Information Processing 10, 20, 30 Curriculum Guidelines

A Practical and Applied Art Saskatchewan Learning May, 2002

Contents
Acknowledgements Introduction Philosophy and Rationale Aim, Goals and Foundational Objectives Common Essential Learnings Related Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Course Components and Considerations Work Study Component Portfolios Extended Study Modules Instructional Resources Assessment and Evaluation Suggested Course Congurations Core and Optional Modules Module 1: Introduction to Computer Technology (Core) . . . . . . . . . . . . . . . . . . . . . . . Module 2: Learning to Keyboard by Touch (Core) . . . . . . . . . . . . . . . . . . . . . . . . . . . Module 3: Information Processing Activities (Optional) . . . . . . . . . . . . . . . . . . . . . . . Module 4: Information Processing Project(Optional) . . . . . . . . . . . . . . . . . . . . . . . . . Module 5: Intermediate Keyboarding (Core) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Module 6: Intermediate Keyboarding (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . Module 7: Developing Information Processing Skills for Personal Use (Core) . . . . . . . . . . . Module 8: Introductory Word Processing and Formatting Documents (Core) . . . . . . . . . . . Module 9: Business Information Processing (Core) . . . . . . . . . . . . . . . . . . . . . . . . . . Module 10: Managerial Information Processing (Core) . . . . . . . . . . . . . . . . . . . . . . . Module 11: Introduction to Spreadsheets (Core) . . . . . . . . . . . . . . . . . . . . . . . . . . . Module 12: Introduction to Database Software and Their Applications (Core) . . . . . . . . . . Module 13: Skills for Entry-Level Employees (Optional) . . . . . . . . . . . . . . . . . . . . . . 5 8 8 8 10 11 11 13 14 16 16 16 20 21 21 23 26 28 30 33 35 39 45 65 82 86 91

Module 14: Intermediate Word Processing (Optional) . . . . . . . . . . . . . . . . . . . . . . . . 100 Module 15: Intermediate Database: Management of Information and Records (Optional) . . . 106 3

Module 16: Intermediate Spreadsheets (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Module 17: Integrating Software Applications (Optional) . . . . . . . . . . . . . . . . . . . . . . 117 Module 18: Effective Business Writing and Document Production (Optional) . . . . . . . . . . 123 Module 19: Desktop Publishing (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Module 20: Internet Theory, Use and Exploration (Optional) . . . . . . . . . . . . . . . . . . . . 139 Module 21: Intermediate Computer Technology (Optional) . . . . . . . . . . . . . . . . . . . . . 142 Module 22: Troubleshooting and Technical Assistance (Optional) . . . . . . . . . . . . . . . . . 145 Module 23: Career Opportunities in Information Processing (Core) . . . . . . . . . . . . . . . . 148 Module 24 A, B : Work Study Preparation and Follow-up Activities (Optional) . . . . . . . . . . 149 Module 25A, B: Work Study (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Module 99A, B, C: Extended Study (Optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Appendices 154

Appendix A: Acquiring and Developing The Skill of Keyboarding . . . . . . . . . . . . . . . . . 154 Appendix B: The Information Processing Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Appendix C: Daily Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Appendix D: Employability Skills Prole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Appendix E - Some Ideas for Keyboarding Instruction, Projects, and Activities . . . . . . . . . 165 Appendix F: Keyboarding Relay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Appendix G: Building Skill in Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Appendix H: Commonly Used Proofreaders Marks . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Appendix I: Letter Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Appendix J: The Interview Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Appendix K - Sample Student Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Appendix L: Suggestions for Assessing Production Prociency . . . . . . . . . . . . . . . . . . . 177 Appendix M: An Example of Concept Mapping a Word Processing Document Cycle . . . . . . . 180 Appendix N: Concept mapping Illustration: Microcomputer and Word Processing Terminology 181 Appendix O: Designing and Using Stationary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Copyright
This Document is Copyright by Saskatchewan Learning When using excerpts or adapting material from this online document for presentation or publication the following citation must be used: Saskatchewan Learning. (2002) Information Processing 10, 20, 30 Curriculum Guidelines A Practical and Applied Art Regina, SK: Saskatchewan Learning. Written permission must be obtained to publish portions greater than 400 words. Science and Technology Unit Saskatchewan Learning 2220 College Avenue Regina, Saskatchewan S4P 3V7 Canada

Acknowledgements
Saskatchewan Education acknowledges the contributions of the Practical and Applied Arts Reference Committee formed in 1996. Current members are: Jerry Cherneski, Instructor SIAST Palliser Campus Hazel Lorenz, Consultant LandsWest S.D. #123 Saskatchewan Teachers Federation Saskatchewan Career/Work Education Association (SCWEA) Dean Lucyk, Teacher Regina RCSSD #81 Saskatchewan Teachers Federation (STF) Saskatchewan Industrial Education Association (SIEA) Barbara McKinnon, Teacher Moose Jaw S.D. #1 Saskatchewan Teachers Federation Saskatchewan Business Teachers Association (SBTA) Lance Moen, Dean Associated Studies SIAST Kelsey Campus Rose Olson Saskatchewan School Trustees Association (SSTA) Dr. Len Proctor Professor, College of Education University of Saskatchewan Ron Provali, Teacher Potashville S.D. #80 Saskatchewan Teachers Federation Saskatchewan Association for Computers in Education (SACE) Dr. Kevin Quinlan Professor, Faculty of Education University of Regina Doug Robertson Lloydminster RCSSD #89 5

League of Educational Administrators, Directors and Superintendents (LEADS) Gayleen Turner, Teacher Swift Current Comprehensive High School Board Saskatchewan Teachers Federation Saskatchewan Home Economics Teachers Association (SHETA) Previous Members:

Susan Buck, SIAST Laurent Fournier, SSTA Morris Smith, LEADS Dave Spencer, LEADS Ron Wallace, SCWEA Debbie Ward, SSTA

During 1993-1994 a committee advised curriculum developers from a Business Education perspective. Saskatchewan Education acknowledges contributions of members of that Advisory Committee. During 1994 members of this committee were: Mr. Doug Bicknell Faculty of Education Assistant Dean University of Regina College of Commerce University of Saskatchewan Mr. Lawrence Chomos Saskatchewan Indian Federated College Director Potashville S. D. #80 University of Regina League of Educational Administrators, Directors Mr. Dennis Moffat and Superintendents Mr. James Currie Principal Eastend S. D. #8 Saskatchewan Teachers Federation Ms. Patricia Gorius Teacher Buffalo Plains S. D. #21 Saskatchewan Teachers Federation Ms. Nancy Hicks Associate Professor 6 Teacher Saskatoon S. D. #13 Saskatchewan Teachers Federation Mr. Paul Ortynsky Saskatchewan Chamber of Commerce Mr. Ritch Park Program Head of Ofce Automation/ Administration and Ofce Education Saskatchewan Institute of Applied Science and Technology Palliser Campus Mr. James Logan Assistant Professor

Dr. Len Proctor Associate Professor Communications, Continuing, and Vocational Education College of Education University of Saskatchewan Ms. Helen Sukovieff

Regina S. D. #4 Saskatchewan Teachers Federation Mr. John Turtle, Dean Faculty of Administration University of Regina Mr. Phil Walker Saskatoon S.D. #13

Teacher Saskatchewan School Trustees Association Previous contributors were: Mr. Robert G. Bundon, Mr. Reginald Campbell, Mr. Murray Hutchings, Dr. Cyril Kesten, Ms. Gillian McCreary, Ms. Edith Nagy, Ms. Wanda ODonnell, Mr. Romeo Paulhus, Ms. Maureen Secord, and Ms. Marlene Smale. Saskatchewan Learning wishes to thank many others who contributed to the development of this Curriculum Guide: the Practical and Applied Arts Program Team pilot teachers other contributing eld personnel. This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Learning.

Introduction
Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates ve traditional areas of Home Economics Education, Business Education, Work Experience Education/Career Education, Computer Education and Industrial Arts Education. Saskatchewan Education, its educational partners and other stakeholders have collaborated to complete the PAA curriculum renewal. Some PAA curriculum guidelines have been updated by integrating, adapting or deleting some components; some Locally Developed Courses have been elevated to provincial status; and some new guidelines have been developed. A companion, the Practical and Applied Arts Handbook, provides background on Core Curriculum philosophy, perspectives and initiatives. The Handbook provides a renewed set of goals for PAA. It presents additional information about the PAA area of study, including guidelines about work study and related transition-to-work dimensions. A Practical and Applied Arts Information Bulletin provides direction for administrators and others. Lists of recommended resources from all guidelines will be compiled into a PAA Bibliography with periodic updates.

Philosophy and Rationale

All young people need to understand the interrelationship among individuals, the business world, and government. All young people need competencies that will enable them to manage their own lives and careers effectively. They should be able to manage personal nances; act appropriately according to their rights and responsibilities as citizens; process information effectively and efciently; make sound decisions about life choices and careers; and, participate constructively as both consumers and producers. These general competencies should be coupled with those that may lead to employment in business and to taking advanced business studies at the post-secondary level. With the escalating availability of data and information, the Canadian marketplace is an increasingly complex and changing forum of which every member of society is a part. Individuals preparing for all types of adult responsibilities require a sound understanding of how to create, access, use, and manage information. The integration of keyboarding, communication, management, and computer applications proposed in this curriculum will assist students to ease into the transition to adulthood and lifelong learning.

Aim, Goals and Foundational Objectives

Aim
The aim of Information Processing is to provide students at the Middle and Secondary Level with the basic skills to process information in four broad areas: keyboarding computer applications communications management of information 8

Goals
Awareness: To develop an awareness and understanding of the various information processing competencies required for problem solving and personal economic decision making. Business Environment: To respond to learning, productivity, and change when processing information within the business environment. Personal-Use Skills: To develop work habits, attitudes, communication skills, problem solving skills, and independent thinking skills that will enhance personal, school, and work experiences. Self-Image and Business Attitudes: To develop a positive self-image and essential business attitudes necessary for the workplace. Communications: To develop effective social and written communication skills desirable in the business environment. Employment Skills: To acquire business skills to facilitate success in post-secondary education or the work force.

Foundational Objectives
Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills/abilities, attitudes/values for a student to learn in a subject. Both the Foundational Objectives and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. To be familiar with hardware and software terminology and features To recognize the importance that computer technology has in our society, and how it has become integral in our everyday lives. To be able to use computer hardware and word processing software to produce simple personal use documents. To develop an appreciation for information processing technology. To develop the ability to use a computer system for personal or business use when the environment requires. To use touch keyboarding skills in the efcient use of the computer keyboard. To apply keyboarding skills to both personal and school situations whenever the opportunity arises. To develop personal goal setting and time management skills. To develop information processing skills that will be helpful in their personal life. To be able to apply information processing skills and knowledge to other areas of study. To examine the efciency of information processes, considering efciency and productivity. To examine ergonomic principles that may be considered in preparing business and personal workspace.

 To understand the uses of several information distribution systems. To use a variety of computer software applications efciently and productively. To develop an understanding and appreciation of the capabilities and potential of software integration. To develop communications skills needed for information processing. To demonstrate ability to use word processing and formatting knowledge to produce written business communications for various audiences. To examine the importance and use of records management. To understand the managerial roles, responsibilities, procedures, and methods necessary for the efcient management of common information processing activities. To be able to effectively utilize electronic communication systems. To understand the positive value of business in the community by linking the worlds of school and work. To examine and understand the role of the employee in the processing of business information. To be able to maintain computers and troubleshoot common problems. To prepare for information processing career opportunities. To be aware of the career and development opportunities in the eld of information processing that exist in Saskatchewan and other provinces. Note: Integration of learning from core and optional modules will occur throughout the Information Processing program. Teachers are encouraged to seek opportunities to integrate student learning from the modules chosen for a 100-hour course. Integration that takes place should facilitate student acquisition of the foundational objectives of each selected module.

Common Essential Learnings

The incorporation of the Common Essential Learnings (CELs) into the instruction of the Practical and Applied Arts (PAA) offers many opportunities to develop students knowledge, skills and abilities. The purpose of the CELs is to assist students with learning concepts, skills, and attitudes necessary to make the transition to post-secondary, career, work and adult life. The CELs also establish a link between the Transition-to-Work dimensions and Practical and Applied Arts curriculum content. The Transition-to-Work dimensions included in the PAA courses are: apprenticeship, career exploration/development, community project, employability skills, entrepreneurship, occupational skills, personal accountability, processing of information, teamwork, and work study/experience. Throughout the PAA Curricula, the CELs objectives are stated explicitly at the beginning of each module. The CELs are coded in this document, as follows: COM = Communication NUM = Numeracy CCT = Critical and Creative Thinking 10

TL = Technological Literacy PSVS = Personal and Social Values and Skills IL = Independent Learning It is anticipated that teachers will nd additional ways to incorporate the CELs into their classroom instruction.

Related Documents
Saskatchewan Learning produced the following documents to support the Information Processing 10, 20, 30 curriculum guide: Information Processing 10,20,30: An Information Bulletin for the Secondary Level. Key Resource Correlations (2002) lists the resources that have been approved to help achieve the objectives outlined in the Information Processing curriculum guide. It is organized so that the suggested resources are listed for the core modules. This bulletin will provide starting points for teachers to accumulate a wealth of resources supporting the curriculum. Information Processing 10, 20, 30: An Information Bulletin for Administrators (2002) has information regarding the curriculum, addresses implications for its implementation, and encourages support for IP. Information Processing 10, 20, 30: A Bibliography (2002) contains an annotated listing of resources that can be used to support and to enrich the curriculum. The bibliography assists in implementing Resource-Based Learning in the classroom. Each annotation contains a recommendation about how the resource supports the curriculum. Check recent department Updates for additional resources.

Course Components and Considerations

Information Processing includes more than keyboarding, ofce procedures, or computer applications. This curriculum outlines a new program that uses the computer as a tool to integrate important business components of these and other courses. Information Processing provides student at both the Middle Level and the Secondary Level with the basic skills to use the computer to process many types of information effectively and efciently. The Information Processing program is developed within four board areas or strands that are integrated throughout the curriculum: Touch Keyboarding provides student with the opportunity to use the computer keyboard efciently to process information; Computer Applications are used as tools to assist in the application of learned processes, knowledge, and skills for the production of solutions to problems. 11

 Communications includes written communications, verbal/nonverbal communication, human relations, and electronic communication processes; and, Management of Processing Information focuses on increasing the efciency and productivity of processing information and includes topics such as time management, ergonomics, records, and information management. Each information Processing course actively involves students in using the computer and learning the processes, skills and attitudes necessary to follow the information processing cycle. The activities within the cycle include: Input; Process; Output; and Distribute. Information Processing is dened as a Practical and Applied Art. It is recognized that exposure to information processing is occurring and required at the middle level as well as the secondary level. This curriculum is available for use at both levels. The curriculum focuses on using the computer in creating, accessing, and processing information. One of the most important design features of the Information Processing program is the modular approach that provides exibility in offering a program suitable to all students. Modules also allow for ease in curriculum updating. The core modules at each of the secondary grade levels have a specic focus: Information Processing 10: Personal Use Focus Information Processing 20: Business Focus Information Processing 30: Managerial Focus Recommended course congurations can be found just before the beginning of the modules in this guide. Many modules within this curriculum are available for use in a survey course. However, Module 2: Learning to Keyboard by Touch is a prerequisite for all modules other than Module 1, so it must be taught before the others can be used in a survey course. Information Processing 10 is the prerequisite course for Information Processing 20 and 30, but 20 is not a prerequisite for 30. Therefore, students have the option of taking one or two Information Processing courses after earning credit for Information Processing 10. It is important for students to develop an awareness and understanding of the value and importance of touch keyboarding and the impact this skill may have on productivity in school, personal, and future work and learning environments. The keyboarding strand of the program is essential for the efcient use of the computer keyboard. At least until voice input is perfected and easily available, and arguably after that, the keyboard will remain the most common input device. The management strand of Information Processing focuses on the management of the vast amounts and types of information. Management elements include time management (organizing and planning), ergonomics, ling, information access, revision and management, and others. Management is integrated within all modules with an optional module designed specically for records and information management. It is extremely important to have effective communication skills to ensure that information is accessed, processed, and/or distributed appropriately. The communications strand of this document includes all forms of communication. Composition and written communications are integrated throughout the course. Oral communication can be accommodated through the use of various media including modems, telephones, and tele- or video-conferencing. Various hardware and software means for this exist.

12

Computers and computer applications software are the tools used to process information. The curriculum accommodates any hardware and software applications. Optional modules for the advanced use of various software applications and integrated software applications are included to accommodate the needs of students. The optional Work Study modules provide opportunity for students to gain actual experience in information processing in the business world. To accommodate technological advancements in the ways information is processed or to extend student knowledge and skills learning in Information Processing, a 5-20 hour optional extended study module developed locally is included to allow schools to adapt the curriculum to immediate needs at each of the 10,20 and 30 level. Teacher creativity and advances in technology should make the design and delivery of Information Processing futuristic. The curriculum allows teachers the exibility to adapt and focus on generic skills as students complete activities following the information processing cycle throughout the Information Processing program. This will enhance students abilities to adapt to future situations. The activity-based learning and process-oriented approach to Information Processing provides opportunities for students to learn by doing, and assessing and evaluating their progress as they acquire information processing skills and abilities. Program organization and instructional strategies should simulate processes individuals use when dealing effectively with real life situations. The learning environment should support student activities by being organized to accommodate the use of computers, small and large group activity, and in-class and out-of-class activities such as eld trips and job shadowing. The assessment and evaluation of students should be designed to encourage students to apply their information processing skills continually to analyze real-life problems critically and to prepare solutions efciently. Through their classroom experiences, students can build self-condence and self-esteem by developing a greater awareness of their own expectations, attitudes, and perceptions of adapting to an information-based, technological society. Where possible the teacher should work cooperatively with business and community associations, interest groups, and other individuals when planning units of study, activities, and applications. Within the Information Processing curriculum guide, many references are made to business and the community. Individuals in the business community are closest to the changes that take place in the business environment and they are the individuals who will hire students from the education system. An open dialogue between business and education is advantageous to business education curriculum implementation. Community involvement through the use of resources such as speakers, eld trips, community-based research assignments, and cooperative work study programs should be incorporated into the program. Community involvement can increase public acceptance of educational offerings and ensure a more contemporary treatment of current trends, ideas, and technology. Information Processing and Practical and Applied Arts in general will provide both broad, general skills for all students and specic skills for a select group of students who plan business careers. These skills and this knowledge will prepare students for a variety of everyday experiences in the economic sector, for employment after high school, for post secondary pursuits, and lifelong learning.

Work Study Component

This module permits the student to apply school-based learning to workplace settings in the community. Students are provided with an opportunity to experience the optional work study component 13

through appropriate placements. Module 24, Work Study Preparation and Follow-up Activities must be covered prior to and following the work study module. The Practical and Applied Arts Handbook has detailed information in the Work Study Guidelines section. Students who have previously taken a work study module may cover content developed by Saskatchewan Labour found in the Career and Work Exploration Curriculum Guide and the Practical and Applied Arts Handbook. These content references include: Labour Standards Occupational Health and Safety Act Workplace Hazardous Materials Information System (WHMIS).

Creating Partnerships for Work Study

Partnerships are important to the success of the work study component. There are three distinct partners that play an important role: the industry/business, the school and the student. Personal contact is the best approach to building partnerships. One should begin by making a presentation to colleagues within the school, to the student body, to school board members, to parents and to local businesses. It is important to outline the curriculum and the benets and responsibilities for each of the partners. See the modules outlined in the curriculum and the Work Study Guidelines in the Practical and Applied Arts Handbook for further information on work study.

Portfolios
A personal career portfolio is a valuable organizer of student projects and assignments. It encourages students to collect examples of their work as they progress through the various activities, labs and projects. Selecting particular items to include in a portfolio encourages students to reect on what they have learned or accomplished and what they have yet to learn. Portfolio items may include: journal notes; drafts; photographs; audio or video tapes; computer discs; sketches and drawings; etc. Portfolios may be used for peer, teacher, self-assessment and as a format to present selected works to parents, post-secondary institutions or potential employers. In addition, the portfolio can demonstrate the link between home, school and community in the students education. Each student should have a portfolio representing his or her work during the course. The portfolio helps students: reect on personal growth and accomplishment see links between home, school and community education and activities collect materials to prepare applications for post-secondary education and scholarship program entrance collect materials to prepare for employment applications focus on career planning. The portfolio helps teachers: 14

 provide a framework for independent learning strategies for the student communicate student learning from one school year to another in a specic area of study identify career planning needs for students assess and evaluate the students progress and achievement in a course of study. The portfolio helps post-secondary institutions: determine suitable candidates for awards and scholarships evaluate candidates for program entrance evaluate prior learning for program placement. The portfolio helps the community: reect on the involvement in a students education and the support offered to learners demonstrate the link between the home, school and community in education. The portfolio helps potential employers: identify employable skills desired in future employees provide evidence of knowledge and skill development of potential employees.

Working Portfolio
Students collect work over time in a working folder. Each student should also keep a journal of observations, critiques, ideas and reections as part of his or her working portfolio. Items in this portfolio may be used for the purpose of reection, for ongoing and summative evaluations, peer, teacher and self-evaluations, for documenting skill development and mastery. Working portfolios may be used for purposes of conferencing between student and teacher, teacher and parent, teacher and teacher or student and student. When a teacher examines a students portfolio in order to make a decision regarding student progress the information it contains may become documented evidence for the evaluation. A daily journal may also become a part of a working portfolio as a means of tracking the students use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.

Presentation Portfolio
To compile a presentation portfolio, students should select items from their working portfolio. The presentation portfolio should cover the range of students experiences and should display their best efforts. The preparation of a presentation portfolio can be an assessment strategy. It is strongly suggested that students at the 30 level prepare a presentation portfolio suitable for submission to potential employers or post-secondary institutions. Through collecting, selecting and reecting, students are able to compile presentation portfolios that display their best collection of work. 15

Extended Study Modules

The extended study module is designed to provide schools with an opportunity to meet current and future demands that are not addressed by current modules in the renewed PAA curriculum. The exibility of this module allows a school/school division to design one new module per credit to complement or extend the study of existing pure core modules and optional modules. The extended study module is designed to extend the content of the pure courses and to offer survey course modules beyond the scope of the selection of PAA modules. The list of possibilities for topics of study or projects for the extended study module approach is as varied as the imagination of those involved in using the module. These optional extended study module guidelines, found in the Practical and Applied Arts Handbook, should be used to strengthen the knowledge, skills and processes advocated in the Practical and Applied Arts curriculum in which the extended study module is used. It is recommended that a summary of any extended study module be sent to the Regional Superintendent of Curriculum and Instruction to establish a resource bank of module topics. For more information on the extended study module, refer to the Practical and Applied Arts Handbook.

Instructional Resources
To support the principle of Resource-based Learning, a variety of instructional resources have been evaluated and recommended for the teaching and learning of Information Processing 10, 20, 30. Teachers should also consult the comprehensive PAA bibliography. The annual Learning Resource Materials Update can also provide information about new materials evaluated since the curriculum was produced.

Assessment and Evaluation

Student evaluation is an important part of teaching as it allows the teacher to report the successes and challenges of the student and the parent. Evaluation also provides valuable feedback about how a student learns best. It is important that teachers use a variety of evaluation strategies to evaluate student progress. Additional information on evaluation of student achievement can be found in the Saskatchewan Education documents Student Evaluation: A Teacher Handbook, 1991 and Curriculum Evaluation in Saskatchewan, 1991. It is important that the teacher discuss the evaluation strategies to be used in the course, when the evaluation can be expected to occur and the weighting of each evaluation strategy and how it relates to the overall student evaluation. The weighting of the evaluation should be determined in relation to the amount of time spent and emphasis placed on each area of the course as suggested in the curriculum guide. The Information Processing 10, 20, 30 curriculum provides many opportunities for teachers to use a variety of instructional and evaluation strategies. Evaluation instruments that may be used in the teaching of this course are included the Practical and Applied Arts Handbook. Sample copies of overall evaluation for the course, evaluation for general student skills and work study are included for teachers to adapt and use. Here is a sample evaluation scheme: 16

Tests (written) Project work Homework and Assignments Classroom Presentations Work Study Final Examination

20% 15% 10% 5% 25% 25%

Regular program evaluation could include a survey involving parents, students and employers to determine program effectiveness and needs for change, if any. Information specic to program evaluation is found in Saskatchewan Educations School-Based Program Evaluation Resource Book (1989) and the Practical and Applied Arts Handbook. For more information about student evaluation refer to the Practical and Applied Arts Handbook (Saskatchewan Learning, 2002) or Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991). For information about curriculum evaluation refer to Curriculum Evaluation in Saskatchewan (Saskatchewan Education, 1991).

Apportioning Emphasis Within a Module

There are four areas of importance within the modules of this curriculum where teachers will collect data on student progress. The four areas are: content , process , keyboarding skills, and attitude. Information Processing will enable students to adapt to personal-use applications and the business world. Students use content and keyboarding skills to process information throughout the information processing cycle. Attitudes acceptable for business will need to be formed to facilitate student success in personal endeavours and future employment.

Straight-Copy Timed Writings

Historically, straight-copy timed writings (timings) have been a major tool in determining the keyboarding progress of students. In the past, students have been penalized for errors made during the typing of timed writings. Because word processing software allows for easy and immediate correction of errors during the input phase, and because this is the way students will eventually use their keyboarding skills, it is suggested that error correction during timed writings be allowed and encouraged. Since the skill of immediate error recognition and correction is important, students should make corrections during a timed writing session, not after the designated time period has elapsed. Timed writings begin in Module 2. The following is a suggested maximum timed interval for straightcopy timed writings at each grade level. Information Processing 10.....3 mins. Information Processing 20.....5 mins. Information Processing 30.....5 mins. Students may be given opportunities to attempt the same timed writing more than once in a timed session, two attempts may be appropriate. The goal of a succeeding attempt should be improving the previous keyboarding rate.

Calculating Keyboarding Rates

A keyboarding rate is determined by taking the total number of keyed words divided by the predetermined time interval in minutes. A word is dened as any ve keystrokes. 17

If an error is not corrected at the conclusion of the timed writing, one word per uncorrected error may be deducted from the students keyboarding rate. It is recommended that the product of such a timed writing be designated as correct words a minute, abbreviated CWAM. W ords number of errors = CW AM time (minutes)

Assessing Keyboarding Skill Improvement

Students should be evaluated on their individual achievements in the skill of touch keyboarding. In order for touch keyboarding to be a useful skill, it is strongly recommended that students strive to exceed a minimum of 25 CWAM by the end of the core module for Information Processing 10. Teachers of senior students are encouraged to investigate current industry standards for entry level positions in the work place. Touch keyboarding skills will be used throughout the Information Processing program and should improve with regular practice. Assessment on keyboarding skill development should be collected regularly. The following three-phase plan can be used to collect data for evaluating skill improvement: Determination of an Entry Rate: To measure improvement in keystroking ability, a base or entry rate must be determined for each student. A pre-test could take a variety of forms. For example, the student may be given two three-minute timed writings of the same copy at the 10 level or ve-minute timed intervals at the 20 and 30 levels. The highest rate achieved of the two timed writings would become the students entry rate. Development and Improvement: Once an entry rate has been established, the student may begin to develop keystroking prociency and improve touch keyboarding skill. Development and improvement can be achieved through exercises and tasks suggested within the curriculum. Determination of an Exit Rate: Upon completion of the development and improvement phase, a nal or exit keystroking rate can be determined. The exit rate could be determined by selecting the highest timed writing rate obtained in the students nal three timed sessions. Information on progress in extending the keyboarding rate can be determined by comparing the students entry rate with the exit rate. When determining the entry rate or exit rate, careful consideration should be given to ensure that the conditions established to determine the exit rate be identical to those established for the entrance rate. The following considerations will apply: The duration or length of the timing used to determine the exit rate should be the same as that used to determine the entry rate. The copy selected for the exit level timing should be of the same level of difculty as the copy used to establish the entry rate. The type of copy and its syllabic intensity should be similar. The method used for calculating the exit rate should be the same as that used to establish the entry rate. For example, if the entry rate was established in correct words a minute, the exit rate should be determined applying the same standards in correct words a minute. 18

Timed writing information may be recorded in a timed writing log. This log can be used to chart a students progress in keyboarding speed development and can be inserted into a students portfolio of work. Timed writing information may be recorded by both the student and teacher. The information collected in the timed writing log, along with other information collected on student progress in keyboarding achievement, can be used in making an evaluation of keyboarding skill improvement.

The Skill of Keyboarding by Touch

Students need touch keyboarding skills in order to process information efciently and effectively. Therefore, it is important for touch keyboarding skills to be developed and used throughout the Information Processing program. Teachers are encouraged to refer to Appendix A: Acquiring and Developing the Skill of Keyboarding, for support. Three keyboarding modules are offered for skill development and maintenance. Module 2 focuses on acquiring the skill of keyboarding. This module is a core module and must be successfully completed prior to beginning any other module except Module 1 in a pure or a survey course. Module 5 is a 10-15 hour, repeatable module designed to be used in each term where Module 2 has not be completed. Students will enhance their keyboarding skill in terms of speed and accuracy. Module 6 is a 5 hour module designed for use in a survey course after Module 2 has been successfully completed. The objectives of this module require learners to recall, maintain and improve the skill they developed in Module 2.

19

Suggested Course Congurations

Module Code INFO01 INFO02 INFO07 INFO08 INFO11 INFO20 CPTE07A Information Processing 10 Module 1: Introduction to Computer Technology Module 2: Learning to Keyboard by Touch Module 7: Developing IP Skills for Personal Use Module 8: Introductory Word Processing and Formatting Module 11: Spreadsheets and their Applications Module 20: Internet Theory, Use and Explorations CPT Module 7A: Introductory Multimedia Production Minimum Information Processing 20 Module 5: Intermediate Keyboarding Module 9: Business Information Processing Module 12: Databases and their Applications Module 13: Skills for Entry Level Employees Module 19: Desktop Publishing PHGA Module 9: Introduction to Digital Photography CPT Module 7B: Intermediate Multimedia Production Minimum Information Processing 30 Module 5: Intermediate Keyboarding Module 10: Managerial Information Processing Module 14: Intermediate Word Processing Module 16: Intermediate Spreadsheet Applications Module 21: Intermediate Computer Technology PHGA Module 16: Intermediate Digital Photography PHGA Module 39: Scanning and Design PHGA Module 17: Digital Manipulation Minimum Suggested Time (hours) 5 20 10 20 15 15 15 100

Module Code INFO05 INFO09 INFO12 INFO13 INFO19 PHGA09 CPTH07B

Suggested Time (hours) 15 15 10 15 25 7 13 100 Suggested Time (hours) 10 15 20 15 15 10 5 10 100

Module Code INFO05 INFO10 INFO14 INFO16 INFO21 PHGA16 PHGA39 PHGA17

Note: These are suggested congurations only.

20

Module 1: Introduction to Computer Technology (Core)

Suggested Time: 5 - 10 hours Level: Introductory Prerequisites: None

Module Overview
This module will give students a basic overview of the hardware and software that will be utilized in Information Processing. Terminology related to computers will be introduced, and the information processing cycle will be studied.

Foundational Objectives
To be familiar with basic hardware and software terminology and features To recognize the importance that computer technology has in our society, and how it has become integral in our everyday lives.

Common Essential Learnings Foundational Objectives

To develop an appreciation of the importance of the information processing cycle in many aspects of their lives and in society in general. (COM, PSVS) To establish a general understanding of computer components to prepare students for efcient use of computers in their private life and in school. (TL) Teachers should note that the nature of Information Processing presumes the integration of previous learning and should consider students previous experience and knowledge. Learning Objectives 1.1 To identify, dene, and describe the features and terminology related to computers, hardware and software. Notes The depth of instruction required in this learning objective will be dependent on the background of the students. It is important that students be familiar with the operating system they will be using prior to its introduction. Aspects of terminology and features of the system may be introduced throughout the course, as used and needed. Identify the main elements of the microcomputer that students will be using. As students will be using the computer and software applications throughout IP, it is suggested that they be familiar with some computer terms and the operation of their equipment. It will be important for students to recognize that the efcient use of the keyboard will expedite productivity in producing documents.

21

Learning Objectives

Notes Terms and concepts that may be included in the explanation of computer hardware include: input devices; central processing unit (CPU); various data storage devices; output devices; video display terminal (VDT); printer; and, keyboard. Provide opportunities for students to learn the features of the keyboards they will use. Establish names for keys.

1.2 To identify the changes and trends in the evolution of computer as well as the differences in current technology. 1.3 To demonstrate understanding of the terminology and skills necessary to effectively operate a computer.

Students may be provided with a brief overview of how computers have evolved to the microcomputer generation. Students may distinguish between different types of computers identifying similarities and differences between computers having different operating systems. Computer terms, concepts and procedures that are important to review or to teach include: ICON, window, screen scroll, how to power up the computer, loading a program, using a menu, using special function keys, using a mouse, le management (storing a le, preparing a backup le, naming and renaming les, deleting les, copying les, recalling les, creating, naming and renaming folders), and formatting storage media. Co-operative learning groups may be jigsawed as students review the concepts around computer hardware and software. A handout of the terms to be reviewed may be given to each group. Each member of the group could be assigned an equal number of terms and concepts to dene and describe. Each student would be responsible for the denition and purpose of the term or concept and would share the knowledge with the other members of the group. To familiarize students with computer hardware and software applications, students may work individually, be paired, or placed in small groups and given a tutorial or learning activity package to complete at the computer station. A checklist identifying the specic functions and skills that students will demonstrate at the computer may be provided to the student for self-assessment.

1.4 To identify, describe and use various types of software packages.

Examples of operating systems, utility software (such as defrag, compression and virus protection) and applications software (such as word processing, spreadsheets, databases, communication software) should be discussed and explored. Concept attainment activities could be used to establish an understanding of the differences and function of each type of software.

22

Learning Objectives 1.5 Consistently demonstrate appropriate use and care of all hardware and software.

Notes A videotape that provides an overview of a computer system and software applications may be used to review the basic fundamentals of use and care of computer hