INFORMATION TECHNOLOGY 8 10 - British Columbia · Integrated Resource Package 1996 IRP 035 Province...

Integrated Resource Package 1996

IRP 035

Province ofBritish ColumbiaMinistry ofEducation

INFORMATIONTECHNOLOGY

8 TO 10

Copyright © 1996 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 electronicstorage, reproduction, execution or transmission without the prior written consent 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.

Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes withinBritish Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers andadministrators; 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.

I

TABLE OF CONTENTS

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface ................................................................................................................................. III

INTRODUCTION TO INFORMATION TECHNOLOGY 8 TO 10

Rationale ............................................................................................................................. 1Aim and Approach of the Curriculum ........................................................................... 2Curriculum Organizers ..................................................................................................... 5Suggested Instructional Strategies .................................................................................. 6Considerations in Information Technology Education ................................................ 8Suggested Assessment Strategies .................................................................................... 11Learning Resources ........................................................................................................... 12

THE INFORMATION TECHNOLOGY 8 TO 10 CURRICULUM

Grade 8 ................................................................................................................................ 14Grade 9 ................................................................................................................................ 20Grade 10 .............................................................................................................................. 26

INFORMATION TECHNOLOGY 8 TO 10 APPENDICES

Appendix A: Prescribed Learning Outcomes ................................................................ A-3Appendix B: Learning Resources.................................................................................... B- 3Appendix C: Cross-Curricular Interests ......................................................................... C-3Appendix D: Assessment and Evaluation ..................................................................... D-3

Assessment and Evaluation Samples ...................................................... D-7Appendix E: Acknowledgments ..................................................................................... E- 3Appendix F: Glossary ....................................................................................................... F- 3Appendix G: Planning an Integrated Information Technology Program.................. G-3

III


Implementation of InformationTechnology K to 7, 8 to 10, and 11 and 12will begin in September 1996, with full

implementation in September 1997. The K to12 Education Plan requires the integration ofInformation Technology K to 7 and 8 to 10with other curricular areas. InformationTechnology 11 and 12 is a stand-alone course.

This Integrated Resource Package (IRP)provides some of the basic information thatteachers will require to implement thecurriculum. The information contained inthis IRP is also available through theInternet. Contact the Ministry of Education’shome page: http://www.educ.gov.bc.ca/

THE INTRODUCTION

The Introduction provides general informa-tion about Information Technology 8 to 10,including special features and requirements.It also provides a rationale for the subject—why information technology is taught in BCschools—and an explanation of thecurriculum organizers.

THE INFORMATION TECHNOLOGY 8 TO 10CURRICULUM

The provincially prescribed curriculum forInformation Technology 8 to 10 is structuredin terms of curriculum organizers. The mainbody of this IRP consists of four columns ofinformation for each organizer. Thesecolumns describe:

• provincially prescribed learning outcomestatements for Information Technology8 to 10

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies for deter-mining how well students are achievingthe outcomes

• provincially recommended learningresources

Prescribed Learning Outcomes

Learning outcome statements are content stan-dards for the provincial education system.Learning outcomes set out the knowledge,enduring ideas, issues, concepts, skills, andattitudes for each subject. They are statementsof what students are expected to know and beable to do in each grade. Learning outcomesare clearly stated and expressed in measur-able terms. All learning outcomes completethis stem: “It is expected that studentswill. . . . “ Outcome statements have beenwritten to enable teachers to use their experi-ence and professional judgment whenplanning and evaluating. The outcomes arebenchmarks that will permit the use ofcriterion-referenced performance standards.It is expected that actual student performancewill vary. Evaluation, reporting, and studentplacement with respect to these outcomesdepends on the professional judgment ofteachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are freeto adapt the suggested instructional strategiesor substitute others that will enable theirstudents to achieve the prescribed outcomes.These strategies have been developed byspecialist and generalist teachers to assisttheir colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety ofways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.These strategies have been developed byspecialist and generalist teachers to assisttheir colleagues; they are suggestions only.

IV


Provincially Recommended LearningResources

Provincially recommended learningresources are materials that have beenreviewed and evaluated by British Columbiateachers in collaboration with the Ministry ofEducation according to a stringent set ofcriteria. They are typically materials suitablefor student use, but they may also includeinformation primarily intended for teachers.Teachers and school districts are encouragedto select those resources that they find mostrelevant and useful for their students, and tosupplement these with locally approvedmaterials and resources to meet specific localneeds. The recommended resources listed inthe main body of this IRP are those that havea comprehensive coverage of significantportions of the curriculum, or those thatprovide a unique support to a specificsegment of the curriculum. Appendix Bcontains a complete listing of provinciallyrecommended learning resources to supportthis curriculum.

THE APPENDICES

A series of appendices provides additionalinformation about the curriculum andfurther support for the teacher.

• Appendix A contains a listing of theprescribed learning outcomes for thecurriculum, arranged by curriculumorganizer and by grade.

• Appendix B contains a comprehensivelisting of the provincially recommendedlearning resources for this curriculum. Asnew resources are evaluated, thisappendix will be updated.

• Appendix C outlines the cross-curricularreviews used to ensure that concerns suchas equity, access, and the inclusion ofspecific topics are addressed by allcomponents of the IRP.

• Appendix D contains assistance forteachers related to provincial evaluationand reporting policy. Curriculumoutcomes have been used as the source forsample criterion-referenced evaluations.

• Appendix E acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

• Appendix F contains a glossary of termsspecific to the Information Technology8 to 10 curriculum.

• Appendix G contains a planning guideand suggestions on how to integrateInformation Technology 8 to 10 into aclassroom setting.

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SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

the

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCESSuggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofdifferent assessmentapproaches useful in

evaluating the PrescribedLearning Outcomes.

Teachers should considerthese as examples they

might modify to suit theirown needs and theinstructional goals.

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn of this IRPsuggests a variety ofinstructional approachesthat include group work,problem solving, and theuse of technology. Teachersshould consider these asexamples that they mightmodify to suit thedevelopmental levels oftheir students.

Recommended LearningResources

The RecommendedLearning Resourcescomponent of this IRP is acompilation of provinciallyrecommended resourcesthat support the PrescribedLearning Outcomes. Acomplete list including ashort description of theresource, its media type,and distributor isincluded in Appendix Bof this IRP.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specificlearning outcomes for

each curriculumorganizer or sub-

organizer. These aid theteacher in day-to-day

planning.

Grade

GRADE 8 • FoundationsGrade

GRADE 8 • Foundations Curriculum Organizer

Curriculum Organizer

It is expected that students will:

• identify information technology tools used to accessinformation

• protect information using information technologytools

• enter information accurately using appropriatekeyboarding techniques and software that allows forthe storage, retrieval, and editing of material

• demonstrate the ability to formulatequestions and to use a variety of sources and tools toaccess, capture, and store information

• use appropriate information technology terminology• evaluate a variety of input and output devices• demonstrate the ability to install software• describe and practise appropriate safety procedures

when working with information technology tools• apply a variety of troubleshooting techniques related

to information technology• demonstrate an awareness of the impact of

information technology tools on society• identify careers and occupations that use information

technology

Print Materials

• All About Computers• Communicating With Computers• Computers: A Visual Encyclopedia• Computers Illustrated• How the Internet Works• How to Use the Internet• How Virtual Reality Works• The Internet by E-Mail• Microsoft Press Computer Dictionary: The

Comprehensive Standard for Business, School,Library and Home, Second Edition

• More Data Processing Applications• Que’s 1996 Computer & Internet Dictionary, 6th

Edition• The Technological Classroom

Video

• Highway to Cyberia• The Paperback Computer

Software

• All the Right Type• The Cruncher• Digital Chisel• Graph Links• Looking Ahead: Earning, Spending, Saving• UltraKey

CD-ROM

• PC/Computing: How Computers Work

As students become increasingly sophisticated in theiruse of information technology tools and begin toexplore career opportunities, they are better able tomeet the challenges of the Information Age. To assessstudents’ abilities, observe them as they work anddiscuss with them their use of processes and strategies.

• After students have practised installing software,ask each to install a different program. Observe theextent to which they are able to:- follow verbal, written, and on-screen

instructions- refer to technical manuals for clarification- try alternative methods if they run into

problems- run the newly installed program to ensure that

it works- place the program in the correct folder or

directory on the desktop• Observe students practising their keyboarding skills

and note the extent to which they:- display correct posture (e.g., feet on the floor,

back straight, correct hand and arm placement,appropriate proximity to the keyboard) tocomply with ergonomic standards

- keep their eyes on the copy- use home-row keys correctly- use accurate key reaches, key combinations,

and shift key- use punctuation keys correctly

• Have students demonstrate their troubleshootingskills on a system that has been disabled. Asstudents work through the troubleshooting process,have them complete learning logs to explain theirthinking. Provide students with prompts such as:- What did you do first?- Why did you choose to try that solution?- Was it successful?- Where or how did you find helpful

suggestions?- What would you do differently next time?

Students need to understand how digital technology ischanging organizations, commerce, politics, and socialinstitutions. They need to acquire new technological andinformation technology literacy skills to succeed in today’sworld.

• While creating reports or documents in English, socialstudies, or math, have students review and practisekeyboarding techniques (e.g., home-row placement,finger placement and reaches, correct posture, eyes-on-copy).

• When they are working on a research project orstudying a specific topic, ask students toformulate several questions and then use a variety ofinformation technology tools and correct keyboardingtechniques to gather, capture, and store information toanswer the questions.(For example, have students create a Middle Agesnewspaper in social studies, a report onendangered species in science, or a chart or graph oncareers in the career and personal planning program.)

• In business education or English, discuss withthe class the role of passwords in the use ofcommunity-learning-network (CLN) accounts or bankATM cards. Challenge students to explain why thesesystems are used. Discuss with the class the ethicalissues involved in the use of passwords.

• Ask students to work in groups, with each to create achart of information technology careers. Have them listoccupational areas (e.g., telecommunications, the film orgraphics industries) at the top of each chart and theemployment fields in each area (e.g., research, design,repair, finance) at the side of each chart. Encouragestudents to discover and add to the list of occupationalareas using electronic resources (e.g., the Internet,CD-ROMs).

• Ask each student in the class to install a program,ensure that it is operational, and determine theappropriate input and output devices.

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The development of this InformationTechnology 8 to 10 IntegratedResource Package (IRP) has been

guided by the principles of learning.These are:

• Learning requires the active participationof the student.

• People learn in a variety of ways and atdifferent rates.

• Learning is both an individual and agroup process.

RATIONALE

To participate and make informed decisionsin today’s world, a global citizen requirestechnological and information literacy skillsthat include the ability to gather, process,and manipulate data. These skills are now asessential as traditional numeracy andliteracy.

British Columbia is becoming a highlycomputer-literate and “wired” society with alarge percentage of businesses and house-holds connected to the information highway.Information technology and the informationhighway are also providing new opportuni-ties for learning. Now a student in a remoteor rural area in BC can have the same accessto resources as a student in a large urbancentre.

Information technology is also quicklychanging the way we work. Traditional jobs,such as those in the banking industry, aredisappearing while new areas of economicactivity, such as multimedia production, aregrowing rapidly. As well, how and where wework continues to evolve as technologyimpacts on the workplace.

Our era is marked by constant and rapidchange. In the time it has taken to developthis curriculum, technology has already

made significant advances; by the time thecurriculum reaches the classroom, much ofwhat is now considered state-of-the-art willbe obsolete.

As well as the rapid development of newtechnologies that gather, organize, and shareinformation, familiar technologies liketelevision, telephone, and computers areevolving and being expanded by digitizedinformation, causing a convergence oftechnologies.

The challenge for students and teachersis to develop an understanding of thefundamentals of information literacy and thetools required to prepare for, and participatein, an evolving information-based society.Students need to have a firm grounding ininformation technology for their careers, forlifelong learning, and for recreation. TheInformation Technology K to 12 curriculumprovides students with the analytical, inter-personal, and technical skills they require tobe active participants in an exciting anddynamic world.

Preparing for the Workplace

Today, new and exciting careers are beingpioneered by those with the knowledge andskills to use information technologycreatively, with whole industries emergingaround the information technologyrevolution.

To meet career challenges, students must beself-reliant as well as good communicatorsand problem solvers. They requireinterpersonal, academic, and technical skills,and must demonstrate an ability to workindependently and as part of a team. Theyalso need to develop an ethical approach tothe use of information. Employers in BritishColumbia are looking for workers who areadaptable, are committed to lifelong

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learning, and show strong leadershipqualities. This curriculum builds these skillswhile ensuring that students acquire a soundknowledge of information technology.

Preparing the Citizen

To be responsible members of society,students must be aware of the ever-growingimpacts of information technology. Theyneed to reflect critically on informationtechnology’s role in society and consider itspositive and negative effects. The informa-tion technology curriculum fosters thedevelopment of skills and attitudes thatincrease students’ abilities to address thesocial and ethical issues of technologicaladvancements.

Relevant to Everyone

The Information Technology K to 12curriculum is designed to provide learningopportunities for all students. The instruc-tional and assessment strategies described inthis IRP encourage students to apply theskills and knowledge they gain to solve real-life problems. As students study informationtechnology, they develop research andcommunication skills and learn how toevaluate their work.

Preparing for Further Education

The skills and knowledge covered by thiscurriculum will provide students with thelevel of information literacy they need tosucceed in postsecondary education.

AIM AND APPROACH OF THE CURRICULUM

The aim of the Information TechnologyK to 12 curriculum is to help studentsdevelop information literacy and the lifelonglearning patterns they need to live and workeffectively in an information-rich

technological society. To achieve this, thecurriculum provides a framework forstudents to learn how to solve problemsusing information technology.

Reporting on Information Technology

As in all subject areas at the Kindergarten tograde 10 level and courses at the grade 11and grade 12 level, teachers must use theprescribed learning outcomes as the basis forreporting to parents on student performancein information technology.

Information technology is an integrated areaof study from Kindergarten to grade 10, soteachers of these grades do not need toreport on it as a separate subject. However,teachers should include written commentsspecific to information technology whenreporting on other subject areas. In grades11 and 12, reporting follows the normalprocedures for senior-level courses.

Evolving Information Technology

In this IRP, information technology tools refersto the tools and resources in common use atthe time this document was prepared. It isexpected that as new tools and resources aredeveloped they will be used and taught inthe schools to reinforce the concepts in thiscurriculum.

If teachers use resources such as local areanetworks (LAN)s, wide area networks(WAN)s, the World Wide Web, or theInternet, they will need to have them autho-rized (according to district and provincialpolicies) before using them in the classroom.

Information technology tools and resourcesinclude computers, multimedia, and relatedtechnologies used for local or globalcommunications. The chart on the followingpage lists some specific tools.

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ExamplesCategory of Tool

Hardware Devices • faxes, voice/fax/data modems• electronic day books• video recorders, tape-recorders• MIDI hardware• liquid crystal display panels• digital scanners, laser printers• digital cameras

• computer-assisted-instruction (CAI software)• simulations• CD-ROMs• laserdiscs• office and multimedia productivity tools• World Wide Web browsers• hypertext authoring tools• programming languages• multimedia software and tools

• Macintosh, OS/2, Windows, Unix, DOS• World Wide Web• Gopher, Veronica, Archie, file transfer protocol (FTP) sites• Wide Area Information Servers (WAIS)• Internet service providers• local area network• wide area network• infrared communications• video conferencing

Software andComputer Accessories

CommunicationsEnvironments

Information Technology Tools

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Overview

In grades 8 to 10, students:

• use a variety of information technology tools to access information• apply information technology to all walks of life, including education and recreation,

and to future careers• identify and describe various information technology tools related to careers• demonstrate an understanding of ethics and acceptable use of information when

accessing and processing information• develop simple programs for the computer• demonstrate an understanding of safe ergonomic strategies for the use of

information technology• apply information technology tools in research

In grades 4 to 7, students:

• use a variety of information technology tools, applications, and productionprocesses

• apply problem-solving skills to meet an information need• practise using a variety of information technology tools• demonstrate a willingness to manage resources and information• demonstrate an awareness of the protocols and ethics involved in the use of

information technology

In grades 11 and 12, students:

• demonstrate an understanding of the integration and use of information technologytools in the workplace

• use information technology tools to increase productivity and to enhancecommunications

• demonstrate an ability to draw conclusions about the impact of multimediacommunications on society

• demonstrate a mastery of media to convey or enhance their own messages• demonstrate an awareness of the power of networked communities• demonstrate an understanding of the networking problems that are common to

their own LANs and their community’s WANs• identify the potential of the Internet in their daily lives• analyse information received from the Internet• use the Internet as a tool for their own communication requirements

In grades K to 3, students:

• identify information technology tools that are useful in their daily lives• use information technology tools independently and in groups• demonstrate an awareness that information can be collected, organized,

and presented in a variety of ways• consistently apply suitable and safe use of information technology tools

Students become aware that informationtechnology is all around them. They becomeaware of its role in their lives and explorefamiliar information technology tools. Usingthese tools, students enhance groupinteraction and communication, and developconfidence in handling information.Activities are based on classroom themesand their own experiences and interests.

▼ Grades K to 3

Students gain an understanding of thepersonal, community, and globalconsequences of information technologytools and develop a concern for theirresponsible use. They begin to appreciatethe impact information technology has onindividuals and society. Students becomemore proficient at accessing, gathering,organizing, and presenting information byusing information technology tools tocreate solutions to relevant problems.

▼ Grades 4 to 7

▼ Grades 8 to 10

Students become more sophisticated in theiruse of information technology tools. Theydevelop stronger information literacy skillsand continue to learn about various careersthat use and apply information. They considerthe cultural, ethical, and legal implications ofinformation technology.

▼ Grades 11 and 12

Students use sophisticated informationtechnology tools to increase and refine theirskills, knowledge, and abilities to solvecomplex and varied problems. Studentsprepare for postsecondary and careeropportunities through relevant andmeaningful experiences within their schooland community.

The following chart provides an overview of Information Technology K to 12.

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CURRICULUM ORGANIZERS

The prescribed learning outcomes forInformation Technology 8 to 10 are groupedinto the following three curriculumorganizers:

• Foundations• Process• Presentation

These organizers provide an organizationalframework for the knowledge, skills, andattitudes contained in the learning outcomes.Because of the dynamic nature of classroomlearning, no single organizer should be usedin isolation, or as a basis for a lesson or unitof instruction.

Foundations

Foundations provides students with thefundamental knowledge, skills, and attitudesneeded for a lifetime of using informationtechnology. Issues of ergonomics, ethics, andthe safe use of tools are included, as areconnections to larger social issues such assecurity of information, copyright, andpersonal freedom. The prescribed learningoutcomes emphasize:

• acquiring skills for using informationtechnology tools

• developing the knowledge and skills toformulate questions and to accessinformation from a variety of sources

• exploring careers and occupations relatedto information technology

• developing suitable attitudes and practicesabout safety and ergonomics in the use ofinformation technology tools

• developing an understanding of theethical use of information technology tools

• developing a positive attitude towardusing information technology as a tool forlifelong learning

• integrating and applying these skillsacross all areas of learning

Process

Process allows students to select, organize,and modify information to solve problems.Students develop skills in selecting appropri-ate information technology tools, and theylearn to use these tools to access andstructure information to analyse problems,synthesize ideas, and justify opinions orvalues. Students also gain an understandingof time, resource, and project management.The learning outcomes emphasize:

• awareness of multiple solutions for aproblem

• evaluating and selecting informationbased on specific requirements

• personal relevance of problems involvingtechnology

• developing information literacy by access-ing, evaluating, synthesizing, makinginferences, validating, and creatinginformation using appropriate informationtechnology tools

• understanding the ethical use ofinformation

Presentation

Presentation provides students with anunderstanding of how to communicate ideaseffectively using a variety of informationmedia. In addition to learning the principlesof effective communication, studentsdevelop skills in integrating text, graphics,and audio to communicate to a specificaudience. The prescribed learning outcomesemphasize:

• developing an understanding of digitizedmedia

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• applying the principles of communicationand design to develop an effectivepresentation

• using a variety of information technologytools to synthesize the presentation ofideas and information

• thinking critically to determine anddevelop the most effective media forpresenting ideas and information to anaudience

SUGGESTED INSTRUCTIONAL STRATEGIES

The suggested instructional strategies in thisIRP include techniques, ideas, and methodsthat illustrate a variety of approaches to theprescribed curriculum for a diverse popula-tion of students. Teachers determine the bestinstructional methods for their students, thebest way to group students for particularstudies, and the best way to present materialto make it relevant and interesting.

