audiences and purposes single workbook file. Then have them create a
• choose the most appropriate type of software summary score sheet to incorporate data from
for an assigned task, giving consideration to each person’s rating.
price, quality, creation, open standards, and • Have students incorporate graphics (e.g., line art,
open source charts, and images) to enhance a word-processing,
• create and incorporate graphics and sound database, or spreadsheet file.
files into electronic documents and • Ask students to work in small groups to create a
presentations software inventory database. The database should
• use effective methods of backup document include the title, vendor, version, and description
storage of the software. The database must report the
• evaluate file compression methods to quantity of each item.
compress and decompress data • Have students assess the pros and cons of
• use appropriate transportation or storage different storage technologies such as floppy
media for a given type of data disks, CD-ROMs, and digital media cards
(e.g., Compact Flash, Smart Media). Have them
include a cost, volume, and performance analysis.


Observe
• Confirm that students have backed up documents
and files.
Question
• Note students’ choices of software and features
they use. Do their choices help them successfully
complete tasks?
Collect
• Evaluate the set of linked spreadsheets for:
- cell formatting
- overall page organization
- use of formulas
- linking of pages within the document
• Assess student-produced databases for:
- use of formulas
- data organization
- reports and relationships created
Peer Assessment
• Have students develop a set of criteria for the
evaluation of documents that incorporate original Web Sites
sound and graphics. Students should then use the
criteria to evaluate each other’s documents.
Self-Assessment
• Have students critique their own methods and
uses of data compression and decompression for
saving and transmitting files.


Students use advanced ICT skills to create high-
Presenting and Communicating 2 quality electronic documents and presentations that
It is expected that students will: encourage the development of high-level
communications skills.
• prepare and deliver presentations using
presentation graphics software, incorporating: • Brainstorm with students topics related to special
- image manipulation events. The events might be associated with school
- timing or community, or they might be national,
- linking international, religious, or historical. Have groups
- slide transition features select a special-event topic, create a plan, and do
- interactivity the research on their topic. Then ask students to
• apply various skills, methods, strategies, and work independently to develop their sections of
technical tools to communicate with a variety the presentation. Tell them that their
of audiences communications must be shared electronically.
• use collaborative problem-solving and • Have students develop a personal timeline for a
decision-making skills to complete business, project based on a timeline developed for a group
school, and personal tasks project. Tell them that their personal timelines
• describe effective project management and need to fit into the flow of activities as outlined by
teamwork strategies the group.
• use available Internet communication tools for • Ask students to work in pairs to create an
personal or business purposes electronic tutorial. To begin, have each pair select a
• apply the principles of distributed learning in problem they have recently encountered with a
a web-based learning environment computer operation. Tell them that the electronic
tutorial will be posted online to help people learn
how to do this particular computer operation.
Further, the tutorial must be more than a text
document.


Observe
• Check the communications and participation
activities of each student with respect to online
learning.
Question
• Students should be able to explain how they used
the Internet as a communication tool, including its
advantages and disadvantages as a
communication tool for business, school, and
personal tasks.
Collect
• Have students select from work they have
completed to provide evidence that they can create
documents for different audiences and purposes.
Do they use appropriate language, formatting, and
features appropriate to their audience and
purpose?
Peer Assessment
• Ask students to identify skills and attitudes that
make a valuable ICT team member and to use that Web Sites
list to assess a partner’s portfolio. Encourage Project Management:
students to select one aspect of teamwork to
improve upon and develop a plan for http://www.pmi.org/
improvement. (Project Management Institute)
Self-Assessment
• Ask students to evaluate their personal
involvement in and contribution to group
problem-solving activities. A rubric developed in
earlier modules could be used as the basis for
evaluation.


Students have opportunities to explore ICT issues
New Technologies 2 and new technology in order to identify the potential
It is expected that students will: impact technology will have on their future lives.
• describe and evaluate the advantages and • Have students work in small groups to create tools
disadvantages of a variety of electronic to evaluate various electronic communications
communications environments and Internet environments. Ask groups to compare and assess
service providers their evaluation tools before revising and using
• evaluate risks and consider ways to mitigate them to evaluate the environments. Invite students
threats of computer viruses through the use of to share their findings with the class. When all
virus protection and firewall software groups have presented, ask students to decide
• evaluate online learning tools which electronic communication environment
• describe the use of online learning tools for would best serve the needs of the class.
self-directed and self-paced learning • Set up classroom debates on topics such as
• evaluate different types of personal “content filtering versus academic freedom,” “use
computing/digital devices that could be used of ‘spyware’ versus right to privacy,” or
for educational purposes “biotechnology—a new technology or a new
• explain the impact of recent developments in disease?” After all groups have debated, ask
biotechnology and other emerging students to decide whether they consider
technologies on our society emerging technology to be good or bad for society,
• explain relationships between concerns about and have them present a written summary of their
privacy and new technologies, including position.
“spyware” and content filtering • Provide the class with a list of available personal
• identify ethical, social, and legal issues digital assistants (PDAs) and ask them what they
relevant to biotechnology and artificial know about them. Divide the class into groups,
intelligence and assign a different PDA to each group. Ask
students to explain the limitations of this
technology.


Observe
• Note what students do to protect their data and
check for viruses.
Question
• Have students explain what they liked and
disliked about each type of online learning tool.
Which tools work best for them?
Collect
• Have students describe and comment on their
personal involvement in and contribution to
groups assessing various Internet service
providers. Assess the descriptions and comments
for understanding of group processes.
Peer Assessment
• Have students develop a rubric for evaluating
participation in classroom debates. Ask them to
use the rubric to evaluate the debate presentations.
Self-Assessment
• Have students write personal reflections on the Web Sites
positive and negative impacts of new technologies
Internet Security:
on their lives.
http://www.cert.org/
(CERT Coordination Center)
http://www.incidents.org
(SANS Institute)
Privacy:
http://www.oipcbc.org/
(The Office of the Information and Privacy
Commissioner-Government of BC)
http://www.connect.gc.ca/cyberwise/
(Illegal and Offensive Content on the Internet-
Government of Canada)
Internet Safety:
http://www.media-awareness.ca
(Media Awareness Network)

DIGITAL MEDIA DEVELOPMENT 11

Students develop a basic understanding of the
Desktop Digital Video 1 processes and tools involved in digital video
It is expected that students will: production.
• define the stages of digital video production • Explain to students the stages of development,
(e.g., pre-production, production, and post- pre-production, production, and post-production
production) in a movie project. Have them research the
• describe a variety of digital tools and formats importance of storyboarding, scriptwriting,
used by professionals in the industry assigning team tasks, and targeting an intended
• design a storyboard for a digital video audience.
production • Show students how to use and care for the basic
• use appropriate layering, transitions, and production equipment used to collect raw content
filters in the desktop production of digital for digital productions, such as cameras, lights,
video microphones, tripods, and computers.
• use a variety of existing media elements to • Use a simple tutorial to guide students in digital
create desktop digital video productions with video editing. The tutorial might include
defined structures importing clips into a timeline, changing the
• analyse the effectiveness of a desktop video length of clips, creating transitions, adding titles
production for a specified audience and other effects, adding sound and music, using
• demonstrate an understanding of the intrinsic online help available either on the local computer
storage, security, and codec issues involved or on the Internet, and explaining how to save
with desktop video projects in a secure manner.
• assess the legal and ethical issues of using • Have groups of students analyse and critique
source material from movies or television professional ads, claymations, and music videos.
• Invite students to develop a plan and create a
digital movie project using the development, pre-
production, production, and post-production
format for video projects.
• Have the class assess common TV programs
(e.g., news, dramas, sitcoms) for evidence of
digital manipulation.


Observe
• Observe students as they work with equipment.
Do they use equipment appropriately and ensure
• After Effects® & Photoshop®: Animation and
file security?
Production Effects for DV and Film
Question • Final Cut Pro® 4 and the Art of Filmmaking
• Using Information Technology: A Practical
• Have students participate in class discussions on
the intellectual property of images and sounds. Do
they raise issues about the fair use of materials?
Collect
• Assess student storyboards and scripts for their
appropriateness for specified audiences.
Peer Assessment
• Have students assess one another’s work using
the following questions:
- Does the project meet the requirements of the
assignment?
- Have imaging techniques been used
effectively?
- What visual elements could be improved?
- Are textures and colours appropriate? Web Sites
- Is the product aimed at the target audience? Software Available Through
Self-Assessment Provincial Agreements:
• Have students assess their own group skills, http://www.eracbc.ca

including their contributions to the group. Did (BC Resource Acquisition Consortium)
they complete all assigned tasks? Did they
volunteer to take on any additional
responsibilities?


Students develop basic knowledge related to the
2D Graphic Design and Publishing 1 processes and tools used in the production of 2D
It is expected that students will: documents.
• describe a variety of digital-imaging tools and • Have students work in groups to research and
formats used by industry professionals create a glossary of key terms related to image
• use the tools available to set basic colour and creation and desktop publishing, (e.g., optical
graphic design characteristics of a file or centre, symmetrical balance, contrast, harmony,
document to aid viewing and clarify meaning fonts, vector graphics, and graphic formats).
• select graphic file formats appropriate for use • Invite students to work in groups to create a
in print, video, or web collage on a technology theme using newspaper
• construct a complex document using a variety and magazine photos. Use their work to illustrate
of page layout and graphic design concepts the concepts of layering, contrast, and colour.
and tools • Have students create composite photos with a
• select and use appropriate textures, templates, photo manipulation program using stock photos,
and filters in 2D media student photos, and Internet graphics based on
• compose 2D images using processes and tools themes such as movie stars, vacations, recreation,
such as layering, wire frame models, textures, and music groups. Discuss the importance of
lighting, and perspective layers, history, the undo feature, and removing
• consider the ethical issues relevant to and inserting elements (e.g., backgrounds).
misrepresenting the work of others by digital • Have students use photos and text to create
manipulation magazine covers or ads using a combination of
• use peripheral devices to capture source page layout and imaging software.
material for 2D media documents • Ask students to use filters to create morphs of
photos. Filters should be applied, using masking
techniques, to specific areas of each photo, such as
eyes of a portrait or the sky or sea of a landscape.
• Have students use a computer program to re-
create an environment in their home or school
using lighting, perspective, and textures.


Observe
• Examine the way students apply filters and masks
to images. Are they able to retrace their steps
using the undo feature rather than reverting to the
original when undesirable results are achieved?
• FlashTM MX 2004 Accelerated: A Full-Color
Question Guide
• A Guide to Web Development Using
• Ask students to discuss issues relevant to photo
Macromedia® DreamWeaver® MX with
manipulation. Do they identify legal and ethical
Fireworks® MX and FlashTM MX
issues?
• Photoshop® for Right-Brainers: The Art of
Collect Photo Manipulation
• Assess student work portfolios to determine
strengths and areas to improve. Hold individual
conferences to give students feedback.
Peer Assessment
• Have students assess one another’s projects using
the following questions:
- Does the project meet the requirements of the
assignment?
- Have imaging techniques been used
effectively? Web Sites
File Formats:
- Are textures and colours appropriate?
- Is the product aimed at the target audience? http://www.m4if.org/
(MPEG4 Industry Forum)
Self-Assessment
http://www.jpeg.org/
• Ask students to compare one of their magazine
(international JPEG and JBIG groups)
covers or ads to actual publications. Have them
identify key visual cues and production values
(e.g., type of paper, lighting effects) that make a
product look professional.


Students develop basic knowledge of the
3D Design and Animation 1 development processes and software tools used in
It is expected that students will: the production of digital animation files.
• explain the impact of digital animation on • Have small groups of students select five
society television shows or movies and analyse the
• define terms associated with digital animation contributions made by 3D animation techniques.
such as layering, channels, paths, and transitions Ask students to assess and critique the integration
• identify and use a variety of tools and of 3D elements into live action.
resources for creating digital animation • Ask students to make predictions about what the
content design and animation industry might be capable
• use digital animation terminology of in five years by comparing current techniques
• plan digital content before producing it to what was common five years ago.
• design and create original animation content • Invite students to work in pairs to quiz one
using a variety of animation tools and media another on the terms used in the fields of 3D
elements design and animation.
• explain the advantages and disadvantages of • Have groups of students plan and develop short
specific output formats for delivering digital animated compositions. The process should
content include storyboarding, scriptwriting, assigning
• acknowledge ideas and material taken from team tasks, and identifying target audiences.
other sources • Ask students to research and list several 3D
design/animation applications. They should
categorize the applications by target audiences
(e.g., beginner, slightly skilled, or professional
user).
• Challenge students to create a 3D model of a
common household object such as a piece of
furniture or a kitchen appliance. Have them apply
simple animation techniques such as lighting,
texture, and motion to the model.


Observe
• As students analyse television shows and movies
for 3D animation effects, note instances where
they do and do not identify visual effects. Use this
information for future lessons.
Collect Guide
• Provide students with questions to use to conduct
and televise group discussions on working
Fireworks® MX and FlashTM MX
together.
- What does it mean to be part of a team?
- What happens when a team member lets you
down?
- How important is communication to a team?
• Assess the videos for technical quality and
content.
Peer Assessment
• Ask the teams to complete evaluations of group
efforts by responding to the following:
- Did all team members offer and accept ideas
and suggestions?
- Did team members work co-operatively to Web Sites
solve problems?
- How equitable was the division of work? Did
each person do his or her share?
Self-Assessment
• Have students write brief reflections to describe
their contributions to story development,
storyboarding, scriptwriting, and production.


Students develop basic knowledge of the
Web Publishing 1 development processes and software tools used in
It is expected that students will: the production of web page files and personal web
sites.
• create a plan for the development of web
documents and web sites • Have students research the evolution of World
• describe and use a variety of tools to edit Wide Web (WWW) standards and languages.
Hypertext Markup Language (HTML) Student reports should include reference to the
• describe the limitations of HTML efforts of the World Wide Web Consortium (W3C)
• understand and apply World Wide Web to develop interoperable web technologies.
Consortium (W3C) standards • Have students analyse the hierarchical
• design interactive web media that balance the organization of a web site for the logical grouping
use of large graphic files with the need to of resources and topics. Encourage students to
provide efficient downloads identify strengths and weaknesses in the layout
• design interactive web media using a variety and accessibility of information.
of digital tools and web editors • Ask students to create a site map of their web site
• use conventions for naming files and folder or another well designed web site identified by the
hierarchy teacher.
• use FTP protocol to update a web site • Ask students to identify several programs used to
• insert hyperlinks in original content create web content and compare and contrast their
• acknowledge ideas and material taken from operations and output. Have them assemble a list
other sources of online tutorials for these programs.
• use web site program validators • Ask students to evaluate and analyse the content
of web sites for bias, privacy, and ethical and legal
considerations.
• Have teams of students create interactive web
documents such as theme pages that include
survey, quiz, or media components.
• Have students use a web-based HTML validator
to check their web sites for valid links to pages
and images. Students can use the validator
available from the World Wide Web Consortium to
analyse graphics and content download times.
• Have students update and manage a web page
and its contents hosted on a remote server that
employs the FTP protocol. Ensure students divide
their content into distinct folders by web page and
employ proper file-naming protocols.


Observe
• Observe how teams work together to create
interactive web documents. Look for project
organization, planning, division of responsibilities,
Guide
and focus on project concept (e.g., colour scheme,
naming, titles).
Question Fireworks® MX and FlashTM MX
• Ask students to explain criteria they would use to

critique a web site. Do they identify features such
as the relative strength and weakness of the
layout, colour choice, text, titles, and ease of
navigation?
Collect
• Have students select examples of their work
completed during the course that best illustrates
that they:
- use technology ethically
- are efficient, responsible, and competent users
of the Internet
- can use appropriate processes and software
tools to create digital animation files and web Web Sites
sites
Web Standards:
Peer Assessment
http://www.w3.org/
• Model for students how to give constructive
(World Wide Web Consortium-W3C)
feedback to others. Then ask students to review
the work of another student and provide useful
feedback.
Self-Assessment
• Have each student create an About My Web Site
page that describes her or him as the producer and
explains her or his knowledge, skill, and
computing experiences.

Students use advanced software features to create

Desktop Digital Video 2 desktop video productions and store files in various
It is expected that students will: formats.
• incorporate advanced keying, layering, and • Review with students the stages of a video project.
nesting techniques into their desktop video Have them collect some raw footage for editing.
productions Ensure they follow correct handling, safety, and
• describe available output formats including security procedures.
DVD, digital tape, and Video Compact Disk • Have teams of students create a storyboard and a
(VCD) preliminary script for a movie project.
• compare and contrast the uses, advantages, • Give students a digital video editing exercise that
and disadvantages of various output formats encourages the use of several editing techniques
• apply appropriate output formats specific to such as layering, timelining, keying, and sound
intended delivery systems manipulation.
• create advanced projects using video, sound, • Challenge students to plan and create a digital
and animation in desktop video productions movie using the development, pre-production,
• select rendering techniques for desktop video production, and post-production stages. Students
production should use different programs to incorporate a
• identify skills needed to work in video, film, variety of advanced techniques such as layering,
and television production special effects, importing animations and images
• document the stages in the creation of a video from other sources, and manipulating sound.
production (e.g., pre-production, production,
and post-production)

Observe Recommended Resources
• Observe students as they work with equipment

and computers, noting their ability to handle
equipment correctly.
• Final Cut Pro® 4 and the Art of Filmmaking
Question
• Ask students to explain how they created a
particular video project. Have they maximized the
use of available software and hardware?
Collect
• Assess student storyboards and scripts for clarity,
completeness, and ability to demonstrate the
project theme.
Peer Assessment
• Have students discuss the following questions in
teams:
- What does teamwork mean?
- What happens when a team member lets you
down?
- How important is communication to a team? Web Sites
- How important is it to distribute work in an Software Available Through
equitable way? Provincial Agreements:
Self-Assessment http://awww.bced.gov.bc.ca/irp_resources/lr/
• Have students record what they learned while brk_main.htm
transforming raw footage into final product. (Ministry of Education)
http://www.eracbc.ca
(BC Resource Acquisition Consortium)


2D Graphic Design and Publishing 2 graphic and desktop-published documents that
It is expected that students will: demonstrate the use of graphic and layout tools.
• compose documents using advanced layering, • Have students colourize a black-and-white

masking, channels, and paths drawing using layers and painting techniques.
• create documents that demonstrate use of a • Give students several pictures that need
variety of methods of photo retouching and retouching. Have them use a variety of techniques
manipulation to correct imperfections such as scratched
• use various software tools to optimize digital negatives and discolouration.
content for display size, file size, quality, and • Have students create a large (e.g., two-page)
ease of distribution spread that includes page borders, gutters, text
• describe publishing and production boxes, and visual clues such as drop shadows. The
techniques necessary to ensure a quality final product should be printed as a proof with
product (e.g., page layout, colour separation, printer’s marks and be spot-colour-ready.
and spot colour) • Ask pairs of students to create a three-column
• create 2D media using advanced keying folding brochure using desktop publishing
techniques, special effects, and software tools software. Tell them the purpose of the brochure is
• identify the steps (workflow) in 2D publishing to provide information about career opportunities
and the associated skills needed at each step available in the image-editing and desktop-
publishing industries.
• Working in groups, have students create mini-
tutorials to demonstrate specific imaging
techniques.


Observe
• Observe as students plan and implement the
workflow to develop a 2D publishing project. Do
they demonstrate knowledge of appropriate skills
at each step?
• Photoshop® for Right-Brainers: The Art of
Question Photo Manipulation
• While they are image editing, ask students to

explain the steps they are taking to fix flaws.
Collect
• Assess students’ final products for:
- quality of the source
- degree of difficulty required
- originality
Peer Assessment
• Have students assess one another’s graphic
products using questions such as:
- Does the product meet the requirements of the
assignment?
- Is the product well crafted?
- Have imaging techniques been used Web Sites
effectively?
File Formats:
- Are textures and colours appropriate? http://www.m4if.org/
- Is the product appropriate for the target (MPEG4 Industry Forum)
audience? http://www.jpeg.org/
Self-Assessment (international JPEG and JBIG groups)
• Have students critique their own digital products

after they have presented their work to the class.
Encourage students to identify ways to improve
their work.


3D Design and Animation 2 graphics that demonstrate the use of motion,
It is expected that students will: layering, and sound tools.
• apply advanced layering concepts to integrate • Ask students to identify the skills required to
animation with sound and graphics create professional quality productions.
• produce animated products that incorporate • Have students work individually or in small
the reproduction of natural motions using a groups to plan the steps required to formulate and
variety of media elements create a complex 3D animated project that
• develop a detailed plan that specifies the involves using different applications. Students
intended outcomes of a digital project should storyboard and plan to include multiple
• use effective lighting, manipulation of layers of 3D animation, 2D graphics, and sound.
perspectives, and biometrics in animation Have students formulate a plan to deal with time
projects and process issues.
• identify milestones in the development of • Have students interview people working in 3D
virtual reality technology animation to learn about education and training
• identify factors that affect the time required required. They should research postsecondary
for rendering digital animations institutions as to the availability of required
• monitor the success of a project and identify courses in their area. Have students prepare a
ways to improve it multimedia presentation to share their findings.
• identify skills needed to work in industries • Have students create a timeline indicating the
using manual animation as opposed to those milestones in the development of virtual reality
using computer-assisted animation technology.


Observe
• Observe students’ selection of software to create
graphics for documents. Did they select software
appropriate to the kind of production, workflow,
and storage requirements?
Question Guide
• Ask students to explain how they would plan a

video animation project. Do their plans include
consideration of collection of content, software
and hardware requirements, division of tasks, and
time?
Collect
• Evaluate graphics for:
- motion
- layering
- use of sound
- syncronization of sound with motion
Web Sites
Postsecondary Information:
http://www.openingdoorsbc.com/
(CEISS/Ministry of Advanced Education)


Web Publishing 2 graphic and desktop-published documents that
It is expected that students will: demonstrate awareness and use of web solution
tools.
• describe the importance of design elements in
the creation and development of web page • Have students evaluate pre-existing web sites for
templates consistency in design between pages. Introduce
• assess various methods of delivering content the concepts of templates, cascading style sheets,
on the Web, using both client-side and server- and revisable objects.
side technology • Ask students to design a task that requires
• collaborate with others to create unique web collection of data (e.g., online poll, customer
solutions survey, registration form). Have students identify
• investigate advanced web solutions to collect the technical options such as CGIs, JavaScripts, or
and sort data on a web server active content (PHP, ASP).
• assess issues of personal security and privacy • Have students prepare a multimedia presentation
in a digital society to present what they learned from interviewing
• describe and use a variety of tools available to people in the web design field about educational
create advanced web content, including requirements and expectations held by clients in
layering, masking, and animation the community.
• identify technical and non-technical skills of • Ask students to interview a local club or
developers in the web-publishing industry community group on their web site requirements.
• define relative and absolute addressing Have students develop a plan for the group based
• design web sites that incorporate correct path on their needs.
structures • Have students discuss technical versus non-
technical aspects of developing a web site. Ask
them to define the skills associated with each and
how best to get technical and non-technical people
to collaborate.
• Have students create a web site that conveys their
findings regarding good web site design practices.

• Observe how students plan and create web pages.

Do they use appropriate processes and methods to
Guide
ensure a consistent look and feel for their
products?
Question
• Ask students to explain the key characteristics of
web site structures. Why should URLs be kept as
short as possible?
Collect
• Have students consult individuals or local
businesses and create complex web solutions
based upon their findings. Assess the content of
their web sites for evidence that they addressed
specific client needs and applied a common design
theme.
• Examine a student-authored web document, and
note the extent to which:
- structure and syntax are correct
- comments and documentation are complete Web Sites
- the document functions correctly when viewed
in various web browsers Web Standards:
- links in and between pages work correctly
http://www.w3.org/
Peer Assessment (World Wide Web Consortium-W3C)
• Have students critique each other’s web page http://www.php.net/
designs and layouts to help each other improve (PHP Project-Apache Software Foundation)
the functionality of web pages.
Self-Assessment
• Have students assess their personal contributions
to group tasks.

COMPUTER INFORMATION SYSTEMS 11
Students are introduced to the history and

Workstations and Communications 1 fundamentals of the computer workstation and
It is expected that students will: terminology associated with the computer.
• describe the history and evolution of • In a lab log, have students document the
computers configuration of a functioning PC and describe its
• identify and describe the components of a parts. The lab log can be used to document all
computer system, explaining the type and student observations, activities, and responses.
function of each component • Have students create timelines and overviews
• define computer workstation and network showing critical developments in technology. Ask
terminology and indicate the purpose of them to note significant developments in the
items, including: evolution of the PC as well as various peripherals
- motherboard components (e.g., BIOS, and hardware that have been developed over this
CMOS, and PRAM) time period.
- parallel and serial devices and buses • Have students research the parts of a computer
- ports and their associated communication and create a labelled and annotated diagram.
• identify and use the steps in the trouble- Have them include the various parts of a
shooting process computer and peripherals.
• describe the attributes of various visual • Outline for students the steps in the trouble-
display technologies and adapter types shooting process, and explain the reasons for
• identify a variety of peripheral devices and the steps and process. Have students outline a
explain the connection and operation of each sequence for troubleshooting computer and
• describe the function, operation, and use of network-related problems to include in their lab
management tools of various storage log.
technologies • Ask students to brainstorm a list of some of the
• install and connect physical components, more common hardware and software problems
internal devices, and cabling they might encounter. Review grounding and
• explain how changing various hardware bonding safety precautions and the use of a
components and architectures affects the ground strap where necessary.
performance of a computer • Have students assess the relative importance of
• demonstrate an understanding of safety issues various I/O technologies such as USB, parallel,
associated with working on computer Firewire, and SCSI.
hardware • Provide students with RGB (analog), S-Video,
• use troubleshooting methods to solve and DVI connections. Have students prepare a
configuration problems associated with summary of the advantages and disadvantages of
adding or changing hardware components each, considering criteria such as cost, resolution,
and peripherals and display quality.
• Have students compare older analog-programmed
devices, such as a player piano, to newer digital
devices. Have them emphasize the importance of
binary states as a principle of programming.

• As students work on projects, do they show

• Peter Norton’s® Introduction to Computers,
understanding of safety issues associated with
Fifth Edition
working on computer hardware?
• Using Information Technology: A Practical
Question Introduction to Computers &
• Ask students to explain how they conducted their
Internet research. The focus should be on the
organization and procedures used to arrive at the
information.
• Ask students to outline the steps they would
follow to troubleshoot various computer
problems.
Collect
• Work with the class to develop a rating scale to
document lab competency. Key areas may include
knowledge of:
- key computer components and peripherals
- common problem areas and solutions
- parameters required if a system must be rebuilt
or replaced Web Sites
Peer Assessment
• Have students evaluate their own and other class
members’ use of language. Ask students to
identify language and vocabulary that is unique to
technology and determine how its use might affect
their ability to help or support “non-techies.”
Self-Assessment
• Have students evaluate their own understanding,
participation, and efficiency in:
- Internet research
- hands-on problem solving


Students gain an understanding of operating systems
Systems and Management 1 and how they allow workstations to function and
It is expected that students will: software to be used.
• describe the history and evolution of • Have students research the history of operating
operating systems systems (OSs) using a search engine. Have them
• install and configure an operating system note significant developments in the evolution of
• investigate, install, and use security and the OS, considering different platforms developed
backup solutions over this time period. Ask students to create a
• investigate and compare proprietary and timeline and overview showing critical
open-source applications developments in the OS.
• evaluate and apply upgrading management • Invite students to critique an OS of their choice.
procedures such as patches and fixes Ask them to share their findings and debate the
• install application software merits of different OSs in an online discussion.
• manage a workstation operating system, • Have students install an OS on a stand-alone PC.
including: The system unit should be wiped clean and ready
- installing appropriate drivers for a “clean install.” Students may work
- assigning a destination printer individually or in small teams. Ask each student
- adding peripherals or group to install the OS, selected software, and
- altering user-level security peripheral drivers and make the PC ready for use.
- applying rights and permissions to • Have students work alone or in small teams to
software applications install and update a patch to a common OS.
• follow a consistent process to troubleshoot OS • Ask students to work in pairs to connect a variety
problems of peripherals and ensure that appropriate drivers
are installed, both from disk and from the Internet
as a download. Then, have pairs change
workstations and test another pair’s work.
• Have students work in small teams to install and
configure a range of software packages, including
proprietary and freeware applications. Have them
examine the process and consider what else may
be affected when various application suites are
installed.


Observe
• As students work on lab assignments, observe the
extent to which they are systematic, efficiently
recognize and resolve problems, and document
results accurately.
• Monitor the conduct of students during an online
discussion and debate. Note the etiquette
associated with their work as well as the content
of what they say. Ensure all students are involved
in the discussion.
Question
• Ask students to explain how they conducted their
Internet research. Did they organize their work
efficiently and use appropriate procedures?
• Have students describe in their journals the steps
they took to do the installation processes, and any
problems or issues they encountered.
Collect
• Examine students’ documents describing the
advantages and disadvantages of the OSs, the
timeline, and the overview showing critical Web Sites
developments in the OS. Are there any gaps in Search Engines:
students’ understanding of operating systems?
http://www.google.ca/
Self-Assessment (Google)
• Ask students to reflect on the following questions http://search.yahoo.com/

in their journals: (Yahoo)
- What is the most important event in the history
of computing or programming? http://www.dogpile.com/
- What area of computing do you want to know (Dogpile)
more about? http://www.alltheweb.com
- What is the most significant advance in human (All the Web)
and machine interfacing?


Students examine the development, terminology, and
Network Technologies 1 basic operation of networks to predict future
It is expected that students will: developments based on emerging technology.
• identify and describe terminology used for the • Have students create a web dictionary of network
units, rates, and encoding of data terminology that they can add to as the course
communication progresses.
• differentiate between binary, decimal, and • Review exponents and the decimal system.
hexadecimal number systems Demonstrate the similarity between the base 2 and
• define network terminology, including base 10 number systems. Highlight the historical
encapsulation, collisions, and collision and intellectual importance of representing
domains information as ones and zeros. Have students
• explain the history of computer networks and create a binary version of a common item such as
critique network systems time or common coins.
• identify and explain different types of • Have students analyse how to set up a network. In
software used to set up a network groups, have students divide the tasks and
• plan, create, and configure a peer-to-peer responsibilities of developing a network among
network themselves. Have them rotate roles so that each
• plan, install, and configure a network team member experiences the various positions
operating system (e.g., leader, team recorder, designer, builder, and
• apply and document naming standards for gofer). As a culminating activity, have students
resources and devices on a network collaborate to write definitions of the roles of those
• manage a network operating system involved in project development and
effectively, including: management.
- disabling or enabling network protocols • Create a small demonstration lab (e.g., server,
- installing appropriate network drivers workstation, and a peripheral such as a network
- establishing server-client connections printer). Have pairs of students work through the
- assigning a destination printer connections, install software, and configure the
- adding additional peripherals system to operate as a LAN.
- altering security-level user access • Develop a networking problem statement that is
- applying network rights and permissions to “constructively ambiguous” to offer students
software applications opportunities for creative problem solving. Select
• troubleshoot network problems, addressing a problem that is relevant both to the topic at hand
documentation, standards, and accepted and to students’ own lives (e.g., create a plan for a
performance standards home network based on home layout).


Observe
• Create a lab assessment using a small
demonstration lab, and have pairs of students set • Guide to Networking Essentials, Third Edition
up a LAN. Observe the extent to which students: • Networking Basics, Second Edition
- follow an efficient order of installation • Peter Norton’s® Introduction to Computers,
- require a minimum of assistance and/or Fifth Edition
directions
- are able to verify the validity of their final
solution
Question
• Assess students’ solutions to an ambiguous
network problem. Did they consider more than
one solution? What criteria did they use to select
the final solution?
Collect
• Have students submit their web dictionary and
journal. Assess their work for evidence of ongoing
involvement in class activities and willingness to
reflect on their learning.
Peer Assessment
Web Sites
• Establish with students a set of criteria for
LAN Standards:
evaluating network project work. Have students
evaluate each other’s network project work based http://www.ethermanage.com/ethernet/
on that set of criteria. (Charles Spurgeon’s Ethernet Web Site)
Self-Assessment
• Have students monitor and evaluate the resources
they access to collect information and solve
problems. Have they created a list of common
resource sites, or do they “reinvent the wheel”
when faced with each new problem?


Students examine the history and development of the
Internetworking Concepts 1 Internet and the standards and services that permit
It is expected that students will: the Internet to function.
• describe the importance of the International • Have students participate in an online discussion
Organization for Standardization (ISO) in the about interoperability and its importance to the
creation of open standards for networking Internet. Provide opportunities for students to
• identify and describe the seven layers of the relate this process to the creation of requests for
OSI (Open System Interconnection) reference comments (RFCs) through online discussion.
model • Present a mini-lecture on the importance of the
• describe how “interoperability” makes the International Organization for Standardization.
Internet possible Have students use notes from the lecture and
• outline the history and development of online research to summarize the importance of
Internet technologies (e.g., RFCs) these standards.
• identify and describe the four layers of the • Have students analyse a human conversation and
Transmission Control Protocol/Internet compare it to a computer data communication. Set
Protocol (TCP/IP) model up a role-playing exercise to demonstrate this
• demonstrate an understanding of wide area analogy.
networks (WANs) and local area networks • Invite students to create an animation or
(LANs) storyboard to outline various network topologies.
• identify and explain logical and physical Have them include image clips found on the
network topologies and the segmentation of Internet representing each topology, and annotate
networks their presentation.
• define the purpose and function of LAN/ • Have students use a vector graphics software
WAN devices, including modems, switches, program to design a LAN/WAN including
routers, hubs, bridges, and repeaters devices such as repeaters, hubs, bridges, switches,
• demonstrate an understanding of hardware and routers. Have them become familiar with the
and logical addressing schemes icons that represent these LAN/WAN devices
• identify common network protocols before starting the project.
• explain how protocols are used to move data • Ask students to activate run commands to
along the network determine the IP addresses for computers on a
LAN (ipconfig and ipconfig/all). Have them use a
spreadsheet to create a list of the IP addresses.
• Have students research network standards. Ask
them to consider how each standard was created,
what it replaced, and the extent to which it is an
open or proprietary standard.


Observe
• Monitor students’ online discussions and debates.
Note the etiquette associated with their work as
• Guide to Networking Essentials, Third Edition
well as the content of what they say.
• Networking Basics, Second Edition
Collect • Peter Norton’s® Introduction to Computers,
Fifth Edition
• Assess students’ documents analysing a human
conversation as an analogy for data
communication. Look for evidence that they
recognize and understand how conversations
work: stopping and starting, use of process cues
(e.g., inflection, pause), syntax, and formality/
informality of language.
• Create and administer an online quiz on the two
primary models used to study the Internet (OSI
and TCP/IP) in a Course Management System
(CMS).
• Collect student diagrams of network topology.
Peer Assessment
• Have students identify criteria for a good
representation (storyboard or animation) of a
network topology and use it to assess one Web Sites
another’s products. http://www.iso.org/
(ISO)
Self-Assessment
• Provide students with a list of criteria to assess http://www.ietf.org/
their own research skills, including the following (The Internet Engineering Task Force-RFCs)
points:
- locate relevant sources
- summarize key information
- present the information in an appropriate way


Students develop an understanding of the
Workstations and Communications 2 electronics, wiring, and hardware of computers and
It is expected that students will: computer networks.
• describe the Electrical Industries Association • Have students conduct online research to identify
(EIA) and Telecommunications Industry the standards created by the Electrical Industries
Association (TIA) standards Association (EIA), Telecommunications Industry
• identify the Institute of Electrical and Association (TIA), and Institute of Electrical and
Electronic Engineers (IEEE) standards that Electronic Engineers (IEEE). Ask students to work
relate to LANs in pairs to create reports outlining the standards
• define and use terminology of the Ethernet and how these standards apply to their work.
standard for LAN communications • Identify for students different types of cables and
• describe the electrical and mechanical issues connectors used for networking computers, and
associated with deploying computer hardware describe how each would be used. Have students
in a workplace work in pairs to use appropriate tools to create
• identify advantages and disadvantages of and test different types of cables.
various cable and connector types • Have students describe processes for trouble-
• demonstrate knowledge of electronics and shooting problems when using cables and
signalling terminology connectors. Ask them to share their processes with
• define the purpose of patch panels and the class to facilitate the development of a
backbone cabling standardized class process.
• develop a network design and identify • Have students work in small groups to build a
physical environment needs for network simple network. Students should use appropriate
devices and cabling equipment to test the viability of their network
• differentiate between network analysers, time and determine if it functions in the most efficient
domains and reflectometers, breakout boxes, manner possible. Have students then move from
power meters, and oscilloscopes one network to another to test the work of other
• use a variety of test equipment to verify groups and recommend improvements.
network performance and its adherence to • Have students reflect on rule-based standards.
standards, and locate faults Have them explain and categorize prescriptive
versus conceptual standards and explain how the
type of standard affects its use in troubleshooting
situations.

• Observe students as they work in the lab. Do they • Guide to Networking Essentials, Third Edition
follow procedures, document results, and refer to • Networking Basics, Second Edition
standards and documentation as needed?
Question
• Ask students to explain how they created and
tested the cables they made. Do their responses
provide evidence of the use of correct terminology
and procedural knowledge?
Collect
• Look for evidence in students’ reports that they
understand the function and need for standards
organizations such as the Electrical Industries
Association (EIA), Telecommunications Industry
Association (TIA), and Institute of Electrical and
Electronic Engineers (IEEE).
Peer Assessment
• Encourage students to provide feedback to one
another regarding the problem-solving and Web Sites
troubleshooting strategies they used as they
worked. Standards:
Self-Assessment http://www.tiaonline.org/
• Have students assess their ability to select and use (Telecommunications Industry Association)
test equipment to verify network performance and http://standards.ieee.org/
locate faults. Ask them to develop a plan to (Institute of Electrical and Electronics Engineers)
improve areas that need attention.

Students apply what they learned in previous

Systems and Management 2 modules to network planning and administration.
• Have students work in small groups to develop an
• prepare network audits, including inventory, efficient and effective mechanism for auditing the
facilities, security, and operational aspects inventory, facilities, security, and operational
• generate network documentation, including: aspects of the network they are working with.
- a network map or blueprint Have groups share their results with the class, and
- name, IP, and MAC address for each device ask other students to critique their work. Have
- hardware inventory groups improve their mechanisms before handing
• identify the difference between updates and them in.
software patches with respect to function, • Have students work in pairs using an appropriate
installation, and configuration software program to generate a network map or
• assess strategies for network management blueprint, including IP and MAC addresses for
plans each device.
• develop a network management plan that • Invite a guest speaker to tell the class why a
includes: network management plan is necessary and to
- licensing and rights management explain how to develop a plan (including
- user and group permissions licensing, permissions, profiles, rights, groups, and
- user profiles objects) that addresses user and administrative
- administrative control and user needs. Have students then work in small groups
management to create a management plan for the classroom
• develop and maintain a network operation network. Have groups share their plan with the
and maintenance manual rest of the class so that suggestions can be made
• compare deployment strategies for for improvements.
workstations, applications, upgrades, and • Have students work in pairs to develop and
remote system management maintain a network operation and maintenance
• evaluate testing protocols and procedures to manual.
determine the effectiveness of a network • Create a set of labs for students to evaluate and
design test protocols and procedures to determine the
• develop criteria to evaluate the effectiveness effectiveness of a network design.
of a network • Have students work in small groups to develop a
• develop a continued plan for network set of criteria to evaluate the effectiveness of a
operation and maintenance, including criteria network and a method of using those criteria.
for: Have groups share their criteria and their
- upgrading a network (e.g., user stations mechanism for using them with the rest of the
and network hardware and software) class for critiquing.
- protecting data and programs
- purchasing, acquiring, licensing, and
distributing hardware and software
- providing user support (e.g., help desk,
technician, LAN tech, online)

• As students critique one another’s work, do they

ask clarifying questions, give constructive advice, • Guide to Networking Essentials, Third Edition
and speak respectfully?
Question
• Ask students to classify results of network trouble-
shooting as hardware, software, or configuration.
Do they explain which faults can be corrected
through remote management and which require
physical changes to the network?
Collect
• Do students’ network management plans clearly
indicate an understanding of administrative needs
and the necessity for ease of use?
Peer Assessment
• Have students critique the network audit
mechanisms. Encourage them to note deficiencies
and suggest improvements (e.g., Has the group
correctly identified all the physical and policy Web Sites
components of the audit, including user policy,
password requirements, and physical security?).
Self-Assessment
• Ask students to consider what it would be like to
be a network administrator. Have them determine
the educational requirements, describe the kind of
work involved, and state reasons they would or
would not want such a position.

Students consider the basic intricacies of a network

Network Technologies 2 and some of the problems related to maintaining a
It is expected that students will: functional and safe network.
• access sources for network security • Brainstorm with students network security issues
information they are aware of. Have them conduct online
• assess the security of a network structure research to identify a variety of network security
• install and use network management tools, problems and potential solutions for each. Have
including security, imaging, backup, and students work in pairs or small groups to create a
remote controls report outlining the security issues and how they
• calculate network capacity limitations and can be addressed to create a safe network.
plan for network upgrades • Design a lab situation for students where they
• configure and manage servers for user must install and use network management tools,
authentication, file, and print services including security, imaging, backup, and remote
• deploy and use applications on a network controls.
• use network operating systems utilities to • Have students access management software. Ask
monitor, manage, and troubleshoot data them to explain what needs to be defined prior to
transfers creating share points and print cues.
• Have students use the Internet to identify when
and how software needs to be upgraded. Have
them work in pairs to create a report outlining
what factors they considered and the ways they
addressed them.
• Invite students to develop and demonstrate their
ability to use and deploy applications on a
network.
• Have students test the use of network operating
systems utilities (e.g., data capturing-Lanwiser,
sniffer, WOW packet, network monitor).

• Observe students as they manage each type of

server. Note the ease and efficiency with which • Guide to Networking Essentials, Third Edition
they are able to organize servers logically and use
both user and group privileges.
Question
• Ask students to explain why they selected a
specific network tool and how they use it. Look for
evidence that they can identify root problems
and/or desired results and can give a reasoned
explanation for why that specific tool is
appropriate.
Collect
• Assess students’ reports for the number of security
issues identified and the solutions provided.
• Do students’ reports on network upgrades cover a
range of issues and provide information on how
each issue can be addressed?
Peer Assessment
Web Sites
• Have students give each other feedback on how Network Security:
well they set up and operated each type of server
and the clarity and completeness of the file and http://www.cert.org/
print structures they created. Students might also (CERT Coordination Center)
give each other feedback on how well they used http://www.incidents.org
each type of network management tool. After the (SANS Institute)
peer feedback sessions, have students make plans
for improvement. http://www.nipc.gov/
(National Infrastructure Protection Center-US
Self-Assessment Department of Homeland Security)
• Have students reflect on and analyse their
personal security needs. Ask them to consider
what is an appropriate balance between functional
and optimal security.


Students consider the complexities of a network and
Internetworking Concepts 2 some of the problems related to connecting different
It is expected that students will: parts of a network and different types of networks
together.
• explain the relationship between binary
numbering and IP addressing • Have students create a spreadsheet or Java-
• explain the relationship between hexadecimal enabled web page to convert between the binary
and MAC addressing numbering system and IP addressing and between
• demonstrate an understanding of the hexadecimal and MAC addressing. Have students
functional and operational differences create a written explanation of these differences
between hardware servers for: and compare their findings to those of other
- web application classmates in order to enhance their own work.
- file servers • Brainstorm with students ways to write about
- proxy servers comparative data. Have students use online
- mail servers resources to identify the differences between a
- dynamic host configuration protocol variety of hardware servers for web application,
(DHCP) file servers, proxy servers, mail servers, and
- domain name servers (DNS) dynamic host configuration protocol (DHCP).
• define and explain the importance of Have students work in small groups to create a
standards for Internet services, including: report outlining the differences.
- markup languages (HTML, XML) • Have students install and configure updates and
- scripting languages for web sites (CGI, software patches. Ask them to identify the
PHP, JavaScript) differences between the two activities and outline
- mail protocols (SMTP, POP, IMAP) what they are.
- file transfer protocols (FTP, WebDAV) • Have groups of students create a definition and
- chat protocols (IRC, AIM) exemplar for each term covered in this module
• demonstrate an understanding of virtual (e.g., XML, PHP, DNS). Compile student responses
terminal applications as a document or web page for ongoing class
• use command line tools to perform network reference.
testing, including name lookup, route tracing, • Provide students with access to virtual terminal
and verification of local IP configuration applications, and demonstrate their operation.
• explain how network devices on local area Have students identify the advantages of this
networks use Address Resolution Protocol model over conventional client-server models.
(ARP) before forwarding data to a destination • Have students use a command line of a
workstation, router, or managed switch interface
to perform network configurations and trouble-
shooting. Ask them to use basic commands,
including ipconfig, ping, and traceroute.


Observe
• As students install and configure updates and
software patches, note the ease and efficiency with
• Guide to Networking Essentials, Third Edition
which they perform each task.
• Networking Basics, Second Edition
Question
• Ask students to explain how they performed
upgrades and installed patches, noting the depth
of understanding demonstrated, ability to follow
accepted procedures, and ability to solve problems
in the process.
Collect
• Assess students’ reports comparing servers. Do
the reports show an understanding of the various
kinds of servers and their applications?
Peer Assessment
• Have students critique the class definitions of key
terms for clarity and correctness.
Self-Assessment
• Have students create a system manager’s checklist Web Sites
for common installation and managed functions.
LAN Standards:
In their journals, have students reflect upon their
ability to follow procedures and note faults in the http://www.ethermanage.com/ethernet/
process. (Charles Spurgeon’s Ethernet Web Site)
Server Software and Protocols:

http://www.isc.org/
(Internet Software Consortium)
http://www.ietf.org/
(The Internet Engineering Task Force)
http://www.php.net/
(PHP Project-Apache Software Foundation)
http://www.apache.org/
(The Apache Software Foundation)

COMPUTER PROGRAMMING 11

Students develop an understanding of programming
Introduction to Programming language and gain proficiency in the use of high-level
It is expected that students will: programming language.
• explain the history of the development of • Have groups of students research a topic on the
programming languages, including digital development of programming languages, such as
and analog programming techniques “contributors to the development of programming
• explain the influences of technological languages,” “technological advancements that
advancements related to programming influenced programming development,” or
• classify programming languages as legacy “technological advancements that influenced
(e.g., Fortran, Cobol), teaching (e.g., Pascal, society.”
Modula), object-oriented (e.g., C++, JAVA), • Lead students through the features of a basic
scripting (e.g., PERL, CGI), and meta-language program, and apply simple modifications. Have
(e.g., HTML, JavaScript) students then run the program with minor
• demonstrate basic command line events as changes and observe/track the effects. Have them
they relate to software instructions keep a record of the error messages created by
• explain how programming makes technology actions such as deleting letters, punctuation, or
possible expressions.
• apply correct programming and ICT • Have students work in small groups to create an
terminology algorithm to solve a problem in pseudo-code,
• use assigned steps to develop software where the problem is unrelated to computers (e.g.,
• construct and edit programs containing how to change a tire). Have students test their
input/output, read/write, and simple solution by physically executing the algorithm
variables developed.
• Challenge students to develop a question-and-
answer game, including the steps of problem
definition, algorithm, coding, and testing. Provide
them with a hard copy of the code to enter, edit,
and test. Using this process as a model, have
students create their own programs in response to
a set of problems.
• Have students create and maintain a glossary of
programming and ICT terms that can be added to
throughout the course.
• Invite students to work in groups to research the
components of an everyday item such as a cell
phone or microwave oven. Ask them to identify
the decisions that are made by the technology
embedded in this device.
• Have students develop a “flow and fix” list to help
their partners in assessing and improving their
program troubleshooting (debugging) skills.


Observe
• Observe students as they solve problems related to
programming. Note how they develop solutions
• Glencoe Introduction to Computer Science
and evaluate their problem-solving and planning
Using JavaTM
processes.
• An Introduction to Programming Using
Question Microsoft® Visual Basic®, Version 5 and 6
• Ask students to explain how they developed a
Microsoft® Visual Basic®.Net
solution to a given problem. Can students identify
• Java™: How to Program, Fourth Edition
specific features of a problem and come up with
• Programming in C++: Lessons and
possible solutions?
Applications
Collect • Using Information Technology: A Practical
• Assess students’ programs for: Introduction to Computers &
- programmer header information Communications, Fifth Edition
- variable, type, procedure identifiers
- internal formatting and style
- logic errors
- syntax and grammar errors
- accuracy of execution
- user interface
Self-Assessment
Web Sites
• Have students use the “flow and fix” lists they
developed to assess their own program trouble- ICT Terminology:
shooting (debugging) skills.
http://cnets.iste.org/
(International Society for Technology in Education)
www.ictliteracy.info
(ICT Literacy Forum)

Students develop proficiency in problem-solving,

Programming Methodology planning, and creating programs.
• Have students use existing algorithms and
• demonstrate proficiency in problem analysis programs to create flow charts that use symbols
• create step-by-step algorithms and express the for input/output.
solution in pseudo-code • Invite small groups of students to develop a
• model appropriate programming structures standard template for programming projects,
during the coding phase including:
• construct basic flow and hierarchy charts - problem definition
using appropriate symbols - algorithm development
• create complete internal and external program - flow charts
documentation, including programmer’s - internal documentation
block, comments, structures, assumptions, - user documentation
user manual, sample runs, and known errors - assumptions
• use the steps of software development, - sample runs
debugging, and updating when completing - known errors
programming projects • Ask students to create programs involving
• use variables and constants, including real, variables, mathematics, conditional structures, and
integer, Boolean characters, and strings looping, such as:
• create programs using conditional statements - determining a student’s age in days, hours, and
and looping structures minutes
• select variable types and names to represent - drawing an image with text characters
the data within it - creating tables of squares and cubes
- determining if a number is even or odd
- calculating wage and overtime
- guessing high/low
- calculating letter grade

• Observe how students problem-solve the steps of

completing a daily task. Note how they: • An Introduction to Programming Using
- interact in a group Microsoft Visual Basic.Net
- identify the components of the task • Java™: How to Program, Fourth Edition
- develop the steps to complete the task • Programming in C++: Lessons and
Applications
Question • Programming Logic and Design, Second
• Ask students to explain how they develop an Edition
algorithm and how they develop a program from
the algorithm. Can they distinguish between
algorithms, pseudo-code, and actual program
code?
Collect
• Assess students’ programs for the extent to which
they meet the requirements of the task.
Peer Assessment
• Have students analyse their group work and
identify skills and activities that made their group
effective and those that interfered with their work. Web Sites
As a class, have students develop a rubric to assess
teamwork skills in future group activities.
Self-Assessment
• Have students reflect on their level of
participation in group projects and make plans for
improvement.


Students develop proficiency in advanced problem
solving and the creation of programs that use
Programming Structures complex procedures.
• Provide students with a functional and non-
• use programming methodology and apply functional program with logic errors, such as local
advanced flow chart diagrams versus global variable references, to trace the run
• perform a program trace to monitor variables of the program. Have them conduct a state trace to
and states locate program problems.
• develop programs that apply knowledge of: • Challenge students to research and report on the
- programming structures development cycle of an advanced program.
- syntax and grammar of a high-level • Have students construct a program to evaluate
language logical expressions from combinations of input. Be
- conditional repeating loops sure to include “AND,” “OR,” “NOT,” and
- simple subroutines that use methods or combined evaluations. Have students use their
procedures program to complete a table of results and specific
- intermediate variable structures, such as scenarios.
records and data types • Invite students to revisit a previously created
- mathematical functions such as random, program to break it apart into sections of code and
div, and modulus convert each section of code into a new
• design parameter and variable passing subprogram. Have them modify the main
subroutines program to contain calls to subprograms, and
• explain the process of recursion include communicating variable information
• apply concepts of recursion to programming between subprograms by value, name, and
applications reference.
• develop error-handling techniques to capture • Have students develop a programming solution
potential crashes for a recursion problem—the Towers of Hanoi.
Provide students with a handout containing five
different-sized or -coloured circles and three icons
to act as pegs. Have students move the circles one
at a time without placing a larger circle on a
smaller circle, until they have the whole pile in the
original order on a different peg. Help students
draw conclusions about how recursion can solve
problems for an infinite number of pegs and
circles versus a limited non-recursion version.


Observe
• Observe how students troubleshoot programs to
find and correct errors. In particular, note how
they ask for help from each other and how they
Using JavaTM
interact as they help each other.
Question Microsoft® Visual Basic®.Net
• Ask students to explain how they identify and
Microsoft® Visual Basic®, Version 5 and 6
correct errors in programs. Do they use
programming terminology accurately in their
explanations?
Applications
Collect • Programming Logic and Design, Second
• Assess programs created by students to Edition
address specific problems and exhibit certain
characteristics identified by the teacher, such as
generating a random number within a user-
specified range.
Self-Assessment
• Have students reflect on the problem-solving
strategies and communication skills they used
when attempting to solve the Towers of Hanoi Web Sites
problem. Ask them the following questions:
- Which strategies were most effective?
- How can understanding about your own
thinking aid in problem-solving?


Students develop proficiency in incorporating
graphics into computer programs.
Graphics and User Interfaces
• Have students explore software applications to
assess user interfaces. Have them consider events,
• define the unified (universal) modelling menus, and visual aesthetics and input structures
language (UML) as it applies to program (text, checkbox, or radio) that they might want to
development use in the future.
• apply unified modelling language constructs to • Invite students to work in pairs to develop a plan
software and interface development for a user interface for a particular piece of
• document the development process using software.
artifacts from the UML, including: • Have students work in small groups to explore the
- requirements table use of various graphic object tools to create lines
- use case diagram and objects, fill the objects, and move the objects.
- conceptual model Have students then create short line-art
- class diagram animations.
- collaboration diagram • Challenge students to plan and implement a user
- implementation diagrams interface to access a collection of programs they
• create user-friendly interfaces that use have created or to create a simplified calculator
appropriate visual cues, including: with a GUI.
- background and text colour • Work with students to develop the tools to create a
- representative graphics and icons doodle program. Have them then design and
- spatial organization implement a doodle program that allows users to
- hierarchical menu structures start and stop drawing and erase.
• create graphical objects with colour and • Have students research an aspect or feature of
movement programming user interaction. Then ask them to
• design interactive graphical user interfaces pair up to teach each other the aspect they
researched. Collect the tutorials to create a
reference collection for the class.


Observe
• Observe how students solve problems and interact
with others. Are they courteous and respectful in
their interactions?
Question • An Introduction to Programming Using
• Ask students to explain how they worked with
other members of the class to improve their
• Programming Logic and Design,
programs. Did they willingly accept constructive
Second Edition
criticism?
Collect
• Check students’ research projects for references to
ergonomics, aesthetics, acknowledgement of
future developments, and types of input.
Peer Assessment
• Develop criteria for each program to evaluate
programming style, utility, and aesthetics. Have
students use the criteria to give feedback to others
on how to improve their assignments before
submitting them to the teacher.
Web Sites
UML:
http://www.omg.org/
(Object Management Group)
http://www.uml-forum.com/
(Online Forum)

Students develop proficiency in programming to

Arrays, Files, and Searching solve complex problems.
• Brainstorm with students the types of data storage
• implement sequential and binary searching that require arrays. Have groups of students
techniques develop array structures that could be used to
• select a conventional variable or array based store specific data types.
on the type and use of data to be stored • Ask students to generate sample data for a data
• create programs that apply the use of file structure and enter it into a text file. Then ask
techniques them to use the programming language to open
• use one-dimensional and parallel array the file and read the values into the data structure.
indexing, naming, and sizing techniques • Have small groups of students modify data fields
• create programs that use and manipulate and add new data to an existing program.
array structures to solve problems • Have students complete a project using arrays to
• apply structured programming techniques to store data. Ask them to:
solve complex problems - reverse data in an array
- do palindrome testing
- parse text data for correct spelling and spacing
• Invite students to work in teams to solve a
problem that involves the use of arrays. Give them
10 or 15 minutes to work independently on a
solution. Then ask each student to move to the
workstation of another student in their team and
continue programming the solution. Repeat this
process until every team member has worked at
each of the team workstations.
• Have students maintain a procedure or program
fragment library with code that they can reuse on
future assignments. This library should be
updated throughout the course.

• Observe students as they create programs to solve

problems. Do they clarify the problems and
Using JavaTM
generate possible solutions before acting?
• Have students describe what they have added to
their portfolios and explain why they included
these items.
Collect Applications
• Assess students’ algorithms for completeness and • Programming Logic and Design,
structure. Second Edition
Peer Assessment
• Provide students with two examples of search
strategies, and have them defend the advantages
of one strategy over the other. Have them critique
one another’s positions.
• Have students critique one another’s programs.
Encourage students to comment on the following
points: Web Sites
- appropriate variable definitions
- size, naming, and indexing of arrays
- appropriate program structure
Self-Assessment
• Have students use the programming criteria to do
a self-evaluation of the programs they have
created.


Students develop proficiency in integrating complex
Arrays and Sorting techniques into computer programs.
• Invite students to explore various ways of sorting
• classify variables requiring an array structure data. For example, have them:
• determine needs for 2D and 3D arrays - create an algorithm describing how to sort a list
• use defined variable structures within of 10 names in a particular order
programs, including 2D and 3D arrays - develop an alternative sort routine, using a
• select appropriate sorting techniques, single technique to sort the list
including bubble, quick, and merge - create a master program that allows a user to
• extract subsets of data from within a variable select among the individual techniques
or array • Have students first describe the differences
• apply advanced array indexing and naming between 2D and 3D arrays and then identify the
techniques practical applications of each.
• Ask students to assess the strengths and
limitations of a sort technique. Have students
assessing the same sort technique meet to compare
their findings.
• Have students work in small groups to create a
game that requires them to use advanced
programming techniques. Programs may be
developed using a text or graphic environment.
Games might include tic-tac-toe, checkers, connect
four, word search, and various board games.


Observe
• Observe students as they create programs and
solve problems. Do they weigh negative and
positive consequences when planning a course of
Using JavaTM
action?
• Ask students to explain how they established
criteria for arrays of 2 or 3 dimensions. What were
the key decision points?
Collect Applications
• Assess students’ algorithms for completeness and • Programming Logic and Design,
structure. Second Edition
Peer Assessment
• Have students critique one another’s programs for
ease of coding, efficiency, and execution speed.
Self-Assessment
• Have students self-evaluate their games on the
following criteria:
- engagement Web Sites
- ease of play
- user interface
- completeness (all possible solutions considered)


Students develop proficiency in complex
Object-Oriented Programming programming functions and troubleshooting
It is expected that students will: strategies.
• explain the relationship between binary • Provide students with a drawing class structure.
numbering and IP addressing Have them modify the features of the class and
• use a variety of methods to break down the add their own features to add utility to the
object model program.
• distinguish between variable and static objects • Have students modify an existing program by
• explain inheritance, polymorphism, and switching from a modular/procedural approach
hierarchies to problem solving to an object-oriented approach.
• apply advanced troubleshooting techniques Have them report on the merit of each approach
• understand the importance of class structures and the problem-solving strategies they used in
in a building block of object-oriented making the program changes.
programming • Assign groups of students one of the following
• use class structures, including public and topics: variable objects; static objects; public,
private objects, declarations, modifiers, and private, and member functions; constructors;
constructors inheritance; polymorphism; and hierarchies. Have
groups research their topic to become experts in
specific areas. Ask groups to present their findings
to the class.


Question
• Ask students to explain the merits of modular and
procedural approaches when solving problems.
Note the extent to which they are able to explain
Using JavaTM
the advantages of each approach (e.g., the reduced
development cycle using a modular approach).
Collect • Java™: How to Program, Fourth Edition
• Assess students’ object-oriented solutions for the
Applications
problem-solving section, looking for structure,
efficient use of code, and complete solution to the
Second Edition
problem.
Peer Assessment
• Have students analyse their work and identify
skills and activities that made their group effective
and those that interfered with their work.
Self-Assessment
• Have students assess their programming skills to
identify the concepts and techniques they
understand and areas where they need additional
help or re-teaching. Web Sites


Students produce complex programs that incorporate
Application Development advanced functions, and diagnose and correct non-
It is expected that students will: functioning programs.
• analyse a commercial software program for • Assign students a role to play as an owner of a
structures, documentation , productivity, and small to medium-sized business. In role, have
utility students assess several software applications on
• create unified (universal) modelling language their ability to meet company needs. Work with
(UML) diagrams, including requirements students to identify possible criteria for
table, use case, class, sequence, and state assessment (e.g., structure, documentation,
diagrams, to document the program productivity, utility, user learning curve, and social
development required implications). Have each business present and
• create programs that demonstrate appropriate defend its findings.
user interfaces • Have students perform a “gap analysis” to
• interact as a productive member of an determine the need for a new type of software.
application development team Have them develop and outline a software
• evaluate the design and structure of a project development project plan that includes scope of
plan, including development, maintenance definition, development, and testing.
costs, human resources, teamwork, and • Invite students to work in project teams to
environment program a major project such as a data
• design and develop a programming project, management solution for a student information
including needs analysis, user requirements, system or an airline, including employees,
elements of a solution, and timelines administration, clients, and planes.
• Have students identify the environment they
would be most comfortable assessing (school or
business). Ask them to role-play CIOs making
decisions for a technology company with 50 or
more employees. In role, have students analyse
the needs of their company and use UML
diagrams to document those needs.
• Challenge students to research and identify job
skills associated with the publishing process of
newspapers, magazines, or books. Where possible,
have them include career information and post-
secondary training requirements.


Question
• Ask students to explain why they chose the
environment they did (business/school) for the TM
• Java : How to Program, Fourth Edition
role-playing exercise.
Collect Second Edition
• Have students hand in the UML diagrams they

created for documenting the needs of the company
or school. Do the diagrams follow the definitions
of UML? Did students perform an appropriate and
complete breakdown?
Peer Assessment
• Have students develop project assessment tools
to evaluate how well individual assignments met
the project plan. Encourage emphasis on the
programming and development requirements of
the project.
Self-Assessment
• Have students design and find market pricing for
their own computer system. Encourage them to
reflect on “need to have” and “nice to have” Web Sites
components. UML:
http://www.omg.org/
(Object Management Group)
http://www.uml-forum.com/
(Online Forum)

APPENDIX A
Prescribed Learning Outcomes
APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Information and Communications Technology 11 and 12
THE NATURE
▼

OFICT • demonstrate a moral, ethical, legal, and courteous approach to the
use of technology
The prescribed
• demonstrate self-reliance in the use of electronic research
learning outcomes
techniques to construct personal knowledge and meaning
for The Nature of ICT
• access, use, and communicate information from a variety of
address the attitudes,
technologies
skills, and knowledge
• assess various health and safety issues specific to the technology
that support students’
being used, including personal use of the Internet
understanding of the
• become discerning users of mass media and electronic information
nature of ICT and its
• use technology to support collaboration and interaction with others
impact on self, work,
• employ principles of project management when conducting their
and society. These
work (e.g., value accuracy, precision, correctness; teamwork; self-
learning outcomes
evaluation for purposes of improvement)
are common to all
• employ a variety of strategies to identify, investigate, and solve
four pathways of ICT
problems, including troubleshooting strategies
11 and 12 and should
• assess the impact of technology on their personal privacy
be integrated with the
• assess career opportunities in information and communications
four modules that
technology industries, as well as the required technological and
comprise an ICT 11
“employability” skills (e.g., communication, interpersonal skills,
or ICT 12 course.
and problem-solving)
• demonstrate skills and attitudes related to successful lifelong
learning
A-3

Learning outcomes for The Nature of ICT are common to all pathways and should be integrated
with the four modules that comprise the ICT course at this level.
GATHERING AND
▼

PROCESSING 1 • use touch keyboarding techniques for personal use
• use electronic tools such as the spell checker, dictionary, and
Students develop
thesaurus to correct common language and style errors and
basic ICT literacy
enhance the quality of their work
skills and
• construct personal and business documents that use:
demonstrate basic
- headers and footers
“employability”
- page numbering
skills as they work
- graphics
together to solve
• create spreadsheet documents containing various cell layouts,
problems and
formats, alignment, and formulas with relative and absolute cell
communicate with
references
one another.
• assess sources for reliability, bias, and context (e.g., differences
between print and electronic sources)
• identify search strategies, including unique keywords and
phrases, to locate information using Internet search tools
• cite sources from the Internet and other resources
• show respect for the opinions, contributions, and roles of team
members
REFINING AND
▼

ORGANIZING 1 • create and manage different types of files
• use a variety of file transfer procedures
Students develop • design and produce electronic and print publications for specific
ICT skills and purposes and audiences
literacy to create • use software features such as shortcuts, macros, function keys,
different types of menus, and buttons
documents that • provide clarity to information within spreadsheet documents
demonstrate using:
understanding - headers and footers
and appropriate - fills and borders
use of software - charts and graphs
features. - title rows and columns with cell and document protection
• use database software to create a flat file database
A-4

▼
PRESENTING AND It is expected that students will:

COMMUNICATING 1 • design and create a multimedia solution to an identified problem
• prepare and deliver a presentation using presentation graphics
Students expand software that incorporates:
their “employability” - slide formatting
and ICT skills by - graphics
creating and using - sound
multimedia files for • create and manage a personal web site
distribution and • use collaborative problem-solving and decision-making skills to
presentation. complete business and school tasks
• act as a leader and follower in group projects and team activities
• use the tools associated with distributed learning
NEW
▼

TECHNOLOGIES 1 • explain school policies associated with appropriate use of the
Internet
Students develop
• select appropriate application software for a given task
advanced ICT
• merge data between software applications
skills and knowledge
• evaluate and use record management procedures for maintaining
and evaluate
shared documents and templates
software, procedures,
• explain the implications to personal and business environments of
and technology.
computer viruses and the use of virus protection and firewall
software
• explain how Internet technologies such as cookies allow servers to
track personal use of the Internet
• identify the threats to global communication networks, including
computer viruses and denial-of-service attacks
• explore various products created to protect personal information
on computers, including anti-virus software and firewalls
A-5

GATHERING AND
▼

PROCESSING 2 • use touch keyboarding techniques for personal and business use
• identify the limitations of electronic tools such as spelling and
Students develop grammar checkers
skills related to • construct and modify personal and business documents that use:
advanced features - bulleted lists
of selected software, - tables
use ethical - columns
standards regarding - page, section, and column breaks
information, and - graphics
apply - hyperlinks
“employability” • use advanced software features such as shortcuts, function keys,
skills. menus, buttons, macros, linked text boxes, and templates to more
efficiently compose and edit documents
• apply ethical standards with respect to privacy, confidentiality,
piracy, plagiarism, and personal behaviour while using electronic
tools to gather information
• demonstrate strategies that protect personal privacy while using
the Internet
• show respect for the opinions and contributions of others while
participating in or leading teams
• explain how common browsers and search engines operate
REFINING AND
▼

ORGANIZING 2 • create a complex set of linked spreadsheet documents for personal
or business use
Students use • use formulas, data planning, key fields, report functions, and
advanced relationships effectively within a database
document • prepare and use software macros in word-processing, spreadsheet,
development, and database software
integration, and • organize information from a variety of sources, using computer
management skills software, for various audiences and purposes
to create • choose the most appropriate type of software for an assigned task,
professional- giving consideration to price, quality, creation, open standards,
looking products. and open source
• create and incorporate graphics and sound files into electronic
documents and presentations
• use effective methods of backup document storage
• evaluate file compression methods to compress and decompress
data
• use appropriate transportation or storage media for a given type of
data
A-6
PRESENTING AND
▼

COMMUNICATING 2 • prepare and deliver presentations using presentation graphics
software, incorporating:
Students use
- image manipulation
advanced ICT skills
- timing
to create high-quality
- linking
electronic documents
- slide transition features
and presentations
- interactivity
that encourage the
• apply various skills, methods, strategies, and technical tools to
development of high-
communicate with a variety of audiences
level communications
• use collaborative problem-solving and decision-making skills to
skills.
complete business, school, and personal tasks
• describe effective project management and teamwork strategies
• use available Internet communication tools for personal or business
purposes
• apply the principles of distributed learning in a web-based learning
environment
NEW
▼

TECHNOLOGIES 2 • describe and evaluate the advantages and disadvantages of a
variety of electronic communications environments and Internet
Students have service providers
opportunities to • evaluate risks and consider ways to mitigate threats of computer
explore ICT issues viruses through the use of virus protection and firewall software
and new technology • evaluate online learning tools
in order to identify • describe the use of online learning tools for self-directed and self-
the potential impact paced learning
technology will have • evaluate different types of personal computing/digital devices that
on their future lives. could be used for educational purposes
• explain the impact of recent developments in biotechnology and
other emerging technologies on our society
• explain relationships between concerns about privacy and new
technologies, including “spyware” and content filtering
• identify ethical, social, and legal issues relevant to biotechnology
and artificial intelligence
A-7


▼
DESKTOP DIGITAL It is expected that students will:

VIDEO 1 • define the stages of digital video production (e.g., pre-production,
production, and post-production)
Students develop a
• describe a variety of digital tools and formats used by
basic understanding
professionals in the industry
of the processes and
• design a storyboard for a digital video production
tools involved in
• use appropriate layering, transitions, and filters in the desktop
digital video
production of digital video
production.
• use a variety of existing media elements to create desktop digital
video productions with defined structures
• analyse the effectiveness of a desktop video production for a
specified audience
• demonstrate an understanding of the intrinsic storage, security,
and codec issues involved with desktop video
• assess the legal and ethical issues of using source material from
movies or television
▼
2D GRAPHIC It is expected that students will:

DESIGN AND • describe a variety of digital-imaging tools and formats used by
PUBLISHING 1 industry professionals
• use the tools available to set basic colour and graphic design
Students develop characteristics of a file or document to aid viewing and clarify
basic knowledge meaning
related to the • select graphic file formats appropriate for use in print, video, or
processes and tools web
used in the • construct a complex document using a variety of page layout and
production of 2D graphic design concepts and tools
documents. • select and use appropriate textures, templates, and filters in 2D
media
• compose 2D images using processes and tools such as layering,
wire frame models, textures, lighting, and perspective
• consider ethical issues relevant to misrepresenting the work of
others by digital manipulation
• use peripheral devices to capture source material for 2D media
documents
A-8
3D DESIGN AND
▼

ANIMATION 1 • explain the impact of digital animation on society
• define terms associated with digital animation such as layering,
Students develop
channels, paths, and transitions
basic knowledge of
• identify and use a variety of tools and resources for creating digital
the development
animation content
processes and
• use digital animation terminology
software tools used
• plan digital content before producing it
in the production of
• design and create original animation content using a variety of
digital animation
animation tools and media elements
files.
• explain the advantages and disadvantages of specific output
formats for delivering digital content
• acknowledge ideas and material taken from other sources
▼
WEB PUBLISHING 1 It is expected that students will:

• create a plan for the development of web documents and web sites
Students develop
• describe and use a variety of tools to edit Hypertext Markup
basic knowledge of
Language (HTML)
the development
• describe the limitations of HTML
processes and
• understand and apply World Wide Web Consortium (W3C)
software tools used
standards
in the production of
• design interactive web media that balance the use of large graphic
web page files and
files with the need to provide efficient downloads
personal web sites.
• design interactive web media using a variety of digital tools and
web editors
• use conventions for naming files and folder hierarchy
• use FTP protocol to update a web site
• insert hyperlinks in original content
• acknowledge ideas and material taken from other sources
• use web site program validators
A-9

DESKTOP DIGITAL
▼

VIDEO 2 • incorporate advanced keying, layering, and nesting techniques
into their desktop video productions
Students use
• describe available output formats, including DVD, digital tape,
advanced software
and Video Compact Disk (VCD)
features to create
• compare and contrast the uses, advantages, and disadvantages of
desktop video
various output formats
productions and
• apply appropriate output formats specific to intended delivery
store files in various
systems
formats.
• create advanced projects using video, sound, and animation in
desktop video productions
• select rendering techniques for desktop video production
• identify skills needed to work in video, film, and television
production
• document the stages in the creation of a video production (e.g.,
pre-production, production, and post-production)
2D GRAPHIC
▼

DESIGN AND • compose documents using advanced layering, masking, channels,
PUBLISHING 2 and paths
• create documents that demonstrate use of a variety of methods of
Students use photo retouching and manipulation
advanced software • use various software tools to optimize digital content for display
features to create size, file size, quality, and ease of distribution
graphic and • describe publishing and production techniques necessary to
desktop-published ensure a quality product (e.g., page layout, colour separation, and
documents that spot colour)
demonstrate the use • create 2D media using advanced keying techniques, special effects,
of graphic and and software tools
layout tools. • identify the steps (workflow) in 2D publishing and the associated
skills needed at each step
A-10
3D DESIGN AND
▼

ANIMATION 2 • apply advanced layering concepts to integrate animation with
sound and graphics
Students use • produce animated products that incorporate the reproduction of
advanced software natural motions using a variety of media elements
features to create • develop a detailed plan that specifies the intended outcomes of a
graphics that digital project
demonstrate the use • use effective lighting, manipulation of perspectives, and biometrics
of motion, layering, in animation projects
and sound tools. • identify milestones in the development of virtual reality technology
• identify factors that affect the time required for rendering digital
animations
• monitor the success of a project and identify ways to improve it
• identify skills needed to work in industries using manual animation
as opposed to those using computer-assisted animation
WEB PUBLISHING 2
▼

• describe the importance of design elements in the creation and
Students use
development of web page templates
advanced software
• assess various methods of delivering content on the Web, using
features to create
both client-side and server-side technology
graphic and desktop-
• collaborate with others to create unique web solutions
published documents
• investigate advanced web solutions to collect and sort data on a
that demonstrate
web server
awareness and use of
• assess issues of personal security and privacy in a digital society
web solution tools.
• describe and use a variety of tools available to create advanced
web content, including layering, masking, and animation
• identify technical and non-technical skills of developers in the
web-publishing industry
• define relative and absolute addressing
• design web sites that incorporate correct path structures
A-11

WORKSTATIONS AND
▼

COMMUNICATIONS 1 • describe the history and evolution of computers
• identify and describe the components of a computer system,
Students are explaining the type and function of each component
introduced to the • define computer workstation and network terminology and
history and indicate the purpose of items, including:
fundamentals of the - motherboard components (e.g., BIOS, CMOS, and PRAM)
computer - parallel and serial devices and buses
workstation and - ports and their associated communication
terminology • identify and use the steps in the troubleshooting process
associated with the • describe the attributes of various visual display technologies and
computer. adapter types
• identify a variety of peripheral devices and explain the connection
and operation of each
• describe the function, operation, and use of management tools of
various storage technologies
• install and connect physical components, internal devices, and
cabling
• explain how changing various hardware components and
architectures affects the performance of a computer
• demonstrate an understanding of safety issues associated with
working on computer hardware
• use troubleshooting methods to solve configuration problems
associated with adding or changing hardware components and
peripherals
SYSTEMS AND
▼

MANAGEMENT 1 • describe the history and evolution of operating systems
• install and configure an operating system
Students gain an • investigate, install, and use security and backup solutions
understanding of • investigate and compare proprietary and open-source applications
operating systems • evaluate and apply upgrading management procedures such as
and how they allow patches and fixes
workstations to • install application software
function and • manage a workstation operating system, including:
software to be used. - installing appropriate drivers
- assigning a destination printer
- adding peripherals
- altering user-level security
- applying rights and permissions to software applications
• follow a consistent process to troubleshoot OS problems
A-12

▼
NETWORK It is expected that students will:

TECHNOLOGIES 1 • identify and describe terminology used for the units, rates, and
encoding of data communication
Students examine • differentiate between binary, decimal, and hexadecimal number
the development, systems
terminology, and • define network terminology, including encapsulation, collisions,
basic operation of and collision domains
networks to predict • explain the history of computer networks and critique network
future developments systems
based on emerging • identify and explain different types of software used to set up a
technology. network
• plan, create, and configure a peer-to-peer network
• plan, install, and configure a network operating system
• apply and document naming standards for resources and devices
on a network
• manage a network operating system effectively, including:
- disabling or enabling network protocols
- installing appropriate network drivers
- establishing server-client connections
- assigning a destination printer
- adding additional peripherals
- altering security-level user access
- applying network rights and permissions to software
applications
• troubleshoot network problems, addressing documentation,
standards, and accepted performance standards
A-13
INTERNETWORKING
▼

CONCEPTS 1 • describe the importance of the International Organization for
Standardization (ISO) in the creation of open standards for
Students examine networking
the history and • identify and describe the seven layers of the OSI (Open System
development of the Interconnection) reference model
Internet and the • describe how “interoperability” makes the Internet possible
standards and • outline the history and development of Internet technologies (e.g.,
services that permit RFCs)
the Internet to • identify and describe the four layers of the Transmission Control
function. Protocol/Internet Protocol (TCP/IP) model
• demonstrate an understanding of wide area networks (WANs) and
local area networks (LANs)
• identify and explain logical and physical network topologies and
the segmentation of networks
• define the purpose and function of LAN/WAN devices, including
modems, switches, routers, hubs, bridges, and repeaters
• demonstrate an understanding of hardware and logical addressing
schemes
• identify common network protocols
• explain how protocols are used to move data along the network
A-14


▼
WORKSTATIONS AND It is expected that students will:

COMMUNICATIONS 2 • describe the Electrical Industries Association (EIA) and
Telecommunications Industry Association (TIA) standards
Students develop an
• identify the Institute of Electrical and Electronic Engineers (IEEE)
understanding of the
standards that relate to LANs
electronics, wiring,
• define and use terminology of the Ethernet standard for LAN
and hardware of
communications
computers and
• describe the electrical and mechanical issues associated with
computer networks.
deploying computer hardware in a workplace
• identify advantages and disadvantages of various cable and
connector types
• demonstrate knowledge of electronics and signalling terminology
• define the purpose of patch panels and backbone cabling
• develop a network design and identify physical environment
needs for network devices and cabling
• differentiate between network analysers, time domains and
reflectometers, breakout boxes, power meters, and oscilloscopes
• use a variety of test equipment to verify network performance and
its adherence to standards, and locate faults
A-15

▼
SYSTEMS AND It is expected that students will:

MANAGEMENT 2 • prepare network audits, including inventory, facilities, security, and
operational aspects
Students apply
• generate network documentation, including:
what they learned
- a network map or blueprint
in previous
- name, IP, and MAC address for each device
modules to network
- hardware inventory
planning and
• identify the difference between updates and software patches with
administration.
respect to function, installation, and configuration
• assess strategies for network management plans
• develop a network management plan that includes:
- licensing and rights management
- user and group permissions
- user profiles
- administrative control and user management
• develop and maintain a network operation and maintenance
manual
• compare deployment strategies for workstations, applications,
upgrades, and remote system management
• evaluate testing protocols and procedures to determine the
effectiveness of a network design
• develop criteria to evaluate the effectiveness of a network
• develop a continued plan for network operation and maintenance,
including criteria for:
- upgrading a network (e.g., user stations and network hardware
and software)
- protecting data and programs
- purchasing, acquiring, licensing, and distributing hardware and
software
- providing user support (e.g., help desk, technician, LAN tech,
online)
A-16

▼
NETWORK It is expected that students will:

TECHNOLOGIES 2 • access sources for network security information
• assess the security of a network structure
Students consider • install and use network management tools, including security,
the basic intricacies imaging, backup, and remote controls
of a network and • calculate network capacity limitations and plan for network
some of the upgrades
problems related to • configure and manage servers for user authentication, file, and
maintaining a print services
functional and safe • deploy and use applications on a network
network. • use network operating systems utilities to monitor, manage, and
troubleshoot data transfers
▼
INTERNETWORKING It is expected that students will:

CONCEPTS 2 • explain the relationship between binary numbering and IP
addressing
Students consider the • explain the relationship between hexadecimal and MAC
complexities of a addressing
network and some of • demonstrate an understanding of the functional and operational
the problems related differences between hardware servers for:
to connecting - web application
different parts of a - file servers
network and - proxy servers
different types of - mail servers
networks together. - dynamic host configuration protocol (DHCP)
- domain name servers (DNS)
• define and explain the importance of standards for Internet
services, including:
- markup languages (HTML, XML)
- scripting languages for web sites (CGI, PHP, JavaScript)
- mail protocols (SMTP, POP, IMAP)
- file transfer protocols (FTP, WebDAV)
- chat protocols (IRC, AIM)
• demonstrate an understanding of virtual terminal applications
• use command line tools to perform network testing, including
name lookup, route tracing, and verification of local IP
configuration
• explain how network devices on local area networks use Address
Resolution Protocol (ARP) before forwarding data to a destination
A-17
INTRODUCTION TO
▼

PROGRAMMING • explain the history of the development of programming languages,
including digital and analog programming techniques
Students develop an
• explain the influences of technological advancements related to
understanding of
programming
programming
• classify programming languages as legacy (e.g., Fortran, Cobol),
language and gain
teaching (e.g., Pascal, Modula), object-oriented (e.g., C++, JAVA),
proficiency in the
scripting (e.g., PERL, CGI), and meta-language (e.g., HTML,
use of high-level
JavaScript)
programming
• demonstrate basic command line events as they relate to software
language.
instructions
• explain how programming makes technology possible
• apply correct programming and ICT terminology
• use assigned steps to develop software
• construct and edit programs containing input/output, read/write,
and simple variables
PROGRAMMING
▼

METHODOLOGY • demonstrate proficiency in problem analysis
• create step-by-step algorithms and express the solution in pseudo-
Students develop code
proficiency in • model appropriate programming structures during the coding
problem-solving, phase
planning, and • construct basic flow and hierarchy charts using appropriate
creating programs. symbols
• create complete internal and external program documentation,
including programmer’s block, comments, structures,
assumptions, user manual, sample runs, and known errors
• use the steps of software development, debugging, and updating
when completing programming projects
• use variables and constants, including real, integer, Boolean
characters, and strings
• create programs using conditional statements and looping
structures
• select variable types and names to represent the data within it
A-18
PROGRAMMING
▼

STRUCTURES • use programming methodology and apply advanced flow chart
diagrams
Students develop • perform a program trace to monitor variables and states
proficiency in
• develop programs that apply knowledge of:
advanced problem - programming structures
solving and the - syntax and grammar of a high-level language
creation of programs
- conditional repeating loops
that use complex - simple subroutines that use methods or procedures
procedures. - intermediate variable structures, such as records and data types
- mathematical functions such as random, div, and modulus
• design parameter and variable passing subroutines
• explain the process of recursion
• apply concepts of recursion to programming applications
• develop error-handling techniques to capture potential crashes
GRAPHICS AND
▼

USER INTERFACES • define the unified (universal) modelling language (UML) as it
applies to program development
Students develop • apply unified modelling language constructs to software and
proficiency in interface development
incorporating • document the development process using artifacts from the UML,
graphics into including:
computer programs. - requirements table
- use case diagram
- conceptual model
- class diagram
- collaboration diagram
- implementation diagrams
• create user-friendly interfaces that use appropriate visual cues,
including:
- background and text colour
- representative graphics and icons
- spatial organization
- hierarchical menu structures
• create graphical objects with colour and movement
• design interactive graphical user interfaces
A-19
ARRAYS, FILES,
▼

AND SEARCHING • implement sequential and binary searching techniques
• select a conventional variable or array based on the type and use
Students develop of data to be stored
proficiency in • create programs that apply the use of file techniques
programming to • use one-dimensional and parallel array indexing, naming, and
solve complex sizing techniques
problems. • create programs that use and manipulate array structures to solve
problems
• apply structured programming techniques to solve complex
problems
ARRAYS AND
▼

SORTING • classify variables requiring an array structure
• determine needs for 2D and 3D arrays
Students develop • use defined variable structures within programs, including 2D
proficiency in and 3D arrays
integrating • select appropriate sorting techniques, including bubble, quick,
complex techniques and merge
into computer • extract subsets of data from within a variable or array
programs. • apply advanced array indexing and naming techniques
OBJECT-ORIENTED
▼

PROGRAMMING • develop programs that demonstrate the management of
complexity in object-oriented programming
Students develop • use a variety of methods to break down the object model
proficiency in • distinguish between variable and static objects
complex • explain inheritance, polymorphism, and hierarchies
programming • apply advanced troubleshooting techniques
functions and • understand the importance of class structures in a building block
troubleshooting of object-oriented programming
strategies. • use class structures, including public and private objects,
declarations, modifiers, and constructors
A-20
APPLICATION
▼

DEVELOPMENT • analyse a commercial software program for structures,
documentation, productivity, and utility
Students produce
• create unified universal modelling language (UML)
complex programs
diagrams, including requirements table, use case, class,
that incorporate
sequence, and state diagrams, to document the program
advanced functions,
development required
and diagnose and
• create programs that demonstrate appropriate user interfaces
correct non-
• interact as a productive member of an application
functioning
development team
programs.
• evaluate the design and structure of a project plan, including
development, maintenance costs, human resources,
teamwork, and environment
• design and develop a programming project, including needs
analysis, user requirements, elements of a solution, and
timelines
A-21
APPENDIX B
Learning Resources:
General Information
APPENDIX B: LEARNING RESOURCES • General Information
T
his section contains general number of the learning outcomes. Additional
information on recommended resources are more topic-specific and
learning resources, and provides the support individual curriculum organizers or
titles, descriptions, and ordering information clusters of outcomes.
for the recommended learning resources in
these initial Information and Communications The ministry updates the Grade
Technology 11 and 12 Grade Collections. Collections on a regular basis on the
ministry web site
WHAT ARE RECOMMENDED LEARNING http://www.bced.gov.bc.ca/
RESOURCES? irp_resources/lr/resource/gradcoll.htm
Please check this site for the most current
Recommended learning resources are
list of recommended learning resources
resources that have undergone a provincial
in the Grade Collection for each IRP.
evaluation process using teacher evaluators
and have Minister’s Order granting them
provincial recommended status. These HOW CAN TEACHERS CHOOSE LEARNING
resources may include print, video, software RESOURCES TO MEET THEIR CLASSROOM
and CD-ROMs, games and manipulatives, NEEDS?
and other multimedia formats. They are
Teachers must use either:
generally materials suitable for student use,
• provincially recommended resources
but may also include information aimed
OR
primarily at teachers.
• resources that have been evaluated
Information about the recommended through a local, board-approved process.
resources is organized in the format of a
Prior to selecting and purchasing new
Grade Collection. A Grade Collection can be
learning resources, an inventory of those
regarded as a “starter set” of basic resources
resources that are already available should
to deliver the curriculum. In many cases, the
be established through consultation with the
Grade Collection provides a choice of more
school and district resource centres.
than one resource to support curriculum
organizers, enabling teachers to select
Information about ministry initiatives to
resources that best suit different teaching
support resource acquisition can be
and learning styles. Teachers may also wish
found at:
to supplement Grade Collection resources
http://www.bced.gov.bc.cairp_resources/
with locally approved materials.
lr/resource/res_main.htm
WHAT KINDS OF RESOURCES ARE FOUND IN
AGRADE COLLECTION? WHAT ARE THE CRITERIA USED TO EVALUATE
LEARNING RESOURCES?
Learning resources in a Grade Collection are
categorized as either comprehensive or The Ministry of Education evaluates learning
additional. Comprehensive resources resources that support BC curriculum, and
provide a broad coverage of a significant that will be used by teachers and/or
B-3
APPENDIX B: LEARNING RESOURCES • General Information
students for instructional and assessment

purposes. Evaluation criteria focus on
content, instructional design, technical
design, and social considerations.
Additional information concerning the

review and selection of learning
resources is available from the ministry
publication, Evaluating, Selecting and
Managing Learning Resources: A Guide
(Revised 2002)
http://www.bced.gov.bc.ca/irp/resdocs/
esm_guide.pdf
WHAT FUNDING IS AVAILABLE FOR

PURCHASING LEARNING RESOURCES?
As part of the selection process, teachers
should be aware of school and district
funding policies and procedures to
determine how much money is available for
their needs. Funding for various purposes,
including the purchase of learning resources,
is provided to school districts. Learning
resource selection should be viewed as an
ongoing process that requires a
determination of needs, as well as long-term
planning to co-ordinate individual goals and
local priorities.
B-4
APPENDIX B
Grade Collections
B-5
APPENDIX B: INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • Grade Collections
ICT 11 AND 12 GRADE outcomes, rather than the learning of a

COLLECTIONS particular piece of software, are the basis for
any course regardless of the pathway. Re-
Although there is no single comprehensive views of appropriate software and hardware
resource that meets all the learning outcomes are regularly published in a variety of com-
for each pathway, there are a number of puter and trade magazines as well as on the
resources that provide support for student Internet. These sources should be consulted
learning in various modules. For the mod- before making any decisions with respect to
ules not supported by print resources, use or acquisition of software or hardware.
software help files and Internet research Selection of a particular tool should consider:
activities can be used to provide information
and learning support. existing hardware and upgrade schedule
platform requirements
The following Grade Collection charts list instructor expertise and training require-
the recommended learning resources for ments
each pathway, showing the curriculum time needed to develop student skill versus
connection to individual modules within learning curricular material
each pathway. The charts are followed by an cross-curricular applicability
annotated bibliography. Teachers should general flexibility and utility
check with suppliers for complete and up-to- post-secondary software use and the ease
date ordering information. Most suppliers with which students can make any transition
maintain web sites that are easy to access. local business use and the ease with which
students can make any transition
INFORMATION AND COMMUNICATIONS provincially negotiated software agreements
TECHNOLOGY TOOLS
Included at the end of this section is a chart
It is expected that students in any of the called Information and Communications Tech-
pathways in Information and Communica- nology Tools. This chart lists a variety of
tions Technology 11 and 12 will have access software that can be used to support the
to current computer technology and software learning outcomes. Many of these products
(e.g., programming languages, office applica- include on-line help and support for student
tions, digital video software, digital photog- learning. Inclusion on this list does not
raphy software, animation software, and constitute recommended status or endorse-
computer systems software). Depending on ment of a particular product. Teachers may
the pathways offered, students may also identify other equally useful applications.
need access to hardware such as electronic
testing equipment, wire, cables, routers,
switches and hubs for networking, video and
still photography cameras, scanners, and
colour printers.
Use of industry-standard software is encour-

aged but should not be the underlying basis
of learning in any pathway. The learning
B-6
APPENDIX B: INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • Grade Collections
PROVINCIALLY NEGOTIATED SOFTWARE MEDIA ICONS KEY

AGREEMENTS
The following icons identify the media
formats of the recommended resources in the
The Ministry of Education works with school
annotated bibliographies of the Grade
districts to negotiate cost-effective access to
Collections. Not all media formats are found
software and licensable web-based informa-
in each Grade Collection.
tion. In many cases, the negotiated agree-
ments are time limited and may not always
be available. Before making any software
Audio Cassette
purchase it is advisable to determine if the
desired software can be acquired through
one of these agreements. In addition, some of CD-ROM
the agreements include additional curricu-
lum support materials that support the use Film
of the software.
Please refer to the ministry web site for Games/Manipulatives

information about provincial licenses for
software and other related tools. Multimedia
“http://www.bced.gov.bc.ca/irp_resources/
lr/resource/res_main.htm”
Music CD
Print Materials
Record
Slides
Software
Video
Web Site
B-7
Applied Digital Communications 11 and 12 Grade Collection
Appendix B
Appendix B: Information and Communications Technology 11 and 12 • GRADE COLLECTIONS
Gathering
Gathering and Refining and Presenting and New Refining and Presenting and New The
and
Processing Organizing Communicating Technologies Organizing Communicating Technologies Nature of
Processing
1 1 1 1 2 2 2 ICT
2
Comprehensive Resources
There are no
comprehensive resources
for Applied Digital
Communications 11 and 12
at this time.
Additional Resources - Print
A Guide to Microsoft®
Office 2003 for Information
and Communication
Technologies
Using Information
Technology: A Practical
B-8
Introduction to Computers
& Communications, Fifth
Edition
For the comprehensive resources, indicates satisfactory to good support for the majority of the learning outcomes within the curriculum organizer.
For the additional resources, indicates support for one or more learning outcomes within the curriculum organizer.
Indicates minimal or no support for the prescribed learning outcomes within the curriculum organizer.
Updated August 2004

Appendix B
Digital Media Development 11 and 12 Grade Collection

Desktop 2D Graphic 3D Design Web Desktop 2D Graphic 3D Design Web The

Digital Design and and Publishing Digital Design and and Publishing Nature of
Video 1 Publishing 2 Animation 1 1 Video 2 Publishing 2 Animation 2 2 ICT
There are no
for Digital Media
Development 11 and 12 at
this time.
After Effects® &
Photoshop®: Animation and
Production Effects for DV
and Film
Final Cut Pro® 4 and the Art
of Filmmaking
Flash™ MX 2004
Accelerated: A Full-Color
Guide
B-9
A Guide to Web
Development Using
Macromedia®
Dreamweaver® MX with
Fireworks® MX and Flash™
MX
Photoshop® for Right-
Brainers: The Art of Photo
Manipulation
Using Information
Communications, Fifth
Edition
Updated August 2004

Computer Information Systems 11 and 12 Grade Collection
Appendix B
Workstations and Systems and Network Internetworking Workstations and Systems and Network Internetworking The
Communications Management Technologies Concepts Communications Management Technologies Concepts Nature of
1 1 1 1 2 2 2 2 ICT
There are no
comprehensive
resources for
Computer
Information Systems
11 and 12 at this
time.
Guide to Networking
Essentials, Third
Edition
Networking Basics,
Second Edition
B-10
Peter Norton's®
Introduction to
Computers, Fifth
Edition
Using Information
Technology: A
Practical
Introduction to
Computers &
Communications,
Fifth Edition
Updated August 2004

Computer Programming 11 and 12 Grade Collection
Appendix B
Graphics
Introduction Arrays, Files, Arrays Object- The
Programming Programming and Application
To and and Oriented Nature of
Methodology Structures User Development
Programming Searching Sorting Programming ICT
Interfaces
There are no
for Computer Programming
11 and 12 at this time.
Glencoe Introduction to
Computer Science Using
Java™
An Introduction to
Programming Using
Microsoft® Visual
Basic®.Net
B-11
An Introduction to
Programming Using
Microsoft® Visual Basic®,
Versions 5 and 6
Java™: How to Program,
Fourth Edition
Programming in C++:
Lessons and Applications
Programming Logic and
Design, Second Edition
Using Information
Communications, Fifth
Edition
Updated August 2004

APPENDIX B: APPLIED DIGITAL COMMUNICATIONS 11 AND 12 • Grade Collections
A Guide to Microsoft® Office 2003 for Grade Level:

Information and Communication K 1 2 3 4 5 6 7 8 9 10 11 12
Technologies !
Author(s): Brown, B. et al.
Year Recommended in Grade Collection: 2004
General Description:
Supplier: Lawrenceville Press
Book, available in soft or hard cover, employs a project-based approach for learning Office P.O. Box 704
2003, and includes Outlook®, Word, Access, and PowerPoint®. The publisher's web site, Pennington, NJ 08534
lvp.com, provides additional chapters in PDF format that cover different operating systems,
personal finance, keyboarding skills, Internet use, email, and an introduction to computers Tel: (609) 737-1148 Fax: (609) 737-8564
with discussion on the history of computers and computer networks. The vocabulary
presented in the text is available as an MS Word document. The data files required in the Web Address: www.lvp.com
text are also available for download. Students can download relevant data files from the Price: Hard Cover Text: $39.95 US
publisher's lpdatafiles.com web site. Teacher resource materials are available but have not Soft Cover Text: $34.50 US
been evaluated.
ISBN/Order No: Hard Cover Text: 1-58003-078-5
Soft Cover Text: 1-58003-077-7
Audience
General Copyright: 2004
Category: Student, Teacher Resource
Using Information Technology: A Grade Level:

Practical Introduction to Computers & K 1 2 3 4 5 6 7 8 9 10 11 12
Communications, Fifth Edition !
Author(s): Williams, B. et al.
Supplier: McGraw-Hill Ryerson Ltd. (Ontario)
Resource consists of a text with an accompanying Instructor's Resource Kit (on CD-ROM). 300 Water Street
The text covers a variety of fundamental computing concepts such as software, hardware, Whitby, ON L1N 9B6
data, and procedures. The information is not in-depth, but can be useful for providing an
overview to the introductory level modules in all pathways. Text provides "real-world" Tel: (905) 430-5000 Fax: (905) 430-5194
examples for every chapter, as well as a summary, and a variety of assessment questions. Toll Free: 1-800-565-5758 (orders)
Resource addresses some of the topics not covered by the other resources, such as program
structure, UML, and application development. The Instructor's Resource Kit includes Web Address: www.mcgrawhill.ca
teaching tips, projects, tutorials, test banks and PowerPoint presentations. This resource
Price: Text: $79.86
could be useful for teachers new to the course and for teachers with limited computer
Instructor's Resource Kit: $50.00
background. The CD-ROM also includes Page Out online course creation software with
already prepared content, testing, and gradebook. The text has a Click Along feature where ISBN/Order No: Text: 0-07-248555-8
students can go to a web site for regularly updated information on topics throughout the Instructor's Resource Kit: 0-07-252729-3
book: www.mhhe.com/cit/uit5e/complete/clickalong. This web site also contains chapter
summaries, self marking quizzes (with results emailed to the instructor), crossword Copyright: 2003
exercises, and challenge extension exercises.
System requirements for Windows®: Windows® 98, 2000, XP, or ME; 24Mb RAM
(32Mb recommended); Pentium® II or faster; CD-ROM drive 4x or faster; SVGA colour
monitor running at least 256 colour and a resolution of 800 x 600; Netscape® Navigator
4.7 or Internet Explorer 5.0, 5.5, 6.0; Sound Blaster® or compatible sound card; external
speakers or headphones; Macromedia® Flash™ Player 6.
Audience
General
B-12
APPENDIX B: DIGITAL MEDIA DEVELOPMENT 11 AND 12 • Grade Collections
After Effects® & Photoshop®: Animation Grade Level:

and Production Effects for DV and Film K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Foster, J. ! !
General Description: Year Recommended in Grade Collection: 2004
Book provides tutorials using both After Effects® and Photoshop® to create digital video Supplier: Firefly Books Ltd.
content. Most of the projects require use of recent, professional versions of these 66 Leek Crescent
applications. The tutorial examples are good but do not provide student examples or ideas Richmond Hill, ON L4B 1H1
for independent student work. The accompanying DVD-ROM includes After Effects® and
Photoshop® plug-ins and applications. (Minimum After Effects® 6.0 and Tel: (416) 499-8412 Fax: (416) 499-1142
Photoshop®/Image Ready® CS). Toll Free: 1-800-387-6192
System requirements for Macintosh®: Mac OS® X 10.2.6 or later; DVD drive Web Address: www.fireflybooks.com
System requirements for Windows®: Windows® 2000/XP; DVD drive
Price: $69.95
Audience ISBN/Order No: 0-7821-4317-2
Final Cut Pro® 4 and the Art of Grade Level:

Filmmaking K 1 2 3 4 5 6 7 8 9 10 11 12
General Description: ! !
Book provides an easy-to-follow introduction to desktop video editing with Final Cut Pro® Year Recommended in Grade Collection: 2004
4 using step-by-step instructions and numerous illustrations. The introduction offers tips
for video shooting with Final Cut Pro® in mind. Other chapters deal with editing, adding Supplier: Firefly Books Ltd.
effects, finishing touches, and the final steps of archiving, printing videotape, burning, and 66 Leek Crescent
compressing. Richmond Hill, ON L4B 1H1
The accompanying DVD-ROM provides a tutorial, as well as the finished product of the Tel: (416) 499-8412 Fax: (416) 499-1142
tutorials. There is also some demonstration software.
Toll Free: 1-800-387-6192
System requirements for Macintosh®: Mac OS® 10.3; 256 Mb RAM; G4 processor or
Web Address: www.fireflybooks.com
higher; DVD-ROM player
Price: $83.95
Audience
ISBN/Order No: 0-7821-4300-8
General
Copyright: 2004
Flash™ MX 2004 Accelerated: A Grade Level:

Full-Color Guide K 1 2 3 4 5 6 7 8 9 10 11 12
Resource provides an introduction to using Flash™. The tutorial examples can be used for Year Recommended in Grade Collection: 2004
student projects. The book includes a 'bridging' section that allows for users of older
versions of the software to comfortably migrate to the newest version. An accompanying Supplier: Firefly Books Ltd.
CD-ROM provides the sample projects and illustrations of the examples used in the book, 66 Leek Crescent
but no tutorials. Richmond Hill, ON L4B 1H1
Tel: (416) 499-8412 Fax: (416) 499-1142
Audience
Toll Free: 1-800-387-6192
General
Category: Student, Teacher Resource Web Address: www.fireflybooks.com
Price: $41.95
ISBN/Order No: 89-314-3506-1
Copyright: 2004
B-13
A Guide to Web Development Using Grade Level:

Macromedia® Dreamweaver® MX with K 1 2 3 4 5 6 7 8 9 10 11 12
Fireworks® MX and Flash™ MX !
Author(s): Malfas, E. et al.
Resource can be used as an introduction for three modules in the first level of this pathway: P.O. Box 704
2D Graphic Design and Publishing 1; 3D Design and Animation 1; and Web Publishing 1. Pennington, NJ 08534
It does not cover digital video or provide support for any of the more advanced modules.
Students learn about web development and how to use Dreamweaver® to create static and Tel: (609) 737-1148 Fax: (609) 737-8564
dynamic web sites. The accompanying teacher resource materials on CD-ROM contain
teaching notes, assignments, and quizzes. The publisher's web site, lvp.com, provides Web Address: www.lvp.com
additional chapters in PDF format that cover different operating systems, personal finances, Price: Hard Cover Text: $39.95 US
keyboarding skills, Internet use, email, and an introduction to computers with discussion on Soft Cover Text: $34.50 US
the history of computers and computer networks. The vocabulary presented in the text is Teacher Resource CD-ROM: $59.95 US
available as an MS Word document. The data files required in the text are also available
for download. Students can download relevant data files from the publisher's ISBN/Order No: Hard Cover Text: 1-58003-030-0
lpdatafiles.com web site. Soft Cover Text: 1-58003-029-7
Teacher Resource CD-ROM: 1-58003-031-9
Audience
Photoshop® for Right-Brainers: The Art Grade Level:

of Photo Manipulation K 1 2 3 4 5 6 7 8 9 10 11 12
Book, in two parts, provides an engaging tutorial-style instruction to using Photoshop®. Year Recommended in Grade Collection: 2004
The first part focuses on techniques and process; the second on examples designed to
demonstrate specific techniques. The tutorials are good but there are no suggestions for Supplier: Firefly Books Ltd.
students to undertake individual projects. Some background in Photoshop® or similar 66 Leek Crescent
applications is assumed. The accompanying CD-ROM consists of the images used on the Richmond Hill, ON L4B 1H1
book. They are not in the public domain and are only for use with the book. Tel: (416) 499-8412 Fax: (416) 499-1142
Toll Free: 1-800-387-6192
Audience
General Web Address: www.fireflybooks.com
Category: Student, Teacher Resource Price: $69.95
ISBN/Order No: 0-7821-4313-X
Copyright: 2004
B-14

Price: Text: $79.86
Audience
General
B-15
APPENDIX B: COMPUTER INFORMATION SYSTEMS 11 AND 12 • Grade Collections
Guide to Networking Essentials, Third Grade Level:

Edition K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Tomsho, G. et al. ! !
Resource, for the study of fundamental networking technologies, deals with beginner and Supplier: Nelson Thomson Learning
advanced level networking topics. The text addresses networking concepts, network 1120 Birchmount Road
administration, network design, physical media, network operations, communications and Scarborough, ON M1K 5G4
protocols, security, network architectures, problem solving for networks, as well as
standards and specifications. Each chapter includes chapter summaries, a glossary of key Tel: 1-800-268-2222 Fax: 1-800-430-4445
terms, review questions, projects, and case studies. There are no accompanying instructor's
Toll Free: 1-800-268-2222/1-800-668-0671
materials, or answers for the questions.
Web Address: www.nelson.com
Audience
Price: Not available
General
ISBN/Order No: 0-619-13087-3
Copyright: 2003
Networking Basics, Second Edition Grade Level:

K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Ciampa, M. ! !
Text provides an introduction to the fundamentals of networking technology for both local Supplier: Nelson Thomson Learning
area and wide area networks. Lessons include objectives, vocabulary, exercises, projects, 1120 Birchmount Road
and simulations. Resource is useful for both the beginner and novice of networking. Scarborough, ON M1K 5G4
Audience Tel: 1-800-268-2222 Fax: 1-800-430-4445

General Toll Free: 1-800-268-2222/1-800-668-0671
Category: Student, Teacher Resource Web Address: www.nelson.com
ISBN/Order No: 0-619-05582-0
Copyright: 2003
Peter Norton's® Introduction to Grade Level:

Computers, Fifth Edition K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Norton, P. !
Resource, for Windows only, consists of a soft cover student book, an Instructor's Manual Supplier: McGraw-Hill Ryerson Ltd. (Ontario)
and Key, and an optional electronic student workbook. Topics covered include output 300 Water Street
devices, processing data, storing information, operating systems, networks, the Internet, Whitby, ON L1N 9B6
application software, graphics, software programming, and living with computers. Text
features include Web-integrated text, Norton Online notes, visual essays, feature articles, Tel: (905) 430-5000 Fax: (905) 430-5194
discussion questions, ethical issues, and research activities. The Instructor's Manual and Toll Free: 1-800-565-5758 (orders)
Key, with CD-ROM, contains classroom presentations, questions, and assessment. The
optional electronic workbook provides reinforcement and review activities. This is clearly Web Address: www.mcgrawhill.ca
an introduction to computers and is intended for a student audience with little or no
Price: Student Text: $57.08
experience with ICT. Additional resources are required to provide depth. A new teacher in
Instructor's Manual and Key: $445.95
the field would find the resource useful. The following publisher's web site offers teaching
tips, extra projects, a question bank, and classroom presentations: ISBN/Order No: Student Text: 0-07-826421-9
www.norton.glencoe.com. Instructor's Manual and Key: 0-07-830957-3
System requirements for Windows®: Windows® 95 or later; Internet Explorer 5.5 or Copyright: 2003
higher; Pentium® II 300 MHz; 32 Mb RAM; CD-ROM drive; graphics card; screen
resolution 600 x 800.
Audience
General
B-16
APPENDIX B: COMPUTER INFORMATION SYSTEMS 11 AND 12 • Grade Collections

Price: Text: $79.86
Audience
General
B-17
APPENDIX B: COMPUTER PROGRAMMING 11 AND 12 • Grade Collections
Glencoe Introduction to Computer Grade Level:

Science Using Java™ K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Liberty, J. et al. ! !
Student text and accompanying teacher resource manual provide a well-organized Supplier: McGraw-Hill Ryerson Ltd. (Ontario)
introduction to computer programming using Java™. The emphasis is on object-oriented 300 Water Street
programming. The resource does not cover programming methodology, graphics and user Whitby, ON L1N 9B6
interfacing, or application development. The hardcover student text comprises 18 chapters.
Chapter features include overviews, objectives, topic checks, key terms, margin exercises, Tel: (905) 430-5000 Fax: (905) 430-5194
sidebars, chapter summaries, and resources. Feature articles focus on careers, ethics, Toll Free: 1-800-565-5758 (orders)
computer concepts, and computers in the future. The text also includes a Technology
Handbook section that deals with ethical computer use, copyright, safe surfing, etiquette, Web Address: www.mcgrawhill.ca
research tips, web site evaluation, and word processing tips. The teacher resource manual
Price: Student Text: $72.95
provides a course overview and includes lesson plans, answer keys, and blackline masters.
Teacher's Manual with CD: $100.76
Also included is a CD-ROM that contains a Java™ 2 software development kit, source
code, PowerPoint® presentations, and test generator software. The resource also includes ISBN/Order No: Student Text: 0-07-822593-0
topics for the Computer Science AP exam. Teacher's Manual with CD: 0-07-824519-2
The publisher's web site provides additional material for students, teachers and parents: Copyright: 2004
www.glencoe.com/sec/computered/usingjava/. Students can work through self-assessment
exercises or view source code for exercises from the text. There are also PowerPoint®
presentations outlining some of the work covered. Listings and connections to other Java™
resources are available. Once the teacher resource manual has been purchased there are
other resources available that include PowerPoint® presentations to support lessons,
Advanced Placement resources, test banks, and textbook updates.
System requirements for Macintosh®: Apple® system 7.5 or later; MAC OS®; 32 Mb
RAM; VGA; CD-ROM Drive; Microsoft® PowerPoint® 98
System requirements for Windows®: Windows® 95 or later; 486 or higher; 8 Mb RAM,
CD-ROM Drive; Microsoft® PowerPoint® 97 or higher
Audience
General
An Introduction to Programming Using Grade Level:

Microsoft® Visual Basic®.Net K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Brown, B. et al. ! !
Resource, consisting of a student text (available in hard or soft cover, with or without Supplier: Lawrenceville Press
Visual Basic®.Net software) and teacher resource materials on CD-ROM, provides an P.O. Box 704
introduction to using Microsoft® Visual Basic®.Net. It does not cover application Pennington, NJ 08534
development or programming methodologies including flow charts, UML, traces and
project teams. Student text includes critical thinking exercises and projects of varying Tel: (609) 737-1148 Fax: (609) 737-8564
difficulty levels. The software includes Visual Studio®.Net, Visual Basic®.Net and the
MSDN Library. The CD-ROM includes visual aids, application files, data files and a test Web Address: www.lvp.com
generator. The publisher's web site, lvp.com, provides additional chapters in PDF format Price: Hard Cover Text: $49.95 US
that cover different operating systems, personal finances, keyboarding skills, Internet use, Soft Cover Text: $44.50 US
email, and an introduction to computers with discussion on the history of computers and Teacher's Resource CD-ROM: $59.95 US
computer networks. The vocabulary presented in the text is available as an MS Word
document. The data files required in the text are also available for download. Students can
download relevant data files from the publisher's lpdatafiles.com web site. A teacher's ISBN/Order No: Hard Cover Text: 1-58003-038-6
resource package is also available, but has not been evaluated. Soft Cover Text: 1-58003-037-8
Teacher's Resource CD-ROM: 1-58003-039-4
System requirements for Windows®: Windows® 2000, 2003 or XP; 500 Mb of available
space; Super VGA; CD or DVD drive Copyright: 1999
Audience
General
B-18
An Introduction to Programming Using Grade Level:

Microsoft® Visual Basic®, Versions 5 and K 1 2 3 4 5 6 7 8 9 10 11 12
6 ! !
Author(s): Brown, B. et al.
Resource, consisting of a student text and a teachers' resource package, provides an P.O. Box 704
introduction to computer programming using Visual Basic®. It does not cover application Pennington, NJ 08534
development, or programming methodologies, including flow charts, traces, UML, OOP, or
Project Teams. The student text, available in either soft or hardcover, comprises fifteen Tel: (609) 737-1148 Fax: (609) 737-8564
chapters and includes Microsoft® Visual Basic® 6.0 Working Model Edition on CD-ROM.
The teacher's resource package includes assignments, quizzes and worksheets. A master Web Address: www.lvp.com
CD-ROM, included, contains application files, tests, and answer files. The publisher's Price: Hard Cover Text w/CD-ROM: $47.95 US
website, lvp.com, provides additional chapters in PDF format that cover different operating Soft Cover Text w/CD-ROM: $42.50 US
systems, personal finances, keyboarding skills, Internet use, email, and an introduction to Teacher's Resource Package w/CD-ROM: $49.95 US
computers with discussion on the history of computers and computer networks. The
vocabulary presented in the text is available as an MS Word document. The data files
required in the text are also available for download. Students can download relevant data ISBN/Order No: Hard Cover Text w/CD-ROM: 1-879233-21-5
files from the publisher's lpdatafiles.com web site. Soft Cover Text w/CD-ROM: 1-879233-20-7
Teacher's Resource Package w/CD-ROM: Not
System requirements for Windows®: Windows® 95, 98, NT, or newer; CD-ROM Drive; available
MS Word 97, or newer
Not evaluated for Macintosh®. Copyright: 1999
Audience
General
Java™: How to Program, Fourth Edition Grade Level:

K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Deitel, H. M. et al. ! !
This teacher resource consists of a text with an accompanying instructor's resource CD. Supplier: Pearson Education Canada
The text provides a thorough treatment of the fundamentals of object-oriented 26 Prince Andrew Place
programming in Java™, following a logical progression from beginner to advanced level. Don Mills, ON M3C 2T8
It also includes an extensive case study that introduces object-oriented design with the
UML. The format and density of this text makes it less suitable for independent student Tel: (416) 447-5101 Fax: 1-800-563-9196
use. The instructor's resource CD-ROM provides solutions to the programming problems Toll Free: 1-800-387-8028/7851
and both .html and .pdf versions of the text
. Web Address: www.pearsoned.ca
System requirements for Windows®: Windows® 95 or later; PC with a Pentium®-Class
Price: Text: Not available
processor; 133 MHz or faster; 24 Mb RAM; 2Gb hard disk space; CD-ROM drive; Internet
Instructor's Resource CD: Not available
access, Internet Explorer 5.5 or Netscape® 4.0 or higher; screen resolution 600 x 800;
Microsoft® Word. ISBN/Order No: Text: 0-13-034151-7
System requirements for Linux: Red Hat Linux 6.2 or later; PC with Instructor's Resource CD: 0-13-062301-6
Pentium®/Compatible processor; 166 MHz or faster processor; 32 Mb of RAM; 2Gb hard
disk space; Internet browers; CD-ROM Drive; screen resolution 600 x 800; word Copyright: 2002
processor that can read or import Microsoft® Word or Text documents.
Audience
General
Category: Teacher Resource
B-19
Programming in C++: Lessons and Grade Level:

Applications K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): D'Orazio, T. B. ! !
University-level text teaches C++ language and object-oriented design. The focus is on Supplier: McGraw-Hill Ryerson Ltd. (Ontario)
developing programs for solving a variety of engineering and science problems. Each 300 Water Street
chapter is divided into two parts: lessons and application examples. The lessons deal with Whitby, ON L1N 9B6
C++ language elements and programming techniques; the application examples deal with
program design. Students with high language proficiency could use this text independently. Tel: (905) 430-5000 Fax: (905) 430-5194
The publisher's web site, http://mcgrawhillengineeringcs.com/mhhe/catalog, includes a link
Toll Free: 1-800-565-5758 (orders)
to the password-protected author's site. Access, obtained by purchasing the resource,
includes support materials, source code, test materials, and instructional support materials. Web Address: www.mcgrawhill.ca
Price: $76.46
Audience
General ISBN/Order No: 0-07-242412-5
Category: Teacher Resource Copyright: 2004
Programming Logic and Design, Second Grade Level:

Edition K 1 2 3 4 5 6 7 8 9 10 11 12
Author(s): Farrell, J. ! !
Resource provides the beginning programmer with a guide to developing structured Supplier: Nelson Thomson Learning
program logic. Text assumes no programming language experience and does not focus on 1120 Birchmount Road
one particular language. This resource can be used to clarify the process of program Scarborough, ON M1K 5G4
development, including problem definition and clarification; algorithm development and
use; pseudocode; and programming code and development. It does not teach a Tel: 1-800-268-2222 Fax: 1-800-430-4445
programming language. It teaches how to program but does not use pseudocode. The
Toll Free: 1-800-268-2222/1-800-668-0671
publisher's web site provides an instructor's manual with lesson plans, tips, PowerPoint®,
solutions, a testbank, and importable content for Blackboard and WebCT. A new edition of Web Address: www.nelson.com
this resource is now available but has not been evaluated.
Audience ISBN/Order No: 0-619-06315-7
General
Copyright: 2002

Price: Text: $79.86
Audience
General
B-20
INFORMATION AND COMMUNICATIONS TECHNOLOGY TOOLS
The following chart provides a list of suggested software for use with the four pathways in ICT 11 and
12. Inclusion on this list does not constitute recommended status or endorsement of a particular
product. Teachers may identify other equally useful applications.
Before making any purchase it is advisable to determine if the software can be acquired through one of
a number of provincially negotiated software agreements. Some of the agreements include additional
curriculum support materials that support the use of the software. For further information about special
pricing and provincial licenses for software please refer to the following Ministry web site:
http://www.bced.gov.bc.ca/irp_resources/lr/resource/res_main.htm
Title Publisher Function / Purpose

Applied Digital Communications
AppleWorks® Apple® Word Processing / Spreadsheet / Database /
Presentation Graphics
FirstClass® Open Text Word Processing / Presentation / Conferencing /
Email
Microsoft® Office Microsoft®
Word Processing / Spreadsheet / Database /
Star OfficeTM Sun MicrosystemsTM Presentation Graphics
WordPerfect® Office Corel®
Digital Media Development
3D Studio Max® AutoDesk® 3D animation and design
After Effects® Adobe® Video editing
Authorware® Macromedia® 3D animation and design
®
CineStreamTM Discreet Video editing
ColdFusion® Macromedia® Web development and deployment
Director® Macromedia® 3D animation and design
Dreamweaver® Macromedia® Web design
Final Cut Pro® Apple® Video editing
Fireworks® Macromedia® Graphics editing
FlashTM Macromedia® 3D animation and design
FreeHand® Macromedia® 3D animation and design
FrontPage® Microsoft® Web design
® ®
GoLive Adobe Media (web) development
Illustrator® Adobe® Graphic design (web page)
iMovie® Apple® Video editing
B-21
Title Publisher Function / Purpose
Digital Media Development, cont.
LightWave® NewTek 3D animation and design
® ®
Maya Alias 3D animation and design
MovieMaker® Microsoft® Video editing
Photoshop® Adobe® Digital photograph editing
Pinnacle StudioTM Pinnacle Systems Video editing
Premier® Adobe® Video and digital photograph editing
QuarkXPress® QuarkTM Digital photograph editing
Screenblast Movie Sony® Pictures Digital Video editing and DVD creation
StudioTM
Studio MX® Macromedia® Web design plus
®
VideoStudioTM Ulead Video editing and DVD creation
VideoWave® RoxioTM Video editing and DVD creation
Computer Information Systems
Linux Red Hat (as an
example)
Operating System
Mac OS® Apple®
Windows® Microsoft®
Computer Programming
C++® Sun MicrosystemsTM Programming language
®
C++BuilderTM Borland Program development support tool for C++
DelphiTM Borland® Programming language
JavaTM Sun MicrosystemsTM Programming language
JBuilderTM Borland® Program development support tool for Java
Perl Open Source Programming language
Visual Basic® Microsoft® Programming language
Visual C++® Microsoft® Programming language
B-22
APPENDIX C
Assessment and Evaluation
APPENDIX C: ASSESSMENT AND EVALUATION
Classroom Assessment and Evaluation • What does the evidence of this learning
look like?
Assessment is the systematic gathering of
information about what students know, are Assessment for learning is criterion-
able to do, and are working toward. referenced, in which a student’s achievement
Assessment evidence can be collected using is compared to established criteria rather
a wide variety of methods, such as: than to the performance of other students.
• projects Criteria are based on prescribed learning
• student self-assessments and peer outcomes, as well as on suggested
assessments achievement indicators or other learning
• quizzes and tests (written, oral, practical) expectations (e.g., Performance Standards).
• samples of student work
Students benefit most when assessment
• oral and written reports
feedback is provided on a regular, ongoing
• observation
basis. When assessment is seen as an
• journals and learning logs
opportunity to promote learning rather than
• performance reviews
as a final judgment, it shows students their
• portfolio assessments
strengths and suggests how they can
Student performance is evaluated from the develop further. Students can use this
information collected through assessment information to redirect their efforts, make
activities. Teachers use their insight, plans, communicate with others (e.g., peers,
knowledge about learning, and experience teachers, parents) about their growth, and set
with students, along with the specific criteria future learning goals.
they establish, to make judgments about
student performance in relation to prescribed Assessment of Learning
learning outcomes.
Assessment of learning can be addressed
There are two major types of assessment, each through summative assessment, including
serving a different purpose. large-scale assessments and teacher
• Assessment for learning is assessment for assessments. These summative assessments
purposes of greater learning achievement. can occur at the end of the year or at periodic
• Assessment of learning is assessment for stages in the instructional process.
purposes of providing evidence of
Large-scale assessments, such as Foundation
achievement for reporting.
Skills Assessment (FSA) and Graduation
Program exams, gather information on
Assessment for Learning
student performance throughout the
Classroom assessment for learning provides province and provide information for the
ways to engage and encourage students to development and revision of curriculum.
become involved in their own day-to-day These assessments are used to make
assessment to promote their own achievement. judgments about students’ achievement in
relation to provincial and national standards.
This type of assessment serves to answer the
There is no large-scale provincial assessment
following questions:
for ICT 11 and 12.
• What do students need to learn to be
successful?
C-3
Assessment for Learning Assessment of Learning
• formative assessment: ongoing in the • summative assessment: occurs at the end of

classroom year or at key stages
• teacher assessment, student self-assessment, • teacher assessment
and/or student peer assessment
• may be either criterion-referenced (based on
• criterion-referenced—criteria based on prescribed learning outcomes) or norm-
prescribed learning outcomes identified referenced (comparing student achievement
in the provincial curriculum, reflecting to that of others)
performance in relation to a specific
• used to make judgments about students’
learning task
performance in relation to provincial
• involves both teacher and student in a standards
process of continual reflection and review
• information on student performance
about progress
throughout the province provides
• teachers adjust their plans and engage in information for the development and revision
corrective teaching in response to formative of curriculum
assessment
Criterion-Referenced Assessment and Graduation Portfolio Assessment

Evaluation
Information Technology is one of the six
In criterion-referenced evaluation, a organizers in the Graduation Portfolio.
student’s performance is compared to Students can demonstrate their use of
established criteria rather than to the information technology skills in a variety of
performance of other students. Evaluation in ways in order to meet the requirements of
relation to prescribed curriculum requires this aspect of the Portfolio.
that criteria be established based on the
learning outcomes. Please refer to the Graduation Portfolio
Assessment and Focus Areas: A Program
Criteria are the basis for evaluating student
Guide for further information.
progress. They identify, in specific terms, the
http://www.bced.gov.bc.ca/graduation/
critical aspects of a performance or a product
portfolio/
that indicate how well the student is meeting
the prescribed learning outcomes. For
example, weighted criteria, rating scales, or
performance rubrics (reference sets) are ways
that student performance can be evaluated
using criteria.
Wherever possible, students should be
involved in setting the assessment criteria.
This helps students develop an
understanding of what high-quality work or
performance looks like.
C-4
Criterion-referenced evaluation may involve these steps:

Step 1 Identify the prescribed learning outcomes (as articulated in this IRP) that will be used as
the basis for assessment.
Step 2 Establish criteria. When appropriate, involve students in establishing criteria.
Step 3 Plan learning activities that will help students gain the knowledge, skills, or attitudes
outlined in the criteria.
Step 4 Prior to the learning activity, inform students of the criteria against which their work will
be evaluated.
Step 5 Provide examples of the desired levels of performance.
Step 6 Conduct the learning activities.
Step 7 Use appropriate assessment tools (e.g., rating scale, checklist, rubric) and methods (e.g.,
observation, collection, self-assessment) based on the particular assignment and student.
Step 8 Review the assessment data and evaluate each student’s level of performance or quality of
work in relation to criteria.
Step 9 Where appropriate, assign a letter grade to indicate how well the criteria are met.
Step 10 Report the results of the evaluation to students and parents/guardians.
C-5

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INFORMATION AND

Also available on the Internet .

1. Electronic data processing – Study and teaching

LB1028.43.C3I53 2004 004’. 071’2711 C2004-960070-2

Copyright © 2003 Ministry of Education, Province of British Columbia.

Limited Exception to Non-reproduction

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

THE INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 CURRICULUM

The Nature of ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • I

Computer Information Systems 11

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 APPENDICES

Appendix A: Prescribed Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-3

II • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

INTEGRATED RESOURCE PACKAGE WRITING TEAM

Kevin Amboe School District No. 36 (Surrey)

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • III

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • V

Learning Resources THE APPENDICES

VI • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

COMPUTER INFORMATION SYSTEMS 12 Pathway and Grade

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

COMPUTER INFORMATION SYSTEMS 12 Pathway and Grade

SUGGESTED ASSESSMENT STRATEGIES LEARNING RESOURCES

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • VII

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 1

result of literacy in ICT is the use of

2 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

Information and Communications Technology

Integrated Applied Digital Computer Computer Modular Survey

Integrated Applied Digital Computer Computer Modular Survey

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 3

CONSIDERATIONS FOR PROGRAM DELIVERY in their abilities to solve complex problems

4 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

Responding to Sensitive Issues • Have students been given guidelines

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 5

6 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

In order to respect copyright it is necessary to Permission from or on behalf of the copyright

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 7

Pathways and Modules Overview

Applied Digital Digital Media Computer Computer Modular

8 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

OVERVIEW OF PATHWAYS, MODULES, Each module is designed to represent one-

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 9

The Applied Digital Communications connectivity of those systems. Each of the

10 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

A Modular Survey Course (ICTX) Example 1

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 11

THE NATURE OF ICT PRESCRIBED LEARNING OUTCOMES

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 15

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

16 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

SUGGESTED ASSESSMENT STRATEGIES LEARNING RESOURCES

Self-Assessment Copyright Information:

• Generate with students a list of criteria to http://www.accesscopyright.ca/

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 17

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

18 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12

SUGGESTED ASSESSMENT STRATEGIES LEARNING RESOURCES

INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12 • 19

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

20 • INFORMATION AND COMMUNICATIONS TECHNOLOGY 11 AND 12