Each set of instructional strategies in this IRPconsists of a context statement followed byseveral suggested instructional strategies.

Context Statements

The context statement links the prescribedlearning outcomes with instruction. It stateswhy these learning outcomes are importantfor the student’s development and suggestsways to integrate the learning outcomes intovarious subject areas.

Strategies

The suggested instructional strategies maybe undertaken by individual students,partners, or small groups. Emphasis is givento the following:

• Strategies that foster the integration of ideasand skills with other curriculum areas.Information Technology K to 10 is not

designed to be a stand-alone curriculumarea. At this level, knowledge, skills, andattitudes associated with informationtechnology must be approached within thecontext of other subject areas.

• Strategies that recognize and support theprogressive development of knowledge, skills,and attitudes. Learning outcomes andinstructional strategies have beendesigned to recognize the cumulativenature of skill development.

• Strategies that recognize a variety of learningstyles. Students find the interactive natureof working with information technologytools exciting and challenging. They haveopportunities to create, organize, andpresent information in ways that areunique to their learning and interests.

• Strategies that develop research, critical-thinking, and problem-solving skills. To makeinformed and responsible choices aboutthe appropriate use of technology,students need to listen, view, and readcritically. Using information technologytools, students learn to gather, evaluate,synthesize, and present information from avariety of sources, and apply their knowl-edge using problem-solving strategies.

Problem-Solving Models

Models that describe problem-solvingprocesses should be developed with studentsso they understand the recurring nature ofsolving real-world problems (as part of aproblem is solved, new problems arise andsome steps in the process recur). The follow-ing diagrams present a variety of approachesto applied problem solving that can be usedin information technology. They are intendedto provide teachers with ideas. They are notintended as prescribed models.

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Some models suggest that problem solving is a set of clearly defined and prescribed steps. This is rarely the case.

IdentifyProblems

ConductResearch

GenerateIdeas

ReviseIdeas

Produce aResponse/Solution

Evaluate

A Simple Linear Model

Some specialized problems are approached in unique ways

Designing, Troubleshooting, and Social Impact Models

DesigningDesigning is a problem-solving method used to

develop solutions leading to the creation ofarticles, systems, or environments.

ConductResearch

ImplementSolution

DetermineParameters

GenerateSolutions

Choose BestSolution

Test andEvaluate

Redesign andRefine

IdentifyProblem

• Identify purpose of system(inputs and outputs)

• Identify purpose ofsubsystems (inputsand outputs)

• Test subsystems

• Identify cause andimplement solution

• Test solution

TroubleshootingTroubleshooting is a method ofsolving problems used to isolate

and diagnose a malfunction

• Identify consequences and effects

• Develop a value systemthrough critical thinking

• Judge benefits anddisadvantages oftechnological applications

• Make ethical decisions

Social ImpactThis is a method of solving problems

used to appraise the social,environmental, and ethical implications

of technological decisions

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Integration of Cross-Curricular Interests

Throughout the curriculum developmentand revision process, the advice of expertshas been invited to ensure that relevance,equity, and accessibility issues are addressedin all IRPs.

Prescribed learning outcomes, suggestedinstructional strategies, and suggestedassessment strategies components of allcurricula have been integrated with respectto the following:

• Applied Focus• Career Development• Multiculturalism and Anti-Racism• English as a Second Language (ESL)• Special Needs• Aboriginal Studies• Gender Equity• Information Technology• Media Education• Science-Technology-Society• Environment and Sustainability

See Appendix C: Cross-Curricular Interestsfor more information.

CONSIDERATIONS IN INFORMATION

TECHNOLOGY EDUCATION

When selecting and developing learningactivities, consideration must be given tohealth and safety, students with specialneeds, and gender equity. Thoughtfulplanning will help the teacher ensure thatinstruction and assessment safely meet theneeds of all students.

Health and Safety

It is the responsibility of the teacher toensure that students are aware of the poten-tial health and safety hazards in the use ofinformation technology tools. Considerationshould also be given to correct ergonomicsand related issues such as wrist, eye, andback fatigue.

Some models suggest a continuous flow of activity,

from problem identification to thedevelopment of a refined product.

Action Model

8. Revise

7. Test Ideas

5. Plan

4. Explore Ideas

2. Research

1. Identify a Need

3. Clarify Problem Design Brief

6. Produce a Response/Solution

Interactive models illustrate the complexity of a process,where at any time you might move to any point in the

process in order to figure something out.

Interactive Model

See aProblem

Evaluate theProduct or System Construct the

Product or System

Develop Prototype

Refine theProduct or SystemDevelop Ideas

Research andInvestigate Alternatives

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the prescribed learning outcomes, individualgoals should be set and recorded in the IEP.Reporting for students with these modifiedoutcomes should be in the form of structuredwritten comments.

Gender Equity

The education system is committed tohelping all students succeed. Teaching,assessment materials, learning activities, andclassroom environments should place valueon the experiences and contributions of allpeople from all cultures. Teachers shouldconsider the diversity of learning styles,gender bias in learning resources, andunintentional gender bias when teaching.The following instructional strategies aresuggested to help teachers deliver a gender-sensitive Information Technology K to 12curriculum.

• Think about ways to feature women whomake extensive use of informationtechnology in their careers (e.g., guestspeakers, subjects of study).

• Design instruction to acknowledgedifferences in experiences and interestsbetween girls and boys.

• Demonstrate the relevance of informationtechnology to careers and to daily life inways that appeal to particular students inthe class or school.

• Explore not only the practical applicationsof information technology but also thehuman elements, such as the ways ideashave changed throughout history, and thesocial and ethical implications ofinformation technology.

• Provide practical learning opportunitiesdesigned specifically to help girls developconfidence and interest in informationtechnology and non-traditional roles.

• Emphasize that information technology isused by people with various interests andresponsibilities.

Teachers must address the followingquestions before, during, and after an activity:

• Have students been given specificinstruction about how to operateinformation technology tools?

• Are the tools and equipment in good repairand suitably arranged?

• Has consideration been given to the correctheight of chairs, keyboards, and monitors?

• Are students being properly supervised?• Do the facilities provide adequate lighting

and ventilation for the activity?

Students with Special Needs

Students with special educational needs mayrequire resources that are different from thoseneeded by most students.

• Students with special needs may needspecial directions and more time topractise with equipment, perhaps with thehelp of a peer.

• Issues of safety in the computer lab,difficulty reading manuals, and specialadaptations of computer equipment mustbe addressed before some students canrealistically participate.

• Adaptations may be required to enablestudents with special needs to successfullymeet the prescribed learning outcomes.

For students who have Individual EducationPlans (IEPs), adaptations and modificationsshould be documented on the students’ IEPsand considered in the development of theStudent Learning Plan. This information mayalso become important if adjudications forspecial considerations on examinations aresought at the senior grades.

Regular reporting with letter grades is appro-priate for students who are expected toachieve the prescribed learning outcomes.When students are not expected to achieve

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Adaptations for Students with Special Needs

The following are examples of adaptations that may assist students to achieve success.

Presentation • Extensions should be made for those students with special gifts or talents.• Provide students with advance organizers of key information technology concepts.

• Demonstrate or model new concepts.• Use bilingual peers or volunteers to help ESL students.• Use e-mail to communicate with peers or students in similar circumstances.

Assistance • Have peers or volunteers help students with special needs.• Have community-based resources suggest alternative hardware adaptations and software

modifications.• Have teacher assistants work with individuals and small groups of students with special needs.• Work with consultants and support teachers to develop appropriate problem-solving activities

and strategies for students with special needs.• Suit vocabulary to student’s level, and use process diagrams and flow charts.

Environment • Use preferential seating in lab situations.

• Change the student’s classroom seat.• Make use of co-operative grouping or pairing.• Provide appropriate equipment (e.g., speech recognition software).

Materials andEquipment

• Use techniques to make the organization of activities more explicit (e.g., colour code the steps

used to solve a problem).• Use manipulatives or large-print charts.• Use large print on activity sheets.

• Use opaque overlays on text pages to reduce the quantity of visible print.• Highlight key points on activity sheets.• Use translated material for information such as instructions on how to use information

technology tools.• Have available software that defaults to a larger font size.• Use hardware that can be adapted to students with special needs where appropriate.

Extension andPractice

• Require the completion of only a small amount of work at any given time.

• Simplify the way questions are worded to match students’ levels of understanding.

• Provide functional, practical opportunities for students to practise skills.

• Allow students to demonstrate their understanding of information technology concepts in avariety of ways (e.g., murals, displays, models, puzzles, oral and video presentations).

• Modify assessment tools to match student needs. For example, oral tests, open-book tests, and

tests with no time limit may allow students to better demonstrate their learning thantraditional tests.

• Set achievable goals.

• Use computer programs that provide opportunities for practice and recording results.

Assessment

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SUGGESTED ASSESSMENT STRATEGIES

Teachers determine the best assessmentmethods for their students. The assessmentstrategies in this document describe a varietyof ideas and methods for gathering evidenceof student performance. The assessmentstrategies for a particular organizer alwaysinclude specific examples of assessmentstrategies. Some strategies relate to particularactivities, while others are general andcould apply to any activity. These specificstrategies may be introduced by a contextstatement that explains how students at thisage can demonstrate their learning, whatteachers can look for, and how thisinformation can be used to adapt furtherinstruction.

About the Provincial Learning AssessmentProgram

The Provincial Learning AssessmentProgram gathers information on students’performance throughout the province.Results from these assessments are used inthe development and revision of curriculaand provide information about teaching andlearning in BC. Where appropriate,knowledge gained from these assessmentshas influenced the assessment strategiessuggested in this IRP.

About Assessment in General

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are workingtoward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, plan furtherinstructional and learning activities, set

subsequent learning goals, and determineareas requiring diagnostic teaching andintervention. Teachers base their evaluationof a student’s performance on the informa-tion collected through assessment. They usetheir insight, knowledge about learning, andexperience with students, along with thespecific criteria they establish, to makejudgments about student performance.

Teachers determine: the purpose, aspects, orattributes of learning on which to focus theassessment; when to collect the evidence;and the assessment methods, tools, or tech-niques most appropriate to use. Assessmentfocusses on the critical or significant aspectsof the learning to be demonstrated by thestudent. Students benefit when they clearlyunderstand the learning goals and learningexpectations.

The assessment of student performance isbased on a wide variety of methods andtools, ranging from portfolio assessment topencil-and-paper tests. Appendix D includesa more detailed discussion of assessment andevaluation.

Provincial Reference Sets

The provincial reference sets can also helpteachers assess the skills that studentsacquire across curricular areas. These are:

• Evaluating Reading Across Curriculum(RB 0034)

• Evaluating Writing Across Curriculum(RB 0020 & RB 0021)

• Evaluating Problem Solving AcrossCurriculum (RB 0053)

• Evaluating Group Communication SkillsAcross Curriculum (RB 0051)

• Evaluating Mathematical Development AcrossCurriculum (RB 0052)

12


A series of assessment handbooks developedto provide guidance for teachers as theyexplore and expand their assessmentrepertoires is also available.

• Performance Assessment (XX0246)• Portfolio Assessment (XX0247)• Student-Centred Conferencing (XX0248)• Student Self-Assessment (XX0249)

LEARNING RESOURCES

The Ministry of Education promotes theestablishment of a resource-rich learningenvironment through the evaluation ofeducationally appropriate materials intendedfor use by teachers and students. The mediaformats include, but are not limited to,materials in print, video, and software, aswell as combinations of these formats.Resources that support provincial curriculaare identified through an evaluation processthat is carried out by practicing teachers. It isexpected that teachers will select resourcesfrom those that meet the provincial criteriaand that suit their particular pedagogicalneeds and audiences. Teachers who wish touse non-provincially recommendedresources to meet specific local needs musthave these resources evaluated through alocal district approval process.

The use of learning resources involves theteacher as a facilitator of learning. However,students may be expected to have somechoice in materials for specific purposes suchas independent reading or research. Teachersare expected to use a variety of resources tosupport learning outcomes at any particularlevel. A multimedia approach is encouraged.

Some selected resources have been identifiedto support cross-curricular integration.The ministry also considers special needsaudiences in the evaluation and annotationof learning resources. As well, special-format

versions of some selected resources (brailleand taped-book formats) are available.

Learning resources for use in BritishColumbia schools fall into one of twocategories: provincially recommended materialsor locally evaluated materials.

All learning resources used in schools musthave recommended designation or beapproved through district evaluation andapproval policies.

Provincially Recommended Materials

Materials evaluated through the provincialevaluation process and approved throughMinister’s Order are categorized asrecommended materials. These resources arelisted in the Catalogue of Learning Resources.

Locally Evaluated Materials

Learning resources may be approved for useaccording to district policies, which providefor local evaluation and selection procedures.

A Note on Authorized Materials

Authorized status will no longer exist as newlearning resources are evaluated and selectedfor all new provincial curricula and courses.Those existing authorized resources thatmeet the needs of new curricula and coursesare given recommended status.

Information Technology 8 to 10

CURRICULUM

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

14


• identify information technology tools used toaccess information

• protect information using informationtechnology tools

• enter information accurately using appropri-ate keyboarding techniques and software thatallows for the storage, retrieval, and editingof material

• demonstrate the ability to formulatequestions and to use a variety of sources andtools to access, capture, and store information

• use appropriate information technologyterminology

• evaluate a variety of input and output devices• demonstrate the ability to install software• describe and practise appropriate safety

procedures when working with informationtechnology tools

• apply a variety of troubleshooting techniquesrelated to information technology

• demonstrate an awareness of the impact ofinformation technology tools on society

• identify careers and occupations that useinformation technology

Students need to understand how digital technologyis changing organizations, commerce, politics, andsocial institutions. They need to acquire newtechnological and information technology literacyskills to succeed in today’s world.

• While creating reports or documents in English,social studies, or math, have students review andpractise keyboarding techniques (e.g., home-rowplacement, finger placement and reaches, correctposture, eyes-on-copy).

• When they are working on a research project orstudying a specific topic, ask students toformulate several questions and then use a varietyof information technology tools and correctkeyboarding techniques to gather, capture, andstore information to answer the questions.(For example, have students create a Middle Agesnewspaper in social studies, a report onendangered species in science, or a chart or graphon careers in the career and personal planningprogram.)

• In business education or English, discuss withthe class the role of passwords in the use ofcommunity-learning-network (CLN) accounts orbank ATM cards. Challenge students to explainwhy these systems are used. Discuss with theclass the ethical issues involved in the use ofpasswords.

• Ask students to work in groups, with each tocreate a chart of information technology careers.Have them list occupational areas (e.g., telecom-munications, the film or graphics industries) atthe top of each chart and the employment fields ineach area (e.g., research, design, repair, finance) atthe side of each chart. Encourage students todiscover and add to the list of occupational areasusing electronic resources (e.g., the Internet,CD-ROMs).

• Ask each student in the class to install a program,ensure that it is operational, and determine theappropriate input and output devices.

GRADE 8 • Foundations

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

15

As students become increasingly sophisticated intheir use of information technology tools and beginto explore career opportunities, they are better ableto meet the challenges of the Information Age. Toassess students’ abilities, observe them as they workand discuss with them their use of processes andstrategies.

• After students have practised installing software,ask each to install a different program. Observethe extent to which they are able to:- follow verbal, written, and on-screen

instructions- refer to technical manuals for clarification- try alternative methods if they run into

problems- run the newly installed program to ensure that

it works- place the program in the correct folder or

directory on the desktop• Observe students practising their keyboarding

skills and note the extent to which they:- display correct posture (e.g., feet on the floor,

back straight, correct hand and arm placement,appropriate proximity to the keyboard) tocomply with ergonomic standards

- keep their eyes on the copy- use home-row keys correctly- use accurate key reaches, key combinations,

and shift key- use punctuation keys correctly

• Have students demonstrate their troubleshootingskills on a system that has been disabled. Asstudents work through the troubleshootingprocess, have them complete learning logs toexplain their thinking. Provide students withprompts such as:- What did you do first?- Why did you choose to try that solution?- Was it successful?- Where or how did you find helpful sugges-

tions?- What would you do differently next time?


Print Materials

• All About Computers• Communicating With Computers• Computers: A Visual Encyclopedia• Computers Illustrated• How the Internet Works• How to Use THE INTERNET• How Virtual Reality Works• The Internet by E-Mail• Microsoft Press Computer Dictionary: The

Comprehensive Standard for Business,School, Library and Home, Second Edition

• More Data Processing Applications• Que’s 1996 Computer & Internet Dictionary,

6th Edition• The Technological Classroom

Video

• Highway to Cyberia• The Paperback Computer

Software

• All the Right Type• The Cruncher• Digital Chisel• Graph Links• Looking Ahead: Earning, Spending, Saving• UltraKey

CD-ROM



16

GRADE 8 • Process


• apply management skills to complete aproject

• use a variety of information technology toolsto help them solve problems

• apply predetermined search criteria to locate,retrieve, and evaluate information

• create electronic text documents• evaluate information retrieved electronically

for authenticity, bias, and timeliness• synthesize information from a variety of

electronic sources for their presentations

Students need to use problem-solving techniquesand project-management skills to access andevaluate information and organize it into forms thatgive it meaning. They should become aware thatthey can use these skills both inside and outside theschool environment.

• Have students, working in teams, retrieveelectronic information about current social orpolitical issues, report on how this informationwas retrieved, and evaluate it for timeliness, bias,and authenticity.

• Ask students to prepare individual researchprojects in science or social studies usinginformation technology tools (e.g., computers,video cameras, tape-recorders) to research, record,and present their projects. Then invite students tocreate electronic text documents that they canshare by e-mail. Research projects could include:- social studies: tracing and recording the

development of a specific current event;researching changing immigration patterns

- science: preparing a report on an endangeredspecies in Canada


17

GRADE 8 • Process

Students can demonstrate an ability to manageprojects effectively by first clarifying the purpose ofeach project and then developing a realistic timelineand a list of the tasks required to accomplish thepurpose. Assess students’ knowledge and skills byinviting them to discuss their plans and by observingthem as they work.

• Observe students as they use various informationtechnology tools to search for and retrieve data.Note the extent to which they are able to:- focus a search from a general heading to a

specific topic- use keywords to define parameters for the

search- use “AND/OR” commands to streamline their

search• Before beginning a group project, have each group

of students create a plan including a list of tasks tobe done, individual responsibilities, materialsneeded, and a timeline. To assess students’abilities to manage projects effectively, confer withthem about their plans. Note the extent to which:- tasks have been assigned fairly- relevant goals and subgoals have been set- goals and subgoals have been effectively

prioritized- all necessary materials have been included- the timeline is manageable and realisticConfer with students throughout their projectsand note the extent to which their plans are beingapplied effectively and revisions to the plans arebeing made as required.

• Have each student access and retrieve informationpertaining to a specific topic from a variety ofon-line sources (e.g., e-mail, the Internet, aCD-ROM encyclopedia, newspapers). Ask eachstudent to prepare an annotated bibliography andto analyse the information sources with respect toauthenticity, bias, and timeliness. Note the extentto which students consider:- the reliability of the information source- the author’s viewpoint- the publication date

Print Materials

• Communicating With Computers• Computers Illustrated• How the Internet Works• How to Use THE INTERNET• The Internet by E-Mail• Microsoft Press Computer Dictionary: The


• More Data Processing Applications

Video

• How To Make Great Videos-With Just aCamcorder

• Virtual Reality

Software

• All the Right Type• The Cruncher• Digital Chisel• Graph Links• HyperStudio• Looking Ahead: Earning, Spending, Saving• UltraKey

CD-ROM

• How Multimedia Computers Work• The Multimedia Workshop


18

GRADE 8 • Presentation


• identify and consider ethical and legal issueswhen presenting information

• use a variety of software to present messages• demonstrate the ability to arrange

information in different forms to create newmeaning

• analyse the effects of information technologyon presentations

• describe the effect of multimedia presenta-tions on intended audiences

Students need to communicate using a combinationof information technology resources and tools. Aknowledge of the associated ethical and legal issuesis important when using these resources and tools.Students must be able to prepare and presentinformation in a variety of forms as well as analysethe effects of their presentations on intendedaudiences.

• Have groups of students each choose amultimedia package (in any subject area) from theschool’s resource centre and analyse its impact onits intended audience. Then ask each group tomake a multimedia presentation to the class inwhich they evaluate how well the package theyanalysed used technology for its stated purpose.Challenge the groups to suggest ways in whichthe packages they analysed could be improved.

• Invite students, working in pairs, to reviewadvertisements from a variety of sources(e.g., the World Wide Web, on-line magazines,television, electronic bulletin boards, a freenet)and analyse the impact of each advertisement onits intended audience.

• In art, English, physical education, or homeeconomics, have students work in small groups tocreate multimedia presentations (e.g., promotingthe school; on recycling, multiculturalism,antiracism, human rights, or conservation). Askthem to reorganize the same information toconvey a different message (e.g., for anotheraudience).

• As science, home economics, or physicaleducation activities, have students use theInternet or periodical indices on CD-ROM toaccess articles on the latest scientific discoveries.Encourage them to use information technologytools to download the information, summarize it,and produce a bibliography. This informationcould then be shared using an on-line source.


19


Students synthesize their knowledge and skills asthey work with a variety of software, organizeinformation for new purposes, and become aware ofthe effects of multimedia presentations. Record theextent to which they show increasing sophisticationin their use of information technology tools toconvey ideas in anecdotal note form. Ask probingquestions related to the appropriate use of particularinformation technology tools to determine students’level of understanding.

• Have students assess each other’s presentations(e.g., greeting cards, posters, pamphlets, researchpapers) for the effective use of a variety ofsoftware to present messages clearly and power-fully. To ensure that their feedback is constructive,provide a framework for their responses bysupplying them with questions such as thefollowing:- Was the greeting card (poster, pamphlet,

research paper) effective and its message clear?- Was the most appropriate software chosen?- Were a variety of applications used to

communicate the message?- Were the features of the application(s) used to

emphasize meaning?Note that students can share and assess their workboth with classmates and with other studentswhom they contact electronically.

• Ask each student to collect data and use softwareto generate a graph representing the information.To assess the student’s ability to presentsynthesized information, look for evidence that:- an appropriate graph (a bar graph, pictograph,

pie graph, line graph) was chosen to presentthe information clearly

- all the relevant information was included- the axes were labelled appropriately- a legend was incorporated- program features (e.g., shadow, tilt, 3-D) were

used for emphasis

Print Materials

• Communicating With Computers

Video

• Highway to Cyberia• Virtual Reality

Software

• All the Right Type• The Cruncher• Digital Chisel• Graph Links• HyperStudio• Looking Ahead: Earning, Spending, Saving• UltraKey

CD-ROM

• How Multimedia Computers Work


20



• enter information accurately usingappropriate keyboarding techniques andsoftware that allows for the storage, retrieval,and editing of material

• demonstrate the ability to install software onstand-alone computers

• evaluate different software and defend theiruse in solving problems

• demonstrate the ability to use the Internet toaccess, capture, and store information

• demonstrate an understanding of the ethicaluse of information

• demonstrate an understanding ofprogramming, using a variety of informationtechnology tools

• demonstrate an awareness of ergonomic andhealth issues related to the use of informationtechnology tools

• identify careers related to the field of infor-mation technology

Rapid developments in information technology arenow bringing more and more information into thehome electronically. Students require skills thatallow them to evaluate and select from a variety ofoptions offered by information technology. As well,they need to understand the educational, career, andrecreational opportunities created by informationtechnology.

• To demonstrate their understanding of program-ming, have students program a variety oftechnology tools (e.g., a program on a VCR; aconstant into a calculator; a short hypertextpresentation in, for example, math, social studies,or art).

• For a science, a social studies, or an Englishproject, ask students to use the Internet to accessa primary information source (e.g., the authorof information) and a secondary source(e.g., a document created by an author) and followthe proper procedures for crediting sources ofinformation.

• In English, social studies, or science, havestudents work individually to complete assign-ments that include graphs, charts, spreadsheets,and text using different applications. In groups,ask students to compare the software they used.

• Ask students to work in groups to select a largecompany (e.g., a national bank, BC Hydro, BCFerries, IBM, Northern Telecom) and develop alist of occupations found within that company.Challenge students to rank the occupationsaccording to the complexity and frequency of useof the information technology tools required ineach occupation.

• To practise and reinforce keyboarding anddata-entry techniques using a variety of software,ask each student to create a document thatincludes text and graphics or data display(e.g., bar, pie, or line graphs; charts; spreadsheets;tables). Encourage students to use suitableergonomic practices.

• Ask each student to install and critique aprogram.


21


Students broaden their knowledge of the use ofinformation technology tools by investigating legaland ethical issues related to information manage-ment. As they have frequent opportunities to use avariety of software and information technologytools, they gain confidence in choosing appropriatetools for specific purposes.

• With students, develop criteria to assesskeyboarding skills, the use of the numeric keypad,and safe, healthy practices related to computeruse. Have students use the checklist of criteria as apeer-assessment tool. The criteria might include:- the consistent use of home-row keys- correct key reaches- the appropriate use of the shift key- correct posture (feet on the floor, back straight,

correct hand and arm placement, appropriateproximity to the keyboard)

- eyes on copy• While researching topics from a variety of subject

areas, have students access information using theInternet. Using criteria developed by the class, askstudents to work with partners to assess eachothers’ skills. The criteria might include:- observes copyright restrictions when accessing

and using information- accesses required information easily- captures and downloads data successfully- stores information to a disk or hard drive

efficiently• Have students create a checklist to use when

designing an ergonomically well-designedworkplace. To check on the extent to whichstudents can apply their knowledge, ask each tochoose from a list of locations (e.g., a bank, a retailoutlet, an office) and design an ergonomicallycorrect workplace.

• Have students work in pairs and use a checklist toassess the socially responsible use of informationtechnology in their daily routines. The checklistitems might include:- uses passwords appropriately- respects the privacy of others’ work- seeks proper permission, if required, when

accessing information

Print Materials

• All About Computers• Computers: A Visual Encyclopedia• Computers Illustrated• Desktop Publishing: Design Basics and

Applications• How the Internet Works• How to Use THE INTERNET• How Virtual Reality Works• The Internet by E-Mail• Microsoft Press Computer Dictionary: The




Video

• Computer Integrated Manufacturing• Highway to Cyberia• The Paperback Computer

Software

• All the Right Type• The Cruncher• Digital Chisel• UltraKey

CD-ROM



22

GRADE 9 • Process


• demonstrate the use of a variety of softwareand appropriate information technology toolsto solve problems

• demonstrate the ability to use a variety ofsoftware to access, capture, and storeinformation from the Internet

• evaluate the suitability of information for usein specific contexts

• analyse electronically organized informationfor authenticity, bias, timeliness, andusefulness

Students need to be able to analyse and evaluateinformation for bias. They must also be able todetermine the most effective tools for gatheringinformation that is relevant to their educational,career, and recreational needs.

• In English, encourage students to investigate aninternational current-affairs issue that has beenthe focus of an editorial in a local or provincialnewspaper. Suggest that students:- use the Internet to access editorial opinions on

the topic in newspapers in other countries,including English-language newspapers innon-English-speaking countries

- use information technology tools to capture,store, and modify the information obtained

- compare foreign viewpoints with Canadianeditorial opinions

- find and record examples of bias (e.g., relatedto gender, culture, or politics) and identify thereasoning used to support the biassedarguments

- use information technology tools to prepare achart that lists bias statements and explainswhy they have been identified as such

• In social studies, have students use informationtechnology tools to research the impact of theIndustrial Revolution on the lives of people in thelate 1700s. Then encourage students to use thesame tools (e.g., the Internet, periodical indices onCD-ROMs) to investigate the impact ofinformation technology on today’s society. Havethem capture, store, and modify the information.Challenge them to use information technologyto present the information to the class(e.g., by creating a graphic representationcomparing the two time periods).


23

GRADE 9 • Process

As students expand their repertoire of informationsources, they evaluate information carefully for itsauthenticity, bias, and timeliness. To assess students’abilities to store, locate, and retrieve information,examine their work and talk with them about theprocesses and strategies they have used.

• Provide students with a specific task or problemto solve using information technology tools. Whilestudents are working, note the extent to whichthey:- brainstorm a list of possible information

technology tools- choose the appropriate tools and resources- explain their choices- use the tools and resources successfully- determine the effectiveness of their solutions

• Have students set up portfolios (in hardcopy orelectronic form) to store selected assignments forwhich they have used computer software.Examine their portfolios and look for evidencethat they:- used a variety of applications

(e.g., text, graphics, video, hypertext)- produced a variety of types of documents

(e.g., graphs, spreadsheets, databases, text)- integrated a variety of types of documents in

their work- used information technology skills in a variety

of subject areas• Conference informally with individual students

about the information each has collected on acontroversial issue. To assess students’ abilties toanalyse the data critically, note the extent to whichthey are able to:- recognize the authors’ viewpoints or bias- recognize and gather alternative viewpoints- consider the publication dates of information

(for relevancy)

Print Materials

• Computers Illustrated• Desktop Publishing: Design Basics and

Applications• How the Internet Works• How to Use THE INTERNET• The Internet by E-Mail• Microsoft Press Computer Dictionary: The



Video

• Computer Integrated Manufacturing• How To Make Great Videos-With Just a

Camcorder• Virtual Reality

Software

• All the Right Type• The Cruncher• Digital Chisel• HyperStudio• UltraKey

CD-ROM



24



• select, use, and evaluate a variety of informa-tion technology tools for makingpresentations

• apply the principles of effective communica-tion and good design when using informationtechnology tools

• consider ethical and legal issues whenpresenting information

• analyse the impact of multimedia documentson the intended audiences

• develop an awareness that all media can bedigitized for electronic presentation

Students should be able to use a variety ofinformation technology tools to make effectivepresentations. They need to be aware that media canbe digitized and manipulated to present views thatinfluence others. Students should also understandthe legal and ethical implications associated withusing information technology in their daily lives.

• Discuss with the class the legal and ethical issuesarising from the use of electronic resourcesaccessed through information technology(e.g., using legally obtained software, providingbibliographic references, respecting copyright).Frame the discussion by posing questions such as:- Is it important to know who originally created

the information?- Is the use of pirated software a concern?

• Challenge students to investigate the digitizationof media by gathering information from theInternet, CD-ROMs, and other electronic sources.Have them answer questions such as:- What media can be digitized?- What are the benefits of and drawbacks to

digitizing media?- What are the social, cultural, and environ-

mental implications of digitization?• Suggest that students select and invite a guest

speaker from the community to discuss theprinciples involved when designing effective andattractive multimedia documents. Have themconsider the social or environmental implicationsof design. Then ask each student to produce ahome page incorporating the principles of design.

• Have students use a software presentationpackage to enhance a project in social studies,English, science, physical education, or homeeconomics, with the emphasis on the level ofdetail included, originality, and aesthetics.

• Ask students to produce, edit, and add sound toa video that relates to a particular subject area(e.g., an exercise video for physical education, avideo on a local current event for social studies).


25

When they have the opportunity to exploreinformation technology tools, plan presentations, andanalyse their work, students can demonstrate theirknowledge of information technology tools and theirunderstanding of the legal and ethical considerationsassociated with their use.

• While students are planning presentations, conferwith them about the ethical and legal implicationsof working with information. Note the extent towhich they:- cite sources related to their ideas, text, and

graphic images- choose information appropriate to their

audiences- are sensitive to issues related to culture, gender,

and ability- understand the controversial or sensitive nature

of information• With students, develop a list of criteria for the

peer assessment of presentations that incorporateinformation technology tools. The criteria mightinclude:- appropriate choice of information tools

(e.g., tape-recorders, video cameras, computers)- effective use of a variety of tools- use of correct terminology- application of design principles to create an

effective presentation• With the class, develop a questionnaire to assess

the impact of a multimedia document on anaudience. Present a multimedia document to anaudience of students or parents and ask them tocomplete the questionnaire. Have studentscompile, report, examine, and analyse the data.To guide their analysis, use prompts such as:- Was the intended message the same as what

the audience received?- How appropriate was the document for the

intended audience?- What parts of the document had the greatest

impact on the audience?- To what extent do you think the presentation

will have a long-term effect on the audience?- How will you use this information in designing

future presentations?


Print Materials

• Desktop Publishing: Design Basics andApplications

Video


Software

• All the Right Type• The Cruncher• Digital Chisel• HyperStudio• UltraKey

CD-ROM



26



• practise and reinforce their keyboarding skills• demonstrate the ability to formulate

questions and to use a variety of sources andtools to access, capture, and store information

• demonstrate the ability to programinformation technology tools

• use programming effectively to createproducts or systems

• practise handling Internet information in anethical way

• demonstrate an awareness of the impact ofelectronic resources on education, careers,and recreation

• evaluate the impact of informationtechnology tools on the workplace, onindividuals, and on society

• compare the use of information technology indifferent job settings within the community

• demonstrate competence in using basicinformation technology tools

Information technology is increasingly affecting ourdaily lives, changing the way we live, work, andplay. Students need to be able to understand andapply various information technology tools to accessand communicate information in their personal andwork lives.

• Have students demonstrate their abilities to useappropriate data-entry and keyboarding skills in avariety of curriculum areas by using informationtechnology tools to produce research documentsinvolving text, print, and original graphics.

• Ask each student to use electronic resources in theschool library or career centre (e.g., Bridges,Choices, Job Factory, Chronicle Careers) toresearch and develop a report on three careersthat involve the extensive use of informationtechnology. Then have them present their reportsusing video or multimedia.

• Invite groups of students to each locate someonein the community who uses informationtechnology tools as an important part of his orher job. Have each group conduct an e-mail, atelephone, or a personal interview to develop aprofile of the information technology skillsrequired to do the job. Encourage groups to recordthe responses they obtain on forms or to producea document based on the responses.

• Suggest that students use an Internet browser tocapture and save research information forprojects, such as:- social studies: Find information on the climatic

regions of Canada.- science: Locate a web page that leads to topics

on the production of electricity.- English: Visit a web page devoted to

Shakespeare.- business education: Find information on the

latest consumer craze in the teen market.• Have students work in teams to develop criteria

for purchasing an information technology tool(e.g., a computer, software, a fax machine).Suggest that they evaluate available productsbased on these criteria.


27


Students can become aware of the implications ofinformation management for their own lives byexamining the impact of information technologytools on individuals, the workplace, and society.Assess students’ abilities to make these connectionsas they discuss their thinking.

• Have students work with partners to use a varietyof browsers (e.g., Fetch, Gopher, and web brows-ers) to locate and retrieve electronic information.Note the extent to which they are able to:- enter Internet addresses accurately- effectively use tools to search file transfer

protocol (FTP) sites for information- use appropriate keywords to define the

parameters of their searches- use “bookmarks” or “hotlists” to mark relevant

sources- create folders to receive downloaded

information• As students use video or digital cameras to

capture and store data related to a project, observethe extent to which they are able to:- efficiently use the functions and special

features of the equipment- successfully capture images on videotape or

video cards and transfer digitized data tovarious software

- choose appropriate sources for data collection• After students interview community members

who use information technology tools in theirjobs, have them reflect on what they learned byanswering questions such as:- How have societal demands influenced change

in information technology?- How have advances in information technology

affected the workplace?- How have information technology tools

affected individual productivity?• Have each student code and document a simple

program using an appropriate programminglanguage. Note the extent to which:- instructions are logically sequenced- correct syntax, grammar, and style are used- the program is free of logic error- the program runs successfully

Print Materials

• All About Computers• Computers: A Visual Encyclopedia• Computers Illustrated• Desktop Publishing: Design Basics and

Applications• How Multimedia Works• How the Internet Works• How to Use THE INTERNET• How Virtual Reality Works• The Internet by E-Mail• Microsoft Press Computer Dictionary: The




Video

• Computer Integrated Manufacturing• Highway to Cyberia• Inventing the Future• The Paperback Computer• The Thinking Machine

Software

• All the Right Type• The Cruncher• Digital Chisel

CD-ROM



28

GRADE 10 • Process


• solve problems using information technologytools and resources

• use information technology tools to gatherand organize information and producedocuments

• evaluate the suitability of informationtechnology tools for solving problems relatedto specific tasks

• demonstrate the ability to install softwarethat can be shared within a network

• develop guidelines for evaluating and usinginformation in an ethical way

• develop criteria to evaluate information forbias

Students need to use information effectively to solveproblems. Information technology either helpsstudents solve problems or brings a new dimensionto the problem-solving process. Because so muchinformation is produced today, students need toknow how to sort and screen information effectively.

• Ask students to solve problems related tohardware, software, or information by usingon-line sources (e.g., the Internet, local bulletinboards, e-mail). For example:- CAD lab: Find the specifications for installing

electric wiring in a building.- automotive shop: Locate on-line information on

the availability of parts.- computer lab: Locate information on protecting

the lab from the latest virus.- drama: Find out what productions are being

shown in New York (or any other large city).- art: Find information about exhibits related to a

specific painter or period.- home economics: Research to develop a list of

products grown in BC.• Suggest that large groups of students register with

a local bulletin board system (BBS) or with aservice provider and then demonstrate that theyare able to sign on and navigate the system.

• In English, after studying a novel about privacy ofinformation, have students use informationtechnology tools (e.g., the Internet, e-mail) toinvestigate the impact of information technologyon personal or corporate privacy. Have them useinformation technology tools to present reports.


29

GRADE 10 • Process

Students become more sophisticated in their abilitiesto select and use appropriate information technologytools for gathering and organizing information andproducing documents in a variety of subject areas.They also further their experience with networkedsystems by installing software. Assessment activitiescan help students clarify and communicate theirunderstanding of the processes and strategies theyare using.

• After students have practised installing softwareto be shared over a network, present them with anew program to install. Observe students as theywork and consider:- Are they able to follow on-screen prompts?- How often do they refer to instructions or the

technical manual for clarification?- To what extent are they able to try alternative

methods if they run into problems?- Do they run the newly installed program to

ensure that it works and can be accessed by allworkstations attached to the network?

- Is the program installed and saved in thecorrect folder or directory?

• While working on a research project (e.g., investi-gating the impact of technology on privacy,Canadian unity, environmental toxicology), haveeach student use information technology tools togather and organize data and produce adocument. Collect students’ work and look forevidence that they:- used a variety of information technology tools- accessed several information technology

sources- chose appropriate software to produce an

effective document- logically organized the information- effectively integrated text, graphics, charts,

illustrations, and sound in the final document

Print Materials

• Becoming a Computer Animator• Computers Illustrated• Desktop Publishing: Design Basics and

Applications• How Multimedia Works• How the Internet Works• How to Use THE INTERNET• The Internet by E-Mail• Microsoft Press Computer Dictionary: The



Video

• Computer Integrated Manufacturing• Virtual Reality

Software

• All the Right Type• The Cruncher• Digital Chisel• HyperStudio

CD-ROM



30



• create multimedia documents using a varietyof electronic sources

• demonstrate the ability to use special effectsin multimedia presentations to influence amessage

• apply ethical and legal principles whenpresenting information

• evaluate the effectiveness of the componentparts of multimedia presentations

• demonstrate the ability to manage the processof creating multimedia presentations

Being able to inform or influence people through themanipulation of data using information technologyis a powerful tool. The ability to manage this processrequires a high degree of information literacy as wellas technical skills. The skills associated with thisprocess help students become independent andsuccessful learners, when working eitherindividually or in groups.

• To develop an understanding of how multimediaelements (e.g., visuals, sound, text, colour)influence a message, and to apply their learning,ask each student to modify a televisionadvertisement to convey a different message(e.g., “smoking is dangerous to your health” asopposed to “smoking is a healthy activity”) or toappeal to a different segment of the community.

• Have teams of students create scenarios thatdemonstrate their understanding of legal andethical issues (e.g., copyright infringement) asthey relate to the presentation of information andthe use of information technology. Then ask theteams to present their scenarios to the rest of theclass using information technology tools.

• Challenge students, working in groups, toproduce and manage short presentations toelementary students on topics that are relevant tothem (e.g., an introduction to the programs andcourses at the high school) using presentationsoftware. Encourage each of the groups to create aplan, assign tasks, and develop timelines.

• Invite each student to identify a meaningfulsocial, cultural, or environmental issue(e.g., related to immigration, First Nations’ landclaims, national unity) and then use electronictechnology (e.g., e-mail, the telephone, a faxmachine) to set up an interview with someone inthe community involved in or knowledgeableabout the issue. Ask students to tape-record orvideotape their interviews and present them astelevision or radio news reports.


31


As students work in groups to establish plans, tasks,and timelines and evaluate the components ofpresentations, they demonstrate their knowledgeand level of sophistication in using multimediatechniques to add emphasis to their ideas.

• Ask each student to create a multimediapresentation that delivers a message (e.g., aproduct advertisement, a campaign pamphlet).Examine students’ finished products and note theextent to which they:- used a variety of electronic resources- tailored the presentations to specific audiences- effectively integrated text, graphics, and sound- used special effects for emphasis

• After students watch a multimedia presentation,have them first work in small groups and thenas a whole class to develop an assessmentinstrument. Invite them to watch the multimediapresentation again, using the assessmentinstrument. Note the extent to which they areable to:- single out specific aspects of the presentation

for evaluation- consider the response of the audience- explain how a certain aspect of the presentation

had an impact on the audience or influencedthe message

• Before they develop a group presentation, havestudents create a plan including a list of tasks,materials needed, individual responsibilities, anda timeline. Confer with them about their plan andnote the extent to which:- tasks have been assigned fairly- relevant goals and subgoals have been set- goals and subgoals are effectively prioritized- all necessary materials have been included- the timeline is manageable and realistic

Print Materials

• Desktop Publishing: Design Basics andApplications

Video


Software

• All the Right Type• The Cruncher• Digital Chisel• HyperStudio

CD-ROM


Information Technology 8 to 10

APPENDICES


APPENDIX A

A-2

APPENDIX A: PRESCRIBED LEARNING OUTCOMES

Grade 8 Grade 9 Grade 10

A-3


Grade 8 Grade 10Grade 9

FOUNDATIONS

Foundations provides students with the fundamental knowledge, skills, and attitudes to useinformation technology tools in all areas of learning.


• identify information technologytools used to access information

• protect information usinginformation technology tools

• enter information accuratelyusing appropriate keyboardingtechniques and software thatallows for the storage, retrieval,and editing of material

• demonstrate the ability toformulate questions and to use avariety of sources and tools toaccess, capture, and storeinformation

• use appropriate informationtechnology terminology

• evaluate a variety of input andoutput devices

• demonstrate the ability to installsoftware

• describe and practise appropri-ate safety procedures whenworking with informationtechnology tools

• apply a variety of trouble-shooting techniques related toinformation technology

• demonstrate an awareness of theimpact of informationtechnology tools on society

• identify careers and occupationsthat use information technology

• enter information accuratelyusing appropriate keyboardingtechniques and software thatallows for the storage, retrieval,and editing of material

• demonstrate the ability to installsoftware on stand-alonecomputers

• evaluate different software anddefend their use in solvingproblems

• demonstrate the ability to usethe Internet to access, capture,and store information

• demonstrate an understandingof the ethical use of information

• demonstrate an understandingof programming, using a varietyof information technology tools

• demonstrate an awareness ofergonomic and health issuesrelated to the use of informationtechnology tools

• identify careers related to thefield of information technology

• practise and reinforce theirkeyboarding skills

• demonstrate the ability toformulate questions and to use avariety of sources and tools toaccess, capture, and storeinformation

• demonstrate the ability toprogram informationtechnology tools

• use programming effectively tocreate products or systems

• practise handling Internetinformation in an ethical way

• demonstrate an awareness of theimpact of electronic resources oneducation, careers, andrecreation

• evaluate the impact ofinformation technology tools onthe workplace, on individuals,and on society

• compare the use of informationtechnology in different jobsettings within the community

• demonstrate competence inusing basic informationtechnology tools

A-4




• apply management skills tocomplete a project

• use a variety of informationtechnology tools to help themsolve problems

• apply predetermined searchcriteria to locate, retrieve, andevaluate information

• create electronic text documents• evaluate information retrieved

electronically for authenticity,bias, and timeliness

• synthesize information from avariety of electronic sources fortheir presentations

• demonstrate the use of a varietyof software and appropriateinformation technology tools tosolve problems

• demonstrate the ability to use avariety of software to access,capture, and store informationfrom the Internet

• evaluate the suitability ofinformation for use in specificcontexts

• analyse electronically organizedinformation for authenticity,bias, timeliness, and usefulness

• solve problems using informa-tion technology tools andresources

• use information technologytools to gather and organizeinformation and producedocuments

• evaluate the suitability ofinformation technology tools forsolving problems related tospecific tasks

• demonstrate the ability to installsoftware that can be sharedwithin a network

• develop guidelines for evaluat-ing and using information in anethical way

• develop criteria to evaluateinformation for bias

PROCESS

Process allows students to select, organize, and modify information to solve problems.


A-5




• identify and consider ethicaland legal issues whenpresenting information

• use a variety of software topresent messages

• demonstrate the ability toarrange information in differentforms to create new meaning

• analyse the effects of informa-tion technology on presentations

• describe the effect of multimediapresentations on intendedaudiences

• select, use, and evaluate avariety of informationtechnology tools for makingpresentations

• apply the principles of effectivecommunication and gooddesign when using informationtechnology tools

• consider ethical and legal issueswhen presenting information

• analyse the impact of multi-media documents on theintended audiences

• develop an awareness that allmedia can be digitized forelectronic presentation

PRESENTATION

Presentation provides students with an understanding of how to effectively use informationtechnology tools to communicate ideas and information using a variety of media.


• create multimedia documentsusing a variety of electronicsources

• demonstrate the ability to usespecial effects in multimediapresentations to influence amessage

• apply ethical and legalprinciples when presentinginformation

• evaluate the effectiveness of thecomponent parts of multimediapresentations

• demonstrate the ability tomanage the process of creatingmultimedia presentations

Learning Resources

APPENDIX B

APPENDIX B: LEARNING RESOURCES

B-2


B-3

WHAT IS APPENDIX B?

Appendix B is a comprehensive list of the recommended learning resources for InformationTechnology 8 to 10. The titles are listed alphabetically and each resource is annotated. Inaddition, Appendix B contains information on selecting learning resources for the classroom.

What information does an annotation provide?

Curriculum Organizer(s): FoundationsComputers: A VisualEncyclopedia

General Description: Book uses extensive visualsto explain computer terms, concepts, andcomponents, including ASCII, bytes, CD-ROMs,DOS, RAM, disks, programming, and Windows.Diagrams, photos, and illustrations enhance text.Includes an index for cross-referencing.

Caution: (no cautions in this example)

Audience: GeneralESL - visual emphasisLD - visual emphasis

Category: Student, Teacher Resource

Author(s): Kinkoph, S.; Fulton, J.; Oliver, K. ¨

¨

¨

¨¨

K/1 2/3 4 5 6 7 8 9 10 11 12

Year Recommended: 1995

Supplier: Prentice Hall Ginn Canada (Ont.)1870 Birchmount RoadScarborough, ONM1P 2J7

Tel: (416) 293-3621 Fax: (416) 299-2539

Price: $22.08

ISBN/Order No: 1567614647

Grade Level:

✓ ✓ ✓ ✓ ✓ ✓ ✓

¨¨

2. Media Format

¨

4. Cautions

5. Curriculum Organizers

7. Category 8. Audience 9. Supplier

1. General Description

6. Grade Level Grid3. Author(s)

¨


B-4

3. Author(s): Author or editor information isprovided where it might be of use to theteacher.

4. Cautions: This category is used to alertteachers about potentially sensitive issues.

5. Curriculum Organizers: This categoryhelps teachers make links between theresource and the curriculum.

6. Grade Level Grid: This category indicatesthe suitable age range for the resource.

7. Category: This section indicates whether itis a student and teacher resource, teacherresource, or professional reference.

8. Audience: This category indicates thesuitability of the resource for differenttypes of students. Possible student audi-ences include the following:• general• English as a second language (ESL)• Students who are:

- gifted- blind or have visual impairments- deaf or hard of hearing

• Students with:- severe behavioural disorders- dependent handicaps- physical disabilities- autism- learning disabilities (LD)- mild intellectual disabilities (ID-mild)- moderate to severe/profound

disabilities (ID-moderate to severe/profound)

9. Supplier: The name and address of thesupplier are included in this category.Prices shown here are approximate andsubject to change. Prices should be verifiedwith the supplier.

1. General Description: This section providesan overview of the resource.

2. Media Format: This part is represented byan icon next to the title. Possible iconsinclude:

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc, Videodisc

Multimedia

Music CD

Print Materials

Record

Slides

Software

Video


B-5

What about the videos?

The ministry attempts to obtain rights formost recommended videos. Negotiations forthe most recently recommended videos maynot be complete. For these titles, the originaldistributor is listed in this document, insteadof British Columbia Learning Connection Inc.Rights for new listings take effect the yearimplementation begins. Please check withBritish Columbia Learning Connection Inc.before ordering new videos.

SELECTING LEARNING RESOURCES FOR

THE CLASSROOM

Selecting a learning resource means choosinglocally appropriate materials from the list ofrecommended resources or other lists ofevaluated resources. The process of selectioninvolves many of the same considerations asthe process of evaluation, though not to thesame level of detail. Content, instructionaldesign, technical design, and socialconsiderations may be included in thedecision-making process, along with anumber of other criteria.

The selection of learning resources should bean ongoing process to ensure a constant flowof new materials into the classroom. It ismost effective as an exercise in group deci-sion making, co-ordinated at the school,district, and ministry levels. To functionefficiently and realize the maximum benefitfrom finite resources, the process shouldoperate in conjunction with an overalldistrict and school learning resourceimplementation plan.

Teachers may choose to use provinciallyrecommended resources to support provin-cial or locally developed curricula; chooseresources that are not on the ministry's list;or choose to develop their own resources.Resources that are not on the provinciallyrecommended list must be evaluatedthrough a local, board-approved process.

CRITERIA FOR SELECTION

There are a number of factors to considerwhen selecting learning resources.

Content

The foremost consideration for selection isthe curriculum to be taught. Prospectiveresources must adequately support theparticular learning objectives that the teacherwants to address. Resources on theministry's recommended list are not matcheddirectly to learning outcomes, but they arelinked to the appropriate curriculumorganizers. It is the responsibility of theteacher to determine whether a resource willeffectively support any given learningoutcomes within a curriculum organizer.This can only be done by examiningdescriptive information regarding thatresource; acquiring additional informationabout the material from the supplier,published reviews, or colleagues; and byexamining the resource first-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, as wellas anticipate the students they may have inthe future. Resources have been recom-mended to support a variety of specialaudiences, including gifted, learningdisabled, mildly intellectually disabled, andESL students. The suitability of a resourcefor any of these audiences has been noted inthe resource annotation. The instructionaldesign of a resource includes the organiza-tion and presentation techniques; themethods used to introduce, develop, andsummarize concepts; and the vocabularylevel. The suitability of all of these should beconsidered for the intended audience.


B-6

Teachers should also consider their ownteaching styles and select resources that willcomplement them. The list of recommendedresources contains materials that range fromprescriptive or self-contained resources, toopen-ended resources that requireconsiderable teacher preparation. There arerecommended materials for teachers withvarying levels of experience with a particularsubject, as well as those that strongly support particular teaching styles.

Technology Considerations

Teachers are encouraged to embrace avariety of educational technologies in theirclassrooms. To do so, they will need toensure the availability of the necessaryequipment and familiarize themselves withits operation. If the equipment is notcurrently available, then the need must beincorporated into the school or districttechnology plan.

Social Considerations

All resources on the ministry's recommendedlist have been thoroughly screened for socialconcerns from a provincial perspective.However, teachers must consider theappropriateness of any resource from theperspective of the local community.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video may bethe most appropriate medium when teachinga particular, observable skill, since itprovides a visual model that can be playedover and over or viewed in slow motion fordetailed analysis. Video can also bringotherwise unavailable experiences into theclassroom and reveal "unseen worlds" to

students. Software may be particularlyuseful when students are expected todevelop critical-thinking skills through themanipulation of a simulation, or wheresafety or repetition is a factor. Printresources or CD-ROM can best be used toprovide extensive background informationon a given topic. Once again, teachers mustconsider the needs of their individualstudents, some of whom may learn betterfrom the use of one medium than another.

Funding

As part of the selection process, teachersshould determine how much money isavailable to spend on learning resources.This requires an awareness of school anddistrict policies, and procedures for learningresource funding. Teachers will need toknow how funding is allocated in theirdistrict and how much is available for theirneeds. Learning resource selection should beviewed as an ongoing process that requires adetermination of needs, as well as long-termplanning to co-ordinate individual goals andlocal priorities.

Existing Materials

Prior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available shouldbe established through consultation with theschool and district resource centres. In somedistricts, this can be facilitated through theuse of district and school resource manage-ment and tracking systems. Such systemsusually involve a computer databaseprogram (and possibly bar-coding) to helpkeep track of a multitude of titles. If such asystem is put on-line, then teachers cancheck the availability of a particular resourcevia a computer.


B-7

SELECTION TOOLS

The Ministry of Education has developed avariety of tools to assist teachers with theselection of learning resources.

These include:

• Integrated Resource Packages (IRPs) thatcontain curriculum information, teachingand assessment strategies, andrecommended learning resources

• learning resource information viaannotation sets, resource databases ondisks, and, in the future, on-line access

• sets of the most recently recommendedlearning resources (provided each year to anumber of host districts throughout theprovince to allow teachers to examine thematerials first-hand at regional displays)

• sample sets of provincially recommendedresources (available on loan to districts onrequest)

A MODEL SELECTION PROCESS

The following series of steps is one way aschool resource committee might go aboutselecting learning resources:

1. Identify a resource co-ordinator (forexample, a teacher-librarian).

2. Establish a learning resources committeemade up of department heads or leadteachers.

3. Develop a school vision and approach toresource-based learning.

4. Identify existing learning resource andlibrary materials, personnel, andinfrastructure.

5. Identify the strengths and weaknesses ofexisting systems.

6. Examine the district Learning ResourcesImplementation Plan.

7. Identify resource priorities.

8. Apply criteria such as those found inSelection and Challenge to shortlist potentialresources.

9. Examine shortlisted resources first-hand ata regional display or at a publishers'display, or borrow a set from the LearningResources Branch.

10. Make recommendations for purchase.

FURTHER INFORMATION

For further information on evaluation andselection processes, catalogues, annotationsets, or resource databases, please contact theLearning Resources Branch at 387-5331 or byfax at 387-1527.

APPENDIX B: LEARNING RESOURCES ¥ Information Technology 8 to 10

Foundations

1995Year Recommended:

Curriculum Organizer(s):


Price: $22.95

Audience: General


All About Computers

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126

✓

Supplier: Copp Clark Ltd.2775 Matheson Boulevard EastMississauga, ONL4W 4P7

Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Book introduces the various parts of a computer.Topics cover what is in a computer, memory, storage, I/O devices, DOS,Windows, and some basics of programming. Colourful visuals helpexplain concepts. Includes activities and an answer key.

Author(s): Atelsek, Jean

FoundationsPresentationProcess



ISBN/Order No: Macintosh: 1-55030-144-6IBM (3.5"): 1-55030143-8

Price: Macintosh: $89.00IBM: $67.00Audience: General

ESL - keyboarding tutorialsLD - keyboarding tutorials


All the Right Type

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

Supplier: Didatech Software#200 - 4250 Dawson StreetBurnaby, BCV5C 4B1

Tel: (604) 299-4435 Fax: (604) 299-2428

General Description: Multilevel software program for eitherMacintosh or MS-DOS uses drills and activities to teach properkeyboarding technique and help build skill and accuracy. Includes aword processor function and automatic record keeping for the teacher,as well as a user's guide with installation instructions and teachingstrategies.

System requirements for Macintosh: Macintosh Plus or later; 512 KRAM; System 4.1 or later; high density disk drive. System requirementsfor MS-DOS: IBM PC compatible; 256 K RAM; double-sided disk drive;CGA card optional; DOS 2.0 or later (DOS 3.2 or later for 3.5" disks).

Author(s): Beaucamp, Ernest

Process




Price: $36.17

Audience: GeneralESL - graphical interface availableGifted - open-ended, may take to higher levels


Becoming a Computer Animator

Grade Level:

K/1 2/3 4 5 7 8 9 10

✓

11 126


Tel: (416) 293-3621 Fax: (416) 299-2539

General Description: Illustrated book presents an in-depthexamination of computer animation technology (virtual reality, 3-D,morphing), history, tools, applications, and careers. Includes instructionfor techniques using particular software. Accompanying CD-ROMfeatures over 20 working demo versions of animation software for bothMacintosh and IBM computers.

System requirements for Macintosh: 68000 processor or later; 8 MbRAM; System 7 or later. System requirements for Windows: 386 or later;4 Mb RAM; Windows 3.1 or later; VGA graphics.

Author(s): Morrison, Mike

B-9





ISBN/Order No: Student Edition: 0-669-95500-0Teacher's Resource Book: 0-669-95501-9

Price: Student Edition: $14.95Teacher's Resource Book: $14.95

Audience: General


Communicating With Computers

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9 10 11 126

✓

Supplier: D. C. Heath Canada Ltd. (Ont.)3rd Floor, 200 Adelaide Street WestToronto, ONM5H 1W7

Tel: (416) 977-1345 Fax: (416) 977-3135

General Description: Student book and teacher's resource bookprovide a general computer literacy overview for Apple and MS-DOScomputers. Students develop skills in word processing, graphics, datamanagement, and spreadsheet programs through numerous activities.Teacher's resource provides specific instructional strategies.

Author(s): Martin, Dave

FoundationsProcess



ISBN/Order No: (not available)

Price: (not available)

Audience: General


Computer Integrated Manufacturing

Grade Level:

K/1 2/3 4 5 7 8 9

✓

10

✓

11 126

Supplier: McIntyre Media Ltd.6845 Rexwood Road, Unit 2Mississauga, ONL4L 1S5

Tel: (905) 678-9866 Fax: (905) 678-2403

General Description: Seventeen-minute video introduces trends inmodern manufacturing using the computer. Discusses advantages ofcomputer integrated manufacturing, as well as problems, generalbusiness management, product and process planning, control systems,factory automation, and information resource communications.

Foundations




Price: $22.08

Audience: GeneralESL - visual emphasisLD - visual emphasis


Computers: A Visual Encyclopedia

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓


Tel: (416) 293-3621 Fax: (416) 299-2539

General Description: Book uses extensive visuals to explain computerterms, concepts, and components, including ASCII, bytes, CD-ROMs,DOS, RAM, disks, programming, and Windows. Diagrams, photos, andillustrations enhance text. Includes an index for cross-referencing.

Author(s): Kinkoph, S.; Fulton, J.; Oliver, K.

B-10


FoundationsProcess




Price: $21.41

Audience: General


Computers Illustrated

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126

✓


Tel: (416) 293-3621 Fax: (416) 299-2539

General Description: Book presents a visual guide to the workings andcomponents of a computer system, including its multimedia aspects.Chapters explore what a computer is, how the various parts work, andwhat the computer is capable of doing. Includes a detailed glossary.

Author(s): Gertler, Nat





Price: (not available)Audience: General


The Cruncher

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

Supplier: Davidson & Associates, Inc.P.O. Box 2961Torrance, California90509

Tel: 1-800-545-7677 Fax: (310) 793-0601

General Description: Macintosh spreadsheet program facilitatesmathematical problem solving through spreadsheet application,animated tutorials, projects, colour charts and graphs, and an on-linenotebook. A comprehensive teacher's guide is included. Softwareemphasizes presentations that include charts, sounds, and animations.Text-to-speech capability is provided.

System requirements: Macintosh Classic or later; System 7.0 with 2 MbRAM; 8 Mb free disk space; printer highly recommended. Windowsversion has not been evaluated.




ISBN/Order No: 07730-5218-6

Price: $23.96

Audience: General


Desktop Publishing: Design Basics andApplications

Grade Level:

K/1 2/3 4 5 7 8 9

✓

10

✓

11 126


Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Book introduces desktop publishing with anemphasis on the various hardware and software components. Chapterscover planning, formatting, graphic design, and artwork. Ten projectsallow students to apply skills developed earlier.

Author(s): Porozny, George

B-11





ISBN/Order No: Single Copy: CHIZ 000 B1ZSite Licence: CHIZ 000R1.2

Price: Single Copy: $119.95Site Licence: $995.00

Audience: General


Digital Chisel

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

Supplier: Pierian Spring SoftwareSuite 570, 5200 S.W. Macadam AvenuePortland, Oregon97201

Tel: (503) 222-2044 Fax: (503) 222-0771

General Description: Macintosh software package for preparingmultimedia presentations consists of a detailed reference manual, CD,and installation disks. The HyperCard-type program allows students toincorporate text, pictures, movies, sound, animation, and hypermedia inprojects. The CD features a multimedia library of 14 topics.

System requirements: Macintosh LC; 4 Mb RAM; System 6.0.7.





Price: $149.99

Audience: General


Graph Links

Grade Level:

K/1 2/3

✓

4

✓

5

✓

7

✓

8

✓

9 10 11 126

✓

Supplier: Harcourt Brace and Company Canada Ltd.55 Horner AvenueToronto, ONM8Z 4X6

Tel: (416) 255-4491 Fax: (416) 255-5456

General Description: Macintosh graphing program allows students touse data to set up a spreadsheet and generate pictographs, line graphs,bar graphs, and circle graphs. Tutorial explanations and examples helpclarify concepts. Includes a teacher's guide with detailed instructions.American symbols used.

System requirements: System 6.0.7 or later; 4 Mb RAM.

FoundationsPresentation





Audience: General


Highway to Cyberia

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11

✓

126

Supplier: CBC Educational SalesP.O. Box 500, Station AToronto, ONM5W 1E6

Tel: (416) 205-6384 Fax: (416) 205-3482

General Description: Forty-seven-minute video, narrated by DavidSuzuki, examines the use of computers as a communications tool forpeople all over the world. Profiles video games and movies on demand,home shopping and banking, telepresence, 3-D animation and graphics,and the Internet. The social implications of these developing trends arequestioned in a thoughtful and provocative manner.

B-12


PresentationProcess



ISBN/Order No: 0-7911-1569-0

Price: $49.99

Audience: General


How Multimedia Computers Work

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

Supplier: Addison-Wesley Publishers Limited26 Prince Andrew PlaceP.O. Box 580Don Mills, ONM3C 2T8

Tel: (416) 447-5101 Fax: (416) 443-0948

General Description: Award-winning CD-ROM features toursthrough the inner workings and components of a multimedia computer.It uses detailed 3-D animation with accompanying narration, music,and sound effects. Includes a glossary of computer terms, answers tocommon questions, and tips.

System requirements: MPC CD-ROM; IBM compatible; double-speedCD-ROM drive; SVGA colour monitor; 4 Mb RAM;SoundBlaster-compatible sound card.

FoundationsProcess




Price: $34.95

Audience: General


How Multimedia Works

Grade Level:

K/1 2/3 4 5 7 8 9 10

✓

11

✓

126


Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Book provides an overview of multimediacomputing. Topics include software and hardware systems, graphics,digital video, digital audio, CD-ROMs, and laserdiscs. Numerousillustrations help explain concepts.

Author(s): Holsinger, Erik

FoundationsProcess



ISBN/Order No: 1-56276-249-4

Price: $49.95

Audience: General


How the Internet Works

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11

✓

126


Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Book provides an overview of, and someimportant particulars on, the Internet. The topics include a descriptionand explanation of the Internet, Telnet, downloading files, e-mail,security issues, and future trends. Step-by-step instructions andattractive visuals help to explain concepts.

Author(s): Eddings, Joshua

B-13


Process





Audience: General


How To Make Great Videos - With Just aCamcorder

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10 11 126

✓

Supplier: McIntyre Media Ltd.6845 Rexwood Road, Unit 2Mississauga, ONL4L 1S5

Tel: (905) 678-9866 Fax: (905) 678-2403

General Description: Twenty-five-minute video instructs students inthe basic techniques of video production using a camcorder. Alsocovers how to create a finished program. The issue of saving energy isused as an example topic for a video.

FoundationsProcess



ISBN/Order No: 1-56276-222-2


Audience: General


How to Use THE INTERNET

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126


Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Book provides an overview of, and someimportant particulars on, what the Internet is, how to access and usethe Internet, and Internet-related software. Topics cover e-mail,electronic mailing lists, news groups, transferring files, and browsing.Step-by-step instructions and attractive visuals help to explainconcepts. Some specifics about certain software or protocol may varydepending on the carrier.

Author(s): Butler, Mark

Foundations




Price: $34.95

Audience: General


How Virtual Reality Works

Grade Level:

K/1 2/3 4 5 7

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Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Book provides an overview of the computertechnology known as virtual reality. Topics include operation of thesenses, hardware and software, history, professional applications,recreational use, and future trends. Numerous illustrations help explainconcepts.

Author(s): Eddings, Joshua

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PresentationProcess



ISBN/Order No: 0-927796-41-D/MRW-023

Price: $120.00

Audience: General


HyperStudio

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Supplier: Roger Wagner Publishing Inc.1050 Pioneer WayEl Cajon, California92020

Tel: 1-800-421-6526 Fax: (619) 442-0525

General Description: Software package for Macintosh orApple IIgs allows students to create multimedia presentations with text,pictures, laserdiscs, sound, and drawing. The program works withQuickTime or Hypermedia. Includes an on-line tutorial and a book onhow to use HyperLogo to control HyperStudio. HyperCard experiencean asset.

System requirements for Macintosh: 2 Mb RAM with System 6.0.8, 4 MbRAM with System 7; Macintosh Plus or later; colour monitorrecommended. System requirements for Apple IIgs: 1 Mb RAM; 3.5"disk drive. Windows version has not been evaluated.

Author(s): O'Keefe, Michael; Wagner, Roger

FoundationsProcess



ISBN/Order No: 1-5627-6240-0

Price: $23.16

Audience: General

Category: Professional Reference

The Internet by E-Mail

Grade Level:

K/1 2/3 4 5 7 8

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Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Book is an introductory guide to the Internet,with a focus on text-based, non-graphical e-mail applications. Topicscover the basics in sending and receiving mail, subscribing to on-linepublications, mailing lists, newsgroups, file retrieval, on-line access sites,Archie, and government services.

Author(s): Shirky, Clay

Foundations



ISBN/Order No: IMA011

Price: $22.00

Audience: General


Inventing the Future

Grade Level:

K/1 2/3 4 5 7 8 9 10

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11 126

Supplier: B.C. Learning Connection Inc.c/o Learning Resources Branch (Customer Service)878 Viewfield RoadVictoria, BCV9A 4V1

Tel: (604) 387-5331 Fax: (604) 387-1527

General Description: Fifty-minute video documents the commercialand scientific development of computers from World War II to theApollo II moon landing. Illustrates the stages of development fromvacuum tubes to transistors and integrated circuits.

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Price: $104.55

Audience: General


Looking Ahead: Earning, Spending,Saving

Grade Level:

K/1 2/3 4 5

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9 10 11 126

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Supplier: Harcourt Brace and Company Canada Ltd.55 Horner AvenueToronto, ONM8Z 4X6

Tel: (416) 255-4491 Fax: (416) 255-5456

General Description: Macintosh software program allows students tomake simulated financial planning decisions for independent living.Students choose a career, determine take-home pay, track expenses,and update their bank balance accordingly. Includes a teacher's guidewith instructions, worksheets, and assessment. American terms andspellings.

System requirements: System 6.0.7; 2 Mb RAM.

FoundationsProcess



ISBN/Order No: 55615-5972


Audience: General


Microsoft Press Computer Dictionary: TheComprehensive Standard for Business,School, Library and Home, Second Edition

Grade Level:

K/1 2/3 4 5 7 8

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Supplier: Gage Educational Publishing Co. (Scarborough)164 Commander BoulevardScarborough, ONM1S 3C7

Tel: (416) 293-8141 Fax: (416) 293-9009

General Description: Reference book has over 5000 alphabetized,generic definitions accompanied by illustrations. It includespronunciation guides and cross references. Five appendices covercommon character sets and numeric equivalents.

Author(s): Woodcock, Joanne

FoundationsProcess



ISBN/Order No: Student Edition: 0-7730-5095-7Teacher's Manual: 0-7730-5111-2

Price: Student Edition: $29.95Teacher's Manual: $49.95

Audience: General

Category: Teacher Resource

More Data Processing Applications

Grade Level:

K/1 2/3 4 5 7 8

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Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Simulation-based textbook deals generically withapplication software. Presents case studies from the business world thatrequire the use of software and problem-solving approaches. Topicsinclude word processing, data management, spreadsheets, projectmanagement, research skills, desktop publishing, and communicationstechnology. Includes activities and a teacher's resource book.

Author(s): Dvorchik, Sheila; Wasylenki, Lesley

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Process



ISBN/Order No: Macintosh: 0-7849-0351-4Windows: 0-7849-0541-X

Price: Macintosh: $129.95Windows: $129.95

Audience: GeneralGifted - completely open-endedLD - allows non-readers to express ideas or concepts


The Multimedia Workshop

Grade Level:

K/1 2/3 4

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Supplier: Davidson & Associates, Inc.P.O. Box 2961Torrance, California90509

Tel: 1-800-545-7677 Fax: (310) 793-0601

General Description: Presentation software for Macintosh andWindows teaches students the elements of designing printeddocuments and video presentations. It features text, clip art, photos,QuickTime movies, sounds, and music. Standard format files also can beimported. Includes comprehensive print support with suggestedprojects.

System requirements for Macintosh: LC series or later; System 7.0 orlater; 4 Mb RAM for 256 colours; 8 Mb RAM for thousands of colours; 3Mb free disk space. System requirements for Windows: Windows 3.1 orlater; 4 Mb RAM; Super VGA 256 - colour only; 25 MHz 486 or faster;CD-ROM drive (double-speed recommended); hard drive and mouse;audio accessory necessary for optimum audio output, but not required;

Foundations





Audience: GeneralGifted - could be used for historical enrichment


The Paperback Computer

Grade Level:

K/1 2/3 4 5 7 8

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Supplier: International Tele-Film Enterprises Ltd.Suite #301, 5090 Explorer DriveMississauga, ONL4W 4T9

Tel: (905) 629-3133 Fax: (905) 629-1211

General Description: Fifty-minute British historical documentaryprovides an in-depth perspective on the development of the computerand how this once threatening and forbidding machine has become asmall, friendly, affordable tool.

Foundations




Price: $49.95Audience: General


PC/Computing: How Computers Work

Grade Level:

K/1 2/3 4 5 7 8

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Tel: (905) 238-6074 Fax: (905) 238-6075

General Description: Illustrated book provides comprehensiveoverview of the inner workings and components of a PC. Topicsinclude boot-up process, microchips, data storage, I/O devices,networks, and printers. Accompanying CD-ROM features 3-Danimated tours, video interviews, and computing tips in a comicformat.

System requirements: 386DX/33; 4 Mb RAM; Windows 3.1; MS-DOS5.0; MSCDEX 2.2.1; double-speed CD-ROM drive.

Author(s): White, Ron

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Foundations



ISBN/Order No: 0-7897-0356-4

Price: $14.04

Audience: GeneralGifted - high vocabulary; in-depth explanations of technology terms


Que's 1996 Computer & Internet Dictionary,6th Edition

Grade Level:

K/1 2/3 4 5 7

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Tel: (416) 293-3621 Fax: (416) 299-2539

General Description: Comprehensive, pocket-sized, softcoverdictionary contains more than 3500 definitions of computer,multimedia, and Internet terminology. Includes occasional smallgraphics and index tabs.

Author(s): Pfaffenberger, Bryan

Foundations



ISBN/Order No: 7725-21417

Price: $29.95

Audience: GeneralSpecial Needs - chapter devoted to strategies for inclusion

Category: Professional Reference

The Technological Classroom

Grade Level:

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Supplier: Irwin Publishing1800 Steeles Avenue WestConcord, ONL4K 2P3

Tel: (905) 660-0611 Fax: (905) 660-0676

General Description: Book provides teachers with an informativefoundation for incorporating technology in the classroom. It deals withstudent progress, discussing technology with parents, integratedlearning activities, and making decisions about the costs related to theinclusion of technology.

Author(s): Henderson, Dale; Heide, Ann

Foundations





Audience: GeneralGifted - could be used for historical enrichment


The Thinking Machine

Grade Level:

K/1 2/3 4 5 7 8 9 10

✓

11 126

Supplier: International Tele-Film Enterprises Ltd.Suite #301, 5090 Explorer DriveMississauga, ONL4W 4T9

Tel: (905) 629-3133 Fax: (905) 629-1211

General Description: Fifty-minute British historical documentaryprovides an in-depth perspective on the development of the computer.It focusses on the computer as a "thinking machine" and how mankindhas attempted to make it into a tool that acts and thinks like a human.

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ISBN/Order No: UltraKey: 67654-13003UntraKey Enhancer: 0921849060

Price: UltraKey: $495.00UntraKey Enhancer: $195.00

Audience: GeneralESL - tutorialLD - tutorial


UltraKey

Grade Level:

K/1 2/3 4

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Supplier: Media Duplication275 Steelcase Road EastMarkham, ONL3R 1G3

Tel: (905) 940-5115

General Description: Introductory Macintosh keyboarding softwareprogram features instruction, skill-building exercises, and timed tests.The Enhancer software allows teachers to input test material. Includesa teacher's guide, technical help, and student's guide.

System requirements: System 7 recommended; 2 Mb RAM; 1.2 Mb freedisk space; 4 Mb RAM; MacinTalk or PlainTalk speech extensionsrequired for text-to-speech; colour monitor recommended. Apple IIand MS-DOS versions have not been evaluated.

PresentationProcess





Audience: General


Virtual Reality

Grade Level:

K/1 2/3 4

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Supplier: Canadian Learning Company Inc.63 Mack AvenueScarborough, ONM1L 1M5

Tel: (416) 691-9094 Fax: (416) 691-8833

General Description: Thirteen-minute video outlines the origins ofvirtual reality in military flight simulators and subsequent applicationsincluding NASA simulators, architecture, medical techniques, andgames.

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Cross-Curricular Interests

APPENDIX C

APPENDIX C: CROSS-CURRICULAR INTERESTS

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The three principles of learning statedin the introduction of this IntegratedResource Package (IRP) support the

foundation of The Kindergarten to Grade 12Education Plan. They have guided all aspectsof the development of this document, includ-ing the curriculum outcomes, instructionalstrategies, assessment strategies, and learningresource evaluations.

In addition to these three principles, theMinistry of Education wants to ensure thateducation in British Columbia is relevant,equitable, and accessible to all learners. Inorder to meet the needs of all learners, thedevelopment of each component of thisdocument has been guided by a series ofcross-curricular reviews. This appendixoutlines the key aspects of each of thesereviews. The information here is intendedto guide the users of this document as theyengage in school and classroom organizationand instructional planning and practice.

The areas of cross-curricular interest are:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• Aboriginal Studies• Gender Equity• Information Technology• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

APPLIED FOCUS IN CURRICULUM

An applied focus combines the followingcomponents in curriculum development,consistent with the nature of each subjectarea:

Learning Outcomes—expressed asobservable, measurable, and reportableabilities or skills

Employability Skills—inclusion ofoutcomes or strategies that promote skillsthat will enable students to be successfulin the workplace (e.g., literacy, numeracy,critical and creative thinking, problemsolving, technology, and informationmanagement)

Contextual Learning—an emphasis onlearning by doing; the use of abstract ideasand concepts, including theories, laws,principles, formulae, rules, or proofs in apractical context (e.g., home, workplace,community)

Interpersonal Skills—inclusion of strategiesthat promote co-operative activities andteamwork

Career Development—inclusion ofappropriate connections to careers,occupations, entrepreneurship, or theworkplace

An applied focus in all subjects and coursespromotes the use of practical applications todemonstrate theoretical knowledge. Usingreal-world and workplace problems andsituations as a context for the applicationof theory makes school more relevant tostudents’ needs and goals. An applied focusstrengthens the link between what studentsneed to know to function effectively in theworkplace or in postsecondary educationand what they learn in Kindergartenthrough Grade 12.

Some examples of an applied focus indifferent subjects are:

English Language Arts—increasingemphasis on language used in everydaysituations and in the workplace, such as forjob interviews, memo and letter writing, wordprocessing, and technical communication(including the ability to interpret technicalreports, manuals, tables, charts, andgraphics)


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Mathematics—more emphasis on skillsneeded in the workplace, includingknowledge of probability and statistics, logic,measurement theory, and problem solving

Science—more practical applications andhands-on experience of science, such asreducing energy waste in school or at home,caring for a plant or animal in the classroom,using computers to produce tables andgraphs and for spreadsheets

Business Education—more emphasis onreal-world applications such as preparingrésumés and personal portfolios, participatingin groups to solve business communicationproblems, using computer software to keeprecords, and using technology to create andprint marketing material

Visual Arts—applying visual arts skillsto real-world design, problem solving, andcommunications; exploring career appli-cations of visual arts skills; experimentingwith a variety of new technologies to createimages; and a new emphasis on creating andunderstanding images of social significanceto the community

This summary is derived fromThe Kindergarten toGrade 12 Education Plan (September 1994), and curriculumdocuments from British Columbia and other jurisdictions.

CAREER DEVELOPMENT

Career development is an ongoing processthrough which learners integrate theirpersonal, family, school, work, andcommunity experiences to facilitatecareer and lifestyle choices.

Students develop:

• an open attitude toward a variety ofoccupations and types of work

• an understanding of the relationshipbetween work and leisure, work and thefamily, and work and one’s interests andabilities

• an understanding of the role of technologyin the workplace and in daily life

• an understanding of the relationshipbetween work and learning

• an understanding of the changes takingplace in the economy, society, and the jobmarket

• an ability to construct learning plans andreflect on the importance of lifelong learning

• an ability to prepare for multiple rolesthroughout life

The main emphases of career developmentare career awareness, career exploration,career preparation, career planning, andcareer work experience.

In the Primary Years

Career awareness promotes an open attitudetoward a variety of career roles and types ofwork. Topics include:

• the role of work and leisure• relationships among work, the family,

one’s personal interests, and one’s abilities

A variety of careers can be highlightedthrough the use of in-class learning activitiesfocussing on the students themselves andon a range of role models, including non-traditional role models.

In Grades 4 to 8

The emphasis on self-awareness and careerawareness is continued. Topics include:

• interests, aptitudes, and possible futuregoals

• technology in the workplace and in ourdaily lives

• social, family, and economic changes• future education options• career clusters (careers that are related to

one another)• lifestyles• external influences on decision making

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Games, role-playing, drama, and appropriatecommunity volunteer experience can beused to help students actively explore theworld of work. Field experiences in whichstudents observe and interview workers intheir occupational environments may alsobe appropriate. These learning activities willfacilitate the development of interpersonalcommunications and group problem-solvingskills needed in the workplace and in otherlife situations.

In Grades 9 and 10

The emphasis is on providing studentswith opportunities to prepare for and makeappropriate and realistic decisions. Indeveloping their student learning plans, theywill relate self-awareness to their goals andaspirations. They will also learn many basicskills and attitudes that are required for aneffective transition into adulthood. This willassist in preparing them to be responsibleand self-directed throughout their lives.Topics include:

• entrepreneurial education• employability skills (e.g., how to find and

keep a job)• the importance of lifelong education and

career planning• involvement in the community• the many different roles that an individual

can play throughout life• the dynamics of the working world (e.g.,

unions, unemployment, supply anddemand, Pacific Rim, free trade)

The examination of personal interests andskills through a variety of career explorationopportunities (e.g., job shadowing) isemphasized at this level. Group discussionand individual consultation can be used tohelp students examine and confirm theirpersonal values and beliefs.

In Grades 11 and 12

Career development in these grades isfocussed more specifically on issues relatedto the world of work. These include:

• dynamics of the changing work forceand changing influences on the job market(e.g., developing technology and economictrends)

• job-keeping and advancement skills(interpersonal skills needed in theworkplace, employment standards)

• occupational health issues and accessinghealth support services

• funding for further education• alternative learning strategies and

environments for different life stages• mandatory work experience (minimum

30 hours)

Work Experience

Work experience provides students withopportunities to participate in a variety ofworkplace situations to help prepare themfor the transition to a work environment.Work experience also provides studentswith opportunities to:

• connect what they learn in school with theskills and knowledge needed in theworkplace and society in general

• experience both theoretical and appliedlearning, which is part of a broad liberaleducation

• explore career directions identified in theirStudent Learning Plans

Descriptions of career development are drawnfrom the Ministry of Education’s Career Developer’sHandbook, Guidelines for the Kindergarten to Grade 12Education Plan, Implementation Resource, Part 1, and theCareer and Personal Planning IRP, April 1995.


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ENGLISH AS A SECOND LANGUAGE (ESL)

ESL assistance is provided to students whoseuse of English is sufficiently different fromstandard English to prevent them fromreaching their potential. Many studentslearning English speak it quite fluently andseem to be proficient. School, however,demands a more sophisticated version ofEnglish, both in reading and writing. Thuseven fluent speakers might require ESL toprovide them with an appropriate languageexperience that is unavailable outside theclassroom. ESL is a transitional service ratherthan a subject. Students are in the process oflearning the language of instruction and, inmany cases, the content matter of subjectsappropriate to their grade level. Thus ESLdoes not have a specific curriculum. Theprovincial curriculum is the basis of much ofthe instruction and is used to teach Englishas well as individual subject areas. It is themethodology, the focus, and the level ofengagement with the curriculum thatdifferentiates ESL services from otherschool activities.

Students in ESL

Nearly 10% of the British Columbia schoolpopulation is designated as ESL students.These students come from a diversity ofbackgrounds. Most are recent immigrants toBritish Columbia. Some are Canadian-bornbut have not had the opportunity to learnEnglish before entering the primary grades.The majority of ESL students have a well-developed language system and have hadsimilar schooling to that of British Columbia-educated students. A small number, becauseof previous experiences, are in need of basicsupport such as literacy training, academicupgrading, and trauma counselling.

Teachers may have ESL students at any levelin their classes. Many ESL students areplaced in subject-area classes primarily forthe purpose of contact with English-speakingpeers and experience with the subject andlanguage. Other ESL students are whollyintegrated into subject areas. A successfulintegration takes place when the student hasreached a level of English proficiency andbackground knowledge in a subject to besuccessful with a minimum of extra support.

Optimum Learning Environment

The guiding principle for ESL support is theprovision of a learning environment wherethe language and concepts can beunderstood by the students.

Good practices to enhance the learning ofstudents include:

• using real objects and simple languageat the beginning level

• taking into consideration other culturalbackgrounds and learning styles at anylevel

• providing adapted (language-reduced)learning materials

• respecting a student’s “silent period”when expression does not reflect the levelof comprehension

• allowing students to practise andinternalize information before givingdetailed answers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

This summary is drawn from Supporting Learnersof English: Information for School and DistrictAdministrators, RB0032, 1993, and ESL Policy DiscussionPaper (Draft), Social Equity Branch, December 1994.

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ENVIRONMENT AND SUSTAINABILITY

Environmental education is defined as a wayof understanding human relationships withthe environment. It involves:

• students learning about their connectionsto the natural environment through allsubjects

• students having direct experiences in theenvironment, both natural and human-built

• students making decisions about andacting for the environment

The term sustainability helps to describesocieties that “promote diversity and do notcompromise the natural world for anyspecies in the future.”

Value of Integrating Environment andSustainability Themes

Integrating these themes into the curriculumhelps students develop a responsible attitudetoward caring for the earth. Studies thatintegrate environment and sustainabilitythemes provide students with opportunitiesto identify their beliefs and opinions, reflecton a range of views, and ultimately makeinformed and responsible choices.

The guiding principles that should beinterwoven in subjects from Kindergartento Grade 12 are:

• Direct experience is the basis of humanlearning.

• Analysis of interactions helps humansmake sense of their environment.

• Responsible action is both integral to and aconsequence of environmental education.

Some organizing principles are:

• Human survival depends on complexnatural and human-built systems.

• Human decisions and actions haveenvironmental consequences.

• Students should be provided withopportunities to develop an aestheticappreciation of the environment.

The theme study units might include:Consumerism, School Operating Systems,Pollution, or Endangered Species.

This summary is derived from A Plan for EnvironmentalEducation, Curriculum Branch, October 1995.

ABORIGINAL STUDIES

Aboriginal studies focus on the richnessand diversity of Aboriginal cultures andlanguages. These cultures and languages areexamined within their own unique contextsand within historical, contemporary, andfuture realities. Aboriginal studies are basedon a holistic perspective that integrates thepast, present, and future. Aboriginal peoplesare the original inhabitants of North Americaand live in sophisticated, organized, andself-sufficient societies. The First Nationsconstitute a cultural mosaic as rich anddiverse as that of Western Europe, includingdifferent cultural groups (e.g., Nisga’a,KwaKwaka’Wakw, Nlaka’pamux,Secwepemc, Skomish, Tsimshian). Each isunique and has a reason to be featured inthe school system. The First Nations ofBritish Columbia constitute an importantpart of the historical and contemporaryfabric of the province.

Value of Integrating Aboriginal Studies

• First Nations values and beliefs aredurable and relevant today.

• There is a need to validate andsubstantiate First Nations identity.

• First Nations peoples have strong, dynamic,evolving cultures that have adapted tochanging world events and trends.

• There is a need to understand similaritiesand differences among cultures to createtolerance, acceptance, and mutual respect.


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• There is a need for informed, reasonablediscussion and decision making regardingFirst Nations issues, based on accurateinformation (for example, as moderntreaties are negotiated by Canada, BritishColumbia, and First Nations).

In studying First Nations, it is expected thatthe students will:

• demonstrate an understanding andappreciation for the values, customs, andtraditions of First Nations peoples

• demonstrate an understanding of andappreciation for unique First Nationscommunications systems

• demonstrate a recognition of theimportance of the relationship betweenFirst Nations peoples and the naturalworld

• recognize dimensions of First Nations artas a total cultural expression

• give examples of the diversity andfunctioning of the social, economic, andpolitical systems of First Nations peoplesin traditional and contemporary contexts

• describe the evolution of human rightsand freedoms as they pertain to FirstNations peoples

Some examples of curriculum integrationinclude:

Visual Arts—comparing the artistic stylesof two or more First Nations cultures

English Language Arts—analysingportrayals and images of First Nationspeoples in various works of literature

Home Economics—identifying forms offood, clothing, and shelter in past andcontemporary First Nations cultures

Technology Education—describing thesophistication of traditional First Nationstechnologies (e.g., bentwood or kerfed boxes,weaving, fishing gear)

Physical Education—participating in anddeveloping an appreciation for First Nationsgames and dances

This summary is derived from First Nations Studies:Curriculum Assessment Framework (Primary ThroughGraduation), Aboriginal Education Branch, 1992, andB.C. First Nations Studies 12 Curriculum, AboriginalEducation Branch, 1994.

GENDER EQUITY

Gender-equitable education involves theinclusion of the experiences, perceptions,and perspectives of girls and women, as wellas boys and men, in all aspects of education.It will initially focus on girls in order toredress historical inequities. Generally, theinclusive strategies, which promote theparticipation of girls, also reach boys whoare excluded by more traditional teachingstyles and curriculum content.

Principles of Gender Equity in Education

• All students have the right to a learningenvironment that is gender equitable.

• All education programs and careerdecisions should be based on a student’sinterest and ability, regardless of gender.

• Gender equity incorporates aconsideration of social class, culture,ethnicity, religion, sexual orientation,and age.

• Gender equity requires sensitivity,determination, commitment, and vigilanceover time.

• The foundation of gender equity isco-operation and collaboration amongstudents, educators, educationorganizations, families, and membersof communities.

General Strategies for Gender-EquitableTeaching

• Be committed to learning about andpractising equitable teaching.

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• Use gender-specific terms to marketopportunities—for example, if atechnology fair has been designed toappeal to girls, mention girls clearly andspecifically. Many girls assume thatgender-neutral language in non-traditionalfields means boys.

• Modify content, teaching style, andassessment practices to make non-traditional subjects more relevant andinteresting for female and male students.

• Highlight the social aspects and usefulnessof activities, skills, and knowledge.

• Comments received from female studentssuggest that they particularly enjoyintegrative thinking; understandingcontext as well as facts; and exploringsocial, moral, and environmental impactsof decisions.

• When establishing relevance of material,consider the different interests and lifeexperiences that girls and boys may have.

• Choose a variety of instructional strategiessuch as co-operative and collaborativework in small groups, opportunities forsafe risk taking, hands-on work, andopportunities to integrate knowledge andskills (e.g., science and communication).

• Provide specific strategies, specialopportunities, and resources to encouragestudents to excel in areas of study inwhich they are typically under-represented.

• Design lessons to explore manyperspectives and to use different sourcesof information; refer to female and maleexperts.

• Manage competitiveness in the classroom,particularly in areas in which malestudents typically excel.

• Watch for biasses (e.g., in behaviour orlearning resources) and teach studentsstrategies to recognize and work toeliminate inequities they observe.

• Be aware of accepted gender-bias practicesin physical activity (e.g., in team sport,funding for athletes, and choices inphysical education programs).

• Do not assume that all students areheterosexual.

• Share information and build a network ofcolleagues with a strong commitment toequity.

• Model non-biassed behaviour: useinclusive, parallel, or gender-sensitivelanguage; question and coach male andfemale students with the same frequency,specificity, and depth; allow quiet studentssufficient time to respond to questions.

• Have colleagues familiar with commongender biasses observe your teaching anddiscuss any potential bias they mayobserve.

• Be consistent over time.

This summary is derived from the preliminary Reportof the Gender Equity Advisory Committee, received by theMinistry of Education in February 1994, and from areview of related material.

INFORMATION TECHNOLOGY

Information technology is the use of toolsand electronic devices that allow us to create,explore, transform, and express information.

Value of Integrating Information Technology

As Canada moves from an agricultural andindustrial economy to the information age,students must develop new knowledge,skills, and attitudes. The informationtechnology curriculum has been developedto be integrated into all new curricula toensure that students know how to usecomputers and gain the technologicalliteracy demanded in the workplace.

In learning about information technology,students acquire skills in informationanalysis and evaluation, word processing,


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database analysis, information management,graphics, and multimedia applications.Students also identify ethical and socialissues arising from the use of informationtechnology.

With information technology integrated intothe curriculum, students will be expected to:

• demonstrate basic skills in handlinginformation technology tools

• demonstrate an understanding ofinformation technology structure andconcepts

• relate information technology to personaland social issues

• define a problem and develop strategiesfor solving it

• apply search criteria to locate or sendinformation

• transfer information from external sources• evaluate information for authenticity and

relevance• arrange information in different patterns

to create new meaning• modify, revise, and transform information• apply principles of design affecting

appearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:

• Foundations—the basic physical skills,and intellectual and personalunderstandings required to useinformation technology, as well as self-directed learning skills and sociallyresponsible attitudes

• Process—allows students to select,organize, and modify information to solveproblems

• Presentation—provides students with anunderstanding of how to communicateideas effectively using a variety ofinformation technology tools

This information is derived from the InformationTechnology K to 12 curriculum.

MEDIA EDUCATION

Media education is a multidisciplinary andinterdisciplinary approach to the study ofmedia. Media education deals with keymedia concepts and focusses on broadissues such as the history and role of mediain different societies and the social, political,economic, and cultural issues related to themedia. Instead of addressing the concepts indepth, as one would in media studies, mediaeducation deals with most of the centralmedia concepts as they relate to a varietyof subjects.

Value of Integrating Media Education

Popular music, television, film, radio,magazines, computer games, andinformation services—all supplying mediamessages—are pervasive in the lives ofstudents today. Media education developsstudents’ abilities to think critically andindependently about issues that affect them.Media education encourages students toidentify and examine the values containedin media messages. It also cultivates theunderstanding that these messages areproduced by others to inform, persuade,and entertain for a variety of purposes.Media education helps students understandthe distortions that may result from the useof particular media practices and techniques.All curriculum areas provide learningopportunities for media education. It isnot taught as a separate curriculum.

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The key themes of media education are:

• media products (purpose, values,representation, codes, conventions,characteristics, production)

• audience interpretation and influence(interpretation, influence of media onaudience, influence of audience on media)

• media and society (control, scope)

Examples of curriculum integration include:

English Language Arts—critiquingadvertising and examining points of view

Visual Arts—analysing the appeal of animage by age, gender, status, and othercharacteristics of the target audience

Personal Planning—examining the influenceof the media on body concepts and healthylifestyle choices

Drama—critically viewing professional andamateur theatre productions, dramatic films,and television programs to identify purpose

Social Studies—comparing the depiction ofFirst Nations in the media over time

This summary is derived from A Cross-CurricularPlanning Guide for Media Education, prepared by theCanadian Association for Media Education for theCurriculum Branch in 1994.

MULTICULTURALISM AND ANTI-RACISM

EDUCATION

Multiculturalism Education

Multiculturalism education stresses thepromotion of understanding, respect, andacceptance of cultural diversity within oursociety.

Multiculturalism education involves:

• recognizing that everyone belongs to acultural group

• accepting and appreciating culturaldiversity as a positive feature of our society

• affirming that all ethnocultural groups areequal within our society

• understanding that multiculturaleducation is for all students

• recognizing that similarities acrosscultures are much greater than differencesand that cultural pluralism is a positiveaspect in our society

• affirming and enhancing self-esteemthrough pride in heritage, and providingopportunities for individuals to appreciatethe cultural heritages of others

• promoting cross-cultural understanding,citizenship, and racial harmony

Anti-Racism Education

Anti-racism education promotes theelimination of racism through identifying andchanging institutional policies and practicesas well as identifying individual attitudes andbehaviours that contribute to racism.

Anti-racism education involves:

• proposing the need to reflect about one’sown attitudes on race and anti-racism

• understanding what causes racism in orderto achieve equality

• identifying and addressing racism at boththe personal and institutional level

• acknowledging the need to take individualresponsibility for eliminating racism

• working toward removing systemicbarriers that marginalize groups of people

• providing opportunities for individuals totake action to eliminate all forms of racism,including stereotypes, prejudice, anddiscrimination

Value of Integrating Multiculturalism andAnti-Racism Education

Multiculturalism and anti-racism educationprovides learning experiences that promotestrength through diversity and social,economic, political, and cultural equity.Multiculturalism and anti-racism educationgives students learning experiences that areintended to enhance their social, emotional,


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aesthetic, artistic, physical, and intellectualdevelopment. It provides learners with thetools of social literacy and skills for effectivecross-cultural interaction with diversecultures. It also recognizes the importanceof collaboration between students, parents,educators, and communities working towardsocial justice in the education system.

The key goals of multiculturalism andanti-racism education are:

• to enhance understanding of and respectfor cultural diversity

• to increase creative interculturalcommunication in a pluralistic society

• to provide equal opportunities foreducational achievement by all learners,regardless of culture, national origin,religion, or social class

• to develop self-worth, respect for oneselfand others, and social responsibility

• to combat and eliminate stereotyping,prejudice, discrimination, and other formsof racism

• to include the experiences of all students inschool curricula


Fine Arts—identifying ways in which the finearts portray cultural experiences

Humanities—identifying similarities anddifferences within cultural groups’ lifestyles,histories, values, and beliefs

Mathematics or Science—recognizing thatindividuals and cultural groups have usedboth diverse and common methods tocompute, to record numerical facts, andto measure

Physical Education—developing anappreciation of games and dances fromdiverse cultural groups

This summary is derived from Multicultural and Anti-Racism Education—Planning Guide (Draft), developed bythe Social Equity Branch in 1994.

SCIENCE-TECHNOLOGY-SOCIETY

Science-Technology-Society (STS) addressesour understanding of inventions and discov-eries and of how science and technologyaffect the well-being of individuals and ourglobal society.

The study of STS includes:

• the contributions of technology toscientific knowledge and vice versa

• the notion that science and technology areexpressions of history, culture, and arange of personal factors

• the processes of science and technologysuch as experimentation, innovation, andinvention

• the development of a conscious awarenessof ethics, choices, and participation inscience and technology

Value of Integrating STS

The aim of STS is to enable learners to investi-gate, analyse, understand, and experience thedynamic interconnection of science,technology, and human and natural systems.

The study of STS in a variety of subjects givesstudents opportunities to:

• discover knowledge and develop skills tofoster critical and responsive attitudestoward innovation

• apply tools, processes, and strategies foractively challenging emerging issues

• identify and consider the evolution ofscientific discovery, technological change,and human understanding over time, inthe context of many societal andindividual factors

• develop a conscious awareness of personalvalues, decisions, and responsible actionsabout science and technology

• explore scientific processes andtechnological solutions

• contribute to responsible and creativesolutions using science and technology

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The organizing principles of STS are: Humanand Natural Systems, Inventions andDiscoveries, Tools and Processes, Society andChange. Each organizer may be developedthrough a variety of contexts, such as theeconomy, environment, ethics, socialstructures, culture, politics, and education.Each context provides a unique perspectivefor exploring the critical relationships thatexist and the challenges we face as individualsand as a global society.


Visual Arts—recognizing that demandsgenerated by visual artists have led to thedevelopment of new technologies andprocesses (e.g., new permanent pigments,fritted glazes, drawing instruments)

English Language Arts—analysing therecent influence of technologies on listening,speaking, and writing (e.g., CDs, voice mail,computer-generated speech)

Physical Education—studying howtechnology has affected our understandingof the relationship between activity andwell-being

This summary is derived from Science-Technology-Society—A Conceptual Framework, Curriculum Branch,1994.

SPECIAL NEEDS

Students with special needs have disabilitiesof an intellectual, physical, sensory, emotional,or behavioural nature; or have learningdisabilities; or have exceptional gifts or talents.

All students can benefit from an inclusivelearning environment that is enriched by thediversity of the people within it. Opportunitiesfor success are enhanced when provinciallearning outcomes and resources aredeveloped with regard for a wide range ofstudent needs, learning styles, and modesof expression.

Educators can assist in creating moreinclusive learning environments byintroducing the following:

• activities that focus on developmentand mastery of foundational skills (basicliteracy)

• a range of co-operative learning activitiesand experiences in the school andcommunity, including the application ofpractical, hands-on skills in a variety ofsettings

• references to specialized learningresources, equipment, and technology

• ways to accommodate special needs (e.g.,incorporating adaptations and extensionsto content, process, product, pacing, andlearning environment; suggestingalternative methodologies or strategies;making references to special services)

• a variety of ways, other than throughpaper-and-pencil tasks, for students todemonstrate learning (e.g., dramatizingevents to demonstrate understanding ofa poem, recording observations in scienceby drawing or by composing andperforming a music piece)

• promotion of the capabilities andcontributions of children and adultswith special needs

• participation in physical activity

All students can work toward achievementof the provincial learning outcomes. Manystudents with special needs learn what allstudents are expected to learn. In some casesthe student’s needs and abilities require thateducation programs be adapted or modified.A student’s program may include regularinstruction in some subjects, modifiedinstruction in others, and adaptedinstruction in still others. Adaptations andmodifications are specified in the student’sIndividual Education Plan (IEP).


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Adapted Programs

An adapted program addresses the learningoutcomes of the prescribed curriculum butprovides adaptations so the student canparticipate in the program. Theseadaptations may include alternative formatsfor resources (e.g., Braille, books-on-tape),instructional strategies (e.g., use ofinterpreters, visual cues, learning aids), andassessment procedures (e.g., oral exams,additional time). Adaptations may also bemade in areas such as skill sequence, pacing,methodology, materials, technology,equipment, services, and setting. Studentson adapted programs are assessed using thecurriculum standards and can receive fullcredit.

Modified Programs

A modified program has learning outcomesthat are substantially different from theprescribed curriculum and specificallyselected to meet the student’s special needs.For example, a Grade 5 student in languagearts may be working on recognizingcommon signs and using the telephone, ora secondary student could be mapping thekey features of the main street betweenschool and home. A student on a modifiedprogram is assessed in relation to the goalsand objectives established in the student’sIEP.

Ministry Resources for Teachers of Studentswith Special Needs

The following publications are currentlyavailable from the Learning ResourcesBranch or are under development and willbe available soon:

The Universal Playground: A Planning Guide(Ministry of Education, 1991, FCG 129)

Hard of Hearing and Deaf Students—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1994, RB0033)

Special Education Services—A Manual ofPolicies, Procedures and Guidelines (Ministry ofEducation, 1995)

Individual Education Planning for Students withSpecial Needs: A Resource Guide to SupportTeachers (Ministry of Education, 1995)

Students with Visual Impairments—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Gifted Students—A Resource Guide to SupportClassroom Teachers (Ministry of Education,1995)

Students with Intellectual Disabilities: AResource Guide to Support Teachers (Ministryof Education, 1995)

Teaching for Student Differences—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1996)

Resource Handbook for Adapted CurriculumSoftware (Ministry of Education, 1995)

Awareness of Chronic Health Conditions: Whatthe Teacher Needs to Know (Ministry ofEducation, 1995)

This summary is derived from the Handbook forCurriculum Developers, February 1994, and SpecialEducation Services—A Manual of Policies, Procedures andGuidelines, June 1995.

Assessment and Evaluation

APPENDIX D

D-3

APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

Prescribed learning outcomes,expressed in measurable terms,provide the basis for the development

of learning activities and assessment andevaluation strategies. After a generaldiscussion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, and evalua-tion might come together in a particularinformation technology program.

ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, areable to do, and are working toward.Assessment methods and tools include:observation, student self-assessments, dailypractice assignments, quizzes, samples ofstudent work, pencil-and-paper tests, holisticrating scales, projects, oral and writtenreports, performance reviews, and portfolioassessments.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight, knowl-edge about learning, and experience withstudents, along with the specific criteria theyestablish, to make judgments about studentperformance in relation to prescribedlearning outcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms,depending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantially modi-fied, evaluation may be referenced toindividual goals. These modifications arerecorded in an Individual Education Plan(IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments; it is not tobe used for classroom assessment. Aclassroom does not provide a large enoughreference group for a norm-referencedevaluation system. Norm-referencedevaluation compares student achievementto that of others rather than comparinghow well a student meets the criteria of aspecified set of learning outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent’s performance is compared toestablished criteria rather than to theperformance of other students. Evaluationreferenced to prescribed curriculum requiresthat criteria are established based on thelearning outcomes listed under the curricu-lum organizers for Information Technology8 to 10.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance or a product that describe inspecific terms what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example,

D-4

APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

weighting criteria, using rating scales, orperformance rubrics (reference sets) are threeways that student performance can beevaluated using criteria.

Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples clarify and make

explicit the link between evaluation andlearning outcomes, criteria, and assessment.Where a student’s performance is not aproduct, and therefore not reproducible, adescription of the performance sampleshould be provided.

Step 1 Identify the expected learning outcomes (as stated in this IntegratedResource Package).

Step 2 Identify the key objectives for instruction and learning.

Step 3 Establish and set criteria. Involve students, when appropriate, inestablishing criteria.

Step 4 Plan learning activities that will help students gain the knowledge orskills outlined in the criteria.

Step 5 Prior to the learning activity, inform students of the criteria againstwhich their work will be evaluated.

Step 6 Provide examples of the desired levels of performance.

Step 7 Implement the learning activities.

Step 8 Use various assessment methods based on the particular assignment andstudent.

Step 9 Review the assessment data and evaluate each student’s level ofperformance or quality of work in relation to criteria.

Step 10 Where appropriate or necessary, assign a letter grade that indicateshow well the criteria are met.

Step 11 Report the results of the evaluations to students and parents.

▼▼

▼▼

▼▼

▼▼

▼▼

▼

Criterion-referenced evaluation may be based on these steps:

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Assessment and Evaluation Samples

APPENDIX D

D-7

APPENDIX D: ASSESSMENT AND EVALUATION • Samples

The samples in this section show how ateacher might link criteria to learningoutcomes. Each sample is based on

prescribed learning outcomes taken fromone or more organizers. The samplesprovide background information to explainthe classroom context; suggested instructiontasks and strategies; the tools and methodsused to gather assessment information; andthe criteria used to evaluate studentperformance.

HOW THE SAMPLES ARE ORGANIZED

There are four parts to each sample:

• identification of the prescribed learningoutcomes

• planning for assessment and evaluation• defining the criteria• assessing and evaluating student

performance


This part identifies the organizer ororganizers and the specific prescribedlearning outcomes selected for the sample.

Planning for Assessment and Evaluation

This part outlines:

• background information to explain theclassroom context

• instructional tasks• the opportunities that students were given

to practise learning• the feedback and support that was offered

students by the teacher• the ways in which the teacher prepared

students for the assessment

Defining the Criteria

This part illustrates the specific criteria(based on prescribed learning outcomes), theassessment task, and various reference sets.

Assessing and Evaluating StudentPerformance

This part includes:

• assessment tasks or activities• the support that the teacher offered

students• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

the student performance

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referenced evaluation in InformationTechnology 8 to 10.

• Sample 1: Grade 8Career Exploration(Page D-8)

• Sample 2: Grade 9Research Project(Page D-11)

• Sample 3: Grade 10Evaluating Information for Bias(Page D-14)

• Sample 4: Grade 10Managing a Multimedia Project(Page D-18)

D-8


▼ SAMPLE 1: GRADE 8

Topic: Career Exploration

Prescribed Learning Outcomes:

Foundations


• protect information using informationtechnology tools

• enter information accurately usingappropriate keyboarding techniques andsoftware that allows for the storage,retrieval, and editing of material

• use appropriate information technologyterminology

• demonstrate the ability to install software• apply a variety of troubleshooting

techniques related to informationtechnology

• identify careers and occupations that useinformation technology

Process


• apply predetermined search criteria tolocate, retrieve, and evaluate information

• synthesize information from a variety ofelectronic sources for their presentations

Presentation


• identify and consider ethical and legalissues when presenting information

• use a variety of software to presentmessages

• demonstrate the ability to arrangeinformation in different forms to createnew meaning

PLANNING FOR ASSESSMENT AND

EVALUATION

• As part of the career and personal plan-ning curriculum, students investigated theuse of technology in a variety of careersand occupations. Students brainstormedoccupations and the information technol-ogy tools used and listed them on a two-column chart. The chart was posted in theclassroom for reference.

• The class developed a general list ofinterview questions concerning the use oftechnology in occupations. Students choseoccupations of interest to them andscheduled interviews with professionalsin their community.

• Students shared their findings with theclass. Discussions focussed on the types oftools and software used, and privacyissues. Each student then identified thetools and applications (e.g., databases,spreadsheet programs, telecommunica-tions) that were unfamiliar to them, thenspent several lessons learning to use them.

• Students practised installing software andsetting up a password system.

• The teacher presented the followingassignment.

Take the role of the professional youinterviewed and:- use a software application to create a list of

all information technology tools required todo your job effectively

- install at least one piece of available software- create a password system with two levels of

user access- access a variety of electronic sources

(e.g., e-mail, on-line catalogues, CD-ROMs)to research your occupation, and use aword-processing program to write a jobdescription

- cite all information sources accessed

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Enter and save all your work on a disk to behanded in for assessment. Please attach a noteidentifying both passwords, so that I can accessyour list of information technology tools, jobdescription, and list of information sources.

DEFINING THE CRITERIA

Installing Software

To what extent does the student:

• follow on-screen instructions• use the help function• refer to instructions for clarification• try alternative methods if problems occur• run the newly installed program to ensure

that it works• ensure that the program is installed and

saved in the correct folder or directory

Final Report (On Disk)

To what extent is the student able to:

• create a password system with two levelsof user access

• access a variety of electronic-informationsources

• cite information sources appropriately• use a word-processing program effectively

ASSESSING AND EVALUATING STUDENT

PERFORMANCE

Installing Software

While students were engaged in theactivities, the teacher used a checklist torecord students’ abilities to install software.

Criteria WithAssistance

Competently Confidently

• follows on-screen instructions

• uses the help function

• refers to instructions for clarification

• tries alternative methods if problems occur

• runs the newly installed program to ensure that itworks

• ensures program is installed and saved in thecorrect folder or directory

Installing Software

D-10

Final Report (On Disk)

The teacher used a performance scale to assess the disks, determining the extent to whichstudents were able to use a word-processing program, create a password system, and citesources of information.


CriteriaRating

Capable • files cannot be accessed without passwords but are easily accessedusing passwords

• two distinct levels of user access• citations reference a wide variety of electronic sources• an appropriate word-processing program has been used efficiently

and effectively

• only one password has been created, or both passwords allow thesame level of access

• citations reference some electronic sources• an appropriate word-processing program has been used, but there

are some errors in formatting, layout, or both

• password(s) created with teacher or peer assistance• citations reference few or no electronic sources• word-processing program has been used, but the document includes

several formatting and layout errors

Final Report

Developing

Beginning

D-11


Topic: Research Project


Foundations


• enter information accurately usingappropriate keyboarding techniques andsoftware that allows for the storage,retrieval, and editing of material

• demonstrate the ability to use the Internetto access, capture, and store information

Process


• demonstrate the use of a variety ofsoftware and appropriate informationtechnology tools to solve problems

• evaluate the suitability of information foruse in specific contexts

• analyse electronically organizedinformation for authenticity, bias,timeliness, and usefulness

Presentation


• select, use, and evaluate a variety ofinformation technology tools for makingpresentations

• consider ethical and legal issues whenpresenting information

• develop an awareness that all media canbe digitized for electronic presentation


EVALUATION

• The students brainstormed a list of topicsthey had studied in curricular areas suchas Science 9 (body systems), Social Studies9 (Industrial Revolution), or PhysicalEducation 9 (nutrition, anorexia, AIDS,steroids). One topic was chosen from thislist.

• Students worked with partners to list fiveto seven questions about the topic thatthey would like answered. In a whole-class activity, students discussed thequestions they had generated andcompiled a list of their most frequentlyasked questions.

• Students worked in small groups toidentify possible sources of informationthat could be found in the school(e.g., CD-ROMs, periodicals,encyclopedias, almanacs, media loans,human resources) and in the community(e.g., public library on-line catalogues, theInternet, museums, municipal offices,human resources). The students spentseveral lessons accessing several of theidentified information sources. Theypractised using keywords to streamlinetheir search from a broad topic to morenarrow terms.

• Each group located, stored, and presentedthree pieces of information (e.g., articles,Internet files, videotapes, statisticalreports, still images) to be analysed by theclass for authenticity, bias, and timeliness.The class sorted their collectedinformation into categories (e.g., books,periodicals, encyclopedias, CD-ROMs,videos) and explored the standards forcorrectly citing each source.


D-12

• Throughout all of the activities, studentshad frequent opportunities to share theirwork with others and receive feedback.

• Students were asked to choose a differenttopic and work individually to develop aresearch strategy for finding informationto answer frequently asked questions.They were encouraged to survey theirpeers and use this information to refinethe guiding questions for their research.Students had access to a variety of infor-mation technology tools and were able tochoose the format for their end products(e.g., word-processed research paper,videotape, hypertext document, multime-dia presentation).

• Evaluation criteria were developed co-operatively by the teacher and students.


Research Strategy


• plan a research strategy• access several different sources• use keywords to narrow the search• store information electronically

Choosing Information


• choose information that answers guidingquestions

• provide detailed information• provide current information• provide information that is free of bias or

that identifies and compensates for bias

Citing References


• cite all sources• use correct formats

Presentation


• use or integrate a variety of tools• present information clearly and logically• design an effective layout or use special

effects to enhance impact


D-13

ASSESSING AND EVALUATING STUDENT PERFORMANCE

Research and Presentation Skills

The teacher used the following weighted scale to evaluate how effectively students were able toconduct research, choose appropriate information, cite sources, and present information usinginformation technology tools.


▼ Research Strategy

• plans a research strategy• accesses several different sources• uses keywords to narrow search• stores information electronically

▼ Choosing Information

• answers guiding questions• provides details• uses current sources• is free of bias, or bias is identified and

compensated for

▼ Citing References

• cites all sources• uses proper formats

▼ Presentation

• uses or integrates a variety of tools• presents information clearly and

logically• uses an effective layout design or

special effects to enhance impact

Criteria Weight Comments

Research and Presentation Skills

10

10

15

15

D-14


Topic: Evaluating Information for Bias


Foundations


• demonstrate the ability to formulatequestions and to use a variety of sourcesand tools to access, capture, and storeinformation

• practise handling Internet information inan ethical way

Process



• develop guidelines for evaluating andusing information in an ethical way

• develop criteria to evaluate informationfor bias

Presentation


• create multimedia documents using avariety of electronic sources

• demonstrate the ability to use specialeffects in multimedia presentations toinfluence a message

• apply ethical and legal principles whenpresenting information


EVALUATION

While studying a novel in English classabout racism, students investigated bias onthe Internet. They were asked to exploreInternet postings and capture, save, and

download evidence of bias (e.g., racism,sexism, ageism).

• Students shared their evidence in groupsand discussed three critical questions:- From whose viewpoint is the article

written?- What are the possible consequences of

this article?- What is your responsibility with respect

to handling this information?

• Class discussions were held to share anddevelop ideas about biassed informationand its ethical handling.

• Students had an opportunity to createshort presentations on their findings,using a variety of multimedia tools(e.g., overhead projector, TV and VCR,video camera, audiotape, slides), andreceive constructive feedback.

• Students worked in teams, each teamfocussing on one particular type of bias(e.g., gender, culture, ability, age). Eachteam developed a multimedia presenta-tion to share evidence of bias, its origins,and its impacts. Each team also developeda set of criteria for evaluating informationin order to detect bias and a code of ethicsfor handling biassed information.


Accessing Information on the Internet


• accurately enter Internet addresses• use “bookmarks” or “hotlists” to mark

relevant sources• download data from the Internet• communicate courteously in e-mail

correspondence


D-15

Multimedia Presentation


• use a variety of information technologytools

• use information technology toolseffectively to enhance a presentation

• cite electronic sources of informationcorrectly

• synthesize and present information clearlyand in a logical sequence

Evaluating Information for Bias


• identify examples of bias• identify types of bias (e.g., culture, gender,

race, ability)• speculate about possible origins of bias• develop evaluative criteria that are clear,

succinct, and easily applied and thataddress relevant issues


PERFORMANCE


While students were engaged in accessinginformation on the Internet, the teacher useda checklist to record observations.


During the presentations, both the teacherand peers used a rating scale to assess thepresenter’s work.


During class discussions, the multimediapresentations, and the development ofevaluative criteria, the teacher used a scale torecord students’ abilities to evaluateinformation for bias.


• accesses a variety of electronic sources

• enters Internet addresses accurately

• uses “bookmarks” or “hotlists” to mark relevantsources

• downloads data from electronic sources

• is courteous in e-mail correspondence

Criteria Rarely Sometimes Always


D-16


Presenter:_______________________________________________________________________

Topic: __________________________________________________________________________


Criteria Rating Comments

• used a variety of informationtechnology tools

• used information technology toolseffectively to enhance the presentation

• cited electronic sources of informationcorrectly

• synthesized information and presentedit in a logical sequence

Key: 5—Excellent4—Very Good3—Good2—Satisfactory1—Minimally Acceptable0—Not Evident

D-17



Criteria

• can identify subtle and complex examples of bias and offer insights into theirorigins

• criteria developed are clear and succinct, easily applied, and show insight into theissue of bias

• can identify most forms of bias and offer some understanding of their origins,although explanations may tend to be simplistic or deal only with surface issues

• criteria are clear and can be applied in a variety of situations

• identifies obvious examples of bias but may not recognize more subtle ones, ormay tend to recognize some forms of bias but not others

• may have difficulty speculating on origins of specific examples of bias, or may offervery simplistic explanations

• criteria are simplistic, difficult to apply, or fail to show insight

3

2

1

Rating

D-18


Topic: Managing a Multimedia Project


Foundations


• practise and reinforce their keyboardingskills

• demonstrate the ability to formulatequestions and to use a variety of sourcesand tools to access, capture, and storeinformation

Process


• solve problems using informationtechnology tools and resources


• evaluate the suitability of informationtechnology tools for solving problemsrelated to specific tasks

Presentation


• create multimedia documents using avariety of electronic sources

• demonstrate the ability to use specialeffects in multimedia presentations toinfluence a message

• evaluate the effectiveness of thecomponent parts of multimediapresentations

• demonstrate the ability to manage theprocess of creating multimediapresentations


EVALUATION

• Several lessons were spent using electronictools and resources to locate information.Students used a variety of informationtechnology tools to retrieve informationrelated to topics under study in anycurricular area, and evaluated this infor-mation for relevance and bias. Studentsorganized the information collected andstored it electronically.

• The teacher provided the students withseveral opportunities to view and analysemultimedia presentations. Classdiscussions were held to focus attentionon the effectiveness of the presentationsand the ability of multimedia to influencea message. Students discussed thecomponent parts of the presentations anddescribed the tools and techniques thatmight have been used in the creationprocess.

• The students spent several class sessionsusing information technology tools tocollect text, sounds, and images, whichwere then digitized and stored electroni-cally. Students worked in small groups toexplore multimedia techniques to manipu-late these media elements and createpresentations. Ongoing feedback wasprovided to students as they refined theirskills and gained confidence usingmultimedia tools.

• Students then worked in small groups toplan, design, and create a multimediapresentation related to a topic in acurricular area. (e.g., Identify a localindustry and show how it contributes tothe economy of British Columbia.) Particu-lar emphasis was placed on the students’abilities to manage the production processand monitor their own progress. Each


D-19

group was asked to submit a detailedplan, including a statement of the purpose,the proposed end product, the tasksinvolved, the steps necessary to completeeach task, and a timeline for completion.

• After students had both planned andpresented their projects, they were askedto reflect on their learning by completingthe following sentence stems:- Three alternatives I considered when I

began planning my multimedia projectwere: _______________.

- One design issue I had to find back-ground information on was:_______________.

- I was able to test the effectiveness of mysolution by: _______________.

- One part of the project I would change ifI made this product again is:_______________.


Planning a Multimedia Presentation


• clearly define a purpose for thepresentation

• generate ideas• define and delineate tasks• develop a workable timeline



• develop a presentation that fulfills theintended purpose

• develop a clear and easy-to-understandmessage

• present relevant information• use special effects to emphasize key ideas• use multimedia tools with confidence• integrate text, sound, video, and graphics

creatively



PERFORMANCE


The teacher used a rating scale to assessstudent planning.


The teacher used a weighted scale to assessthe multimedia presentations. The weight foreach element was determined collaborativelywith the students.

D-20


Criteria

Maturing

Rating

• purpose of presentation is clearly stated, and details are providedfor clarification

• clear vision of the end product—or many viable possibilities—isthoughtfully considered

• tasks are clearly defined and delineated• timeline is reasonable and workable

• purpose is stated, but student may have difficulty providingclarification

• has a good conception of the end product or of some viablepossibilities

• tasks are defined, although necessary steps for completion may needclarification

• timeline is reasonable and workable

• purpose is unclear or undeveloped• is unsure of the end product or has difficulty generating ideas• tasks are defined, although necessary steps for completion may be

incomplete or illogical• requires assistance to develop reasonable timeline

Developing

Beginning


D-21


Criteria Weight Comments

• fulfills intended purpose

• presents a clear andeasy-to-understand message

• presents relevant information

• uses special effects to emphasize keyideas

• uses multimedia tools with confidence

• integrates text, sound, video, andgraphics creatively


Acknowledgments

APPENDIX E

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APPENDIX E: ACKNOWLEDGMENTS

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Many people contributed their expertise to this document. The project co-ordinators wereRoyce Shook and Doug Halladay of the Curriculum Branch, working with Ministry personneland our partners in education. We would like to thank School District No. 39 (Vancouver) andothers who participated in this process.

LEARNING OUTCOMES WRITING TEAM

Peter Andres School District No. 76 (Agassiz-Harrison)

Bruce Barnes School District No. 36 (Surrey)

Doug Gillett School District No. 23 (Central Okanagan)

Kay Treadgold School District No. 23 (Central Okanagan)

INTEGRATED RESOURCE PACKAGE WRITING TEAM

Graham Arts School District No. 75 (Mission)

Vicki Bebbington School District No. 36 (Surrey)

David Brear School District No. 39 (Vancouver)

Joan Eaton School District No. 23 (Central Okanagan)

John Fawcett School District No. 61 (Victoria)

Mike Gilbert School District No. 81 (Fort Nelson)

Pat Henman School District No. 34 (Abbotsford)

John Hewson School District No. 62 (Sooke)

Bruce Kiloh School District No. 43 (Coquitlam)

John Maschak School District No. 37 (Delta)

Alvan Maxwell School District No. 36 (Surrey)

Randy McBride School District No. 36 (Surrey)

Ted McCain School District No. 42 (Maple Ridge-Pitt Meadows)

Linda Rossler School District No. 18 (Golden)

Mike Silverton School District No. 68 (Nanaimo)

Larry Yamaguchi School District No. 14 (Southern Okanagan)

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APPLIED SKILLS OVERVIEW TEAM

David Adams BC Federation of Labour

Bruce Barnes BC Teachers Federation

Judy Dallas BC Principals’ and Vice-Principals’ Association

Keith Gray Business Council of BC

Clive Hall Northwest Community College

Bryan Hartman University of Northern British Columbia

Dierdre Laforest BC Confederation of Parent Advisory Councils

Jill McCaffery BC Teachers Federation

Linda Peterat University of British Columbia

Dr. Gordon Springate Okanagan University College

Everette Surgenor BC School Superintendents Association

Glossary

APPENDIX F

APPENDIX F: GLOSSARY

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application Software designed to accomplish a specific tasksuch as desktop publishing or word processing.

Boolean operators Words (e.g., AND/OR, NOT) that help focus aninformation search.

browser or web browser An application that allows a user to accessinformation on the World Wide Web.

CAD (computer-aided design) A precision-drawing program that speeds up thedesign process by making it easier to create andmodify draft designs. Also: computer-aided designand drafting.

card The basic unit of organization in a hypertextdocument.

CD-ROM (compact disc-read only A device that uses a rigid disc to store informationmemory) in a form that can be read by a computer.

clip art Digitized pictures that can be copied and used inother documents.

CLN (Community Learning Network) Network services available on the Internet thathave been organized and are provided by theMinistry of Education.

database A collection of data that is structured andorganized into a chosen format. A computerdatabase makes it easy to create, retrieve, and sortdata stored electronically.

digital camera A camera that digitizes images and stores them ona computer disk.

digitize A process in which information is converted into aformat that allows it to be stored and retrieved by acomputer.

directory An organization structure that allows files to bestored on and retrieved from a disk.

disk A device on which information is stored for laterretrieval on a computer.


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download Retrieve information from one computer and saveit on another.

e-mail (electronic mail) Messages typed into computer terminals orcommunications networks and sent electronicallyto other computer users.

electronic document Any information that is stored in an electronicformat (e.g., a computer file, videotape).

electronic slide show A series of images (e.g., pictures, text) that arecreated and presented using informationtechnology tools.

ergonomics The science that studies the relationship of humansto their working environment and seeks to improveworking conditions and increase efficiency.

field A category of information in a database.

file folder An organizational structure that allows files to bestored on and retrieved from a disk.

font A complete set of type of one size and style.

format a disk Prepare a disk for storing information.

freenet A community-sponsored electronic bulletin boardthat allows for low-cost access to the Internet.

FTP (file transfer protocol) A set of rules used to govern the exchange of filesover the Internet.

graphics bank A collection of digitized pictures.

graphics program An application used to create and manipulatepictures.

hard drive Computer hardware on which information isstored for later retrieval.

hardware A term used to refer to the components of a com-puter system.

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home page The opening or title page on a World Wide Website.

HTML (hypertext markup language) The computer language that is used to formatdocuments for use on the World Wide Web.

hypertext A method of organizing text that allows it to beaccessed in a non-linear fashion.

icon A graphic symbol used to represent an idea orelectronic document.

information highway A term used to describe the Internet.

information literacy The ability to access, evaluate, organize,manipulate, and present information (includingelectronic information).

information technology Electronic equipment that stores, sends, retrieves,or manages information. It includes computers,networks, electronic databases, CD-ROMs,laserdiscs, video cameras, tape-recorders, and faxmachines.

integrated software Software that combines the features of severaldifferent applications in a single program(e.g., word processing, database, spreadsheet,graphics, and communications).

Internet (the) A global information network linking computersand computer networks.

keyboard commands Commands selected using a keyboard toaccomplish tasks on a computer.

keyword A word used to search for information on aparticular topic.

LAN (local area network) A local collection of interconnected computers,printers, modems, and other devices.

laserdisc A disc on which sound and visual images arerecorded.


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link A connection between two parts of a hypertextdocument or two separate hypertext documents.

menu commands Computer commands selected from a menu or listusing a mouse or keyboard to accomplish tasks ona computer.

multimedia The combination of text, sound, and video used topresent information.

network A connected system of hardware and software thattransmits data.

numeric keypad A built-in number pad on a computer keyboardthat is used to enter information into a computerprogram.

on-line When one is connected to the Internet or a networkof computers.

on-line help function A feature built into many applications thatprovides on-screen help for the user.

on-line services Services and resources that can be accessed bysubscribers using a modem and a computer.

paint program An application that permits users to “draw” on acomputer.

password A secret combination of characters that a user mustenter to access a computer application or network.

pathway A connection between two parts of a hypertextdocument. See also link.

point size The size of the characters of a typeface.

software A computer application or program.

spell checker Software that checks the accuracy of spelling in adocument.

spreadsheet A program that can manipulate, calculate, andanalyse numerical information.

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stack Several cards in a hypertext document that areconnected or linked together. See also card.

telecommunications tools Hardware and software that permit users tocommunicate with one another.

template An empty or generic document that can easily beadapted to specific user needs.

tool palette A collection of tools available in a program. Thesetools allow a user to modify, draw, or select objects.

tool or button bar A portion of the screen (in some applications) thatcontains buttons for common commands.

troubleshooting Strategies used to define and solve problemsencountered while using information technologytools.

undo A feature of many applications that allows a user toreverse the last command.

Unix An interactive time sharing operating system invented in 1969.

virus A program that destroys or alters files. Virusesspread from computer to computer viacontaminated disks or software.

WAN (wide area network) A collection of networks connected bycommunication lines to a central computer.

web browser See browser.

word processor An application that allows text documents to beedited and formatted on-screen before beingprinted.

World Wide Web A part of the Internet that allows users to accesslinked text, graphics, video, and sound via a webbrowser.

write-protect A way of ensuring that the contents of a disk or filecan be read but not altered.

Planning an IntegratedInformation Technology Program

APPENDIX G

APPENDIX G: PLANNING AN INTEGRATED INFORMATION TECHNOLOGY PROGRAM

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The prescribed learning outcomes ofthe Information Technology K to 7and 8 to 10 Integrated Resource

Packages (IRP)s have been designed forintegration into other curricular areas. Whilethere are significant skills, levels of knowl-edge, and attitudes to be learned in the areaof information technology, it is importantthat students apply these skills to facilitatelearning in other areas of study.

ACHIEVING SUCCESSFUL IMPLEMENTATION

Co-ordinators, schools, and districts canassist in the successful implementation of theInformation Technology 8 to 10 curriculumby:

• supporting and encouraging teachers toidentify their individual strengths, needs,and interests in the use of informationtechnology tools and resources

• developing school and district goals thatcan be used as a framework to directtechnology acquisition and implementa-tion, and teacher in-service models

• developing and communicating strategiesto support teachers before and duringimplementation of the curriculum

• promoting a climate for teachers to explorea variety of approaches and teachingstrategies to incorporate essential informa-tion technology skills

The Role of the Teacher

When planning for the implementation ofInformation Technology 8 to 10, teachers,schools, and districts should ensure that allprescribed learning outcomes are met. Thisappendix includes a suggested checklist fordesigning a lesson (or series of lessons) thatintegrates information technology into othercurricular areas. A suggested lesson-design

template is also provided. This lesson-designtemplate will help teachers to:

• ensure that learning outcomes from eachof the curriculum organizers areaddressed

• provide students with opportunities toexplore and feel comfortable with a rangeof information technology tools(e.g., video camera, sound equipment,computer peripherals) and processes(e.g., constructing flow charts,storyboarding, writing documentation)

• set developmental objectives appropriateto student needs

• plan learning activities that provide forindividual and group work

• acknowledge and plan for a range ofstudent learning styles

• include activities and strategies relevant tostudents and their communities

CONSIDERATIONS PRIOR TO INSTRUCTION

There are several education, social, andtechnical issues that teachers should considerbefore starting an information technologyprogram. Thinking through the followingissues will help teachers to get newprograms off to a good start.

Integration

The key to successfully implementing Infor-mation Technology 8 to 10 lies not in teach-ing it as a separate subject, but in using it toenhance student learning in other curricularareas. If information technology is integratedsuccessfully, students will complete thelearning outcomes of this curriculum as wellas those of other subjects.


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Exploring Information Technology

Learning can be more meaningful whenteachers and students collaborate. Exploringinformation technology learning strategiesmay involve some risk for teachers andstudents, but the potential rewards are worththe effort.

Awareness

Information technology is a part of our dailylives. Today’s students require informationtechnology skills to participate in society.The importance of information technology isevident in all curricular areas. Teachersshould be aware of information technologytools and their effect on their lives, theirstudents’ lives, and on society in general.

Personal Skills and Interests

Teachers should do a personal inventory oftheir information technology skills. In doingso, they will be able to identify theirstrengths and weaknesses in the areas ofinformation technology processes andrelated tools.

Teachers are aware that self-improvementand professional development must occur ona continuing basis. The rapid rate of changein information technology makes it espe-cially important for teachers to keep updat-ing their skills in this area.

Awareness of Equipment, Software,Concepts, and Skills

Since Information Technology 8 to 10 is aprescribed curriculum to be integrated intoall subject areas, teachers need to assess theresources available in their school. Arecomputers configured as stand-alones or inpods, or is there a networked lab? Whatsoftware is available to students andteachers? Does the school have specialized

equipment that students can use (e.g., digitalcamera, scanner, printers)?

It is also essential for teachers to have anawareness of the technological capabilitiesavailable in the school. In many cases,information technology tools and resourceswork together to produce results, so that aweakness in one link of the chain may affectthe entire process. For example, computerswith insufficient memory may not allow acertain software package to function cor-rectly; as a result, the software package maynot be suitable for purchase by the school.Likewise, the teacher does not need to be akeyboarding expert but may need to beaware of research on learning proper key-boarding at an early age.

Community

The community offers many opportunitiesfor teachers to increase their informationtechnology skills. Teachers can often usecommunity-based resources. Business andcorporate partnerships may provide resourcepeople to bring information technology toolsto the classroom. Retail outlets might also bewilling to provide equipment and otherresources on a review or demonstrationbasis. In many schools, parents can provide apool of information technology users whoare willing to offer their expertise to theteacher and class.

Extended Education Community

Many postsecondary organizations haveexpertise, facilities, and resources that theymay share with the public school system. Byparticipating in community education, creditand non-credit courses, and specializedworkshops provided by postsecondaryinstitutions, teachers can increase theirinformation technology skills.

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Platforms

There are a variety of computer platformsand operating systems (e.g., Windows, Unix)that teachers should consider when theybegin to determine their program needs. Thenewer generations of software are capable ofworking on multiple platforms such asMacintosh and Windows, and teachers mayneed to be aware of these variables.

Assessing Information Technology as anIntegrated Program

The Information Technology 8 to 10 learningoutcomes can be used to enhance students’work in many curricular areas (e.g., English/language arts, social studies, science, math-ematics) and to increase the relevance ofthese subjects and improve student perfor-mance. As well, information technologytools can provide a powerful addition to thevariety of learning resources available totoday’s students.

Assessment strategies should recognize theextent to which information technology toolsand processes have enhanced student learn-ing. In addition, teachers must evaluate theachievement of learning outcomes that arespecific to Information Technology 8 to 10.

Teachers might use the following strategiesto assess the integration of informationtechnology learning outcomes:

1. Evaluate students’ achievement of learn-ing outcomes specific to each curriculum.

2. Evaluate students’ achievement of theInformation Technology 8 to 10 learningoutcomes.

Assessing the integrated learning outcomesfor Information Technology 8 to 10 willimprove the level and quality of learning bystudents who use information technologytools. In the end, the use of informationtechnology tools and processes will enhancethe quality of students’ learning and decisionmaking.

Models for Integration

The following table and templates will helpthe individual teacher to answer the question“How do I integrate information technologyinto my subject area?”


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The following chart provides a sample lesson design that could be used to develop a lesson plan forintegrating Information Technology 8 to 10 learning outcomes into other curricular areas.

Step 1. Select curriculum learning outcomes.• Identify learning outcomes and concepts to use in a curriculum (e.g., science, language arts, math,

career and personal planning).

Step 2. Select appropriate Information Technology 8 to 10 learning outcomes.• Relate the concepts and learning outcomes of the preceding step to the three Information

Technology 8 to 10 curriculum organizers: Foundations, Process, and Presentation.• Balance the selection of learning outcomes from each of the organizers.• Choose learning outcomes that will augment, support, and enhance those from the curricular area

selected in Step 1.

Step 3. Determine specific instructional objectives.• Teachers may want to identify additional criteria for what students should demonstrate at the end

of the lesson (derived from the prescribed learning outcomes of Information Technology 8 to 10and other curricula).

Step 4. Identify available facilities, software, hardware, and equipment.• In selecting resources, locations, and facilities, teachers should include their own contacts, parent

groups, local businesses, and school and district resources. Use the checklist below as a guide:

❏ Internet Access ❏ E-mail Access ❏ Newsgroups ❏ Desktop Publishers❏ Desktop Imaging ❏ Digital Video ❏ Video/Audio ❏ Video Camera❏ Software ❏ Facility Arrangement ❏ Video Conferencing ❏ Class Location

Step 5. Identify available learning resources.• Preview recommended software.• Identify resources available in the school.• Select resources that enable integration of multiple learning outcomes.• Explore the World Wide Web to find resources in the content area.

Step 6. Develop appropriate instructional strategies.• Develop a variety of learning activities that encourage the use of information technology tools and

processes to explore learning outcomes. (Refer to the suggested instructional and assessmentstrategies in the IRP for additional learning activities.)

Step 7. Set criteria for assessing learning outcomes.• Identify criteria and establish the standard of achievement for student learning.• Provide opportunities for students to demonstrate their learning.• Refer to Appendix D for more information.

Step 8. Extend learning.• Develop activities to extend learning, and check for students’ understanding through

demonstrating, inquiring, and explaining.

Suggested Lesson Design for Integrating Information Technology

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Suggested Lesson-Design Template for Integrating Information Technology

Subject: _________________________________________________________________________

Grade: __________________________________________________________________________

Topic: __________________________________________________________________________

Step 1. Select curriculum learning outcomes.

Step 2. Select appropriate Information Technology 8 to 10 learning outcomes.

Step 3. Determine specific instructional objectives.

Step 4. Identify available facilities, software, hardware, and equipment.

Step 5. Identify available learning resources.

Step 6. Develop appropriate instructional strategies.

Step 7. Set criteria for assessing learning outcomes.

Step 8. Extend learning.


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A Sample Lesson Design for Integrating Information Technology

Subject: Music

Grade: 8

Topic: Context (Historical and Cultural)

Step 1. Select prescribed learning outcomes from the music curriculum.It is expected that students will:

• compare and contrast music from a range of historical and cultural contexts• compare and contrast music created for a variety of purposes

Step 2. Select appropriate Information Technology 8 to 10 learning outcomes.It is expected that students will:

Process• apply predetermined search

criteria to locate, retrieve, and

evaluate information• evaluate information retrieved

electronically for authenticity,

bias, and timeliness

Presentation• demonstrate the ability to

arrange information in differentforms to create new meaning

Foundations• identify information

technology tools used to access

information

Step 3. Determine specific instructional objectives.To illustrate similarities and differences in music used for various purposes, students:

• explore the Internet to find MIDI files that feature recordings and text (e.g., Canadian dance music in the1990s and dance music from 18th-century Europe; opera from Italy and from China)

• work co-operatively in a team to create a presentation using a MIDI program, and download Internet files

that demonstrate dance music from a range of periods

Step 4. Identify available facilities, software, hardware, and equipment.Before starting this unit, the teacher should book the computer lab and search the Internet for appropriatesites.

Step 5. Identify available learning resources.The teacher should work with the teacher-librarian and district or school-based computer teacher to determinewhat learning resources are available in the school.

Step 6. Develop appropriate instructional strategies.Students should do the following activities :• use a word-processing program to list the sites they visit• create a MIDI file from the music they download

• use a graphics program to create a poster and use a word-processing program to write a song that recreatesthe music of an era

Step 7. Set criteria for assessing learning outcomes.Criteria to be determined by the teacher in collaboration with students.

Step 8. Extend learning.In their presentation, students highlight differences in metre and tempo related to various cultures and different

periods.

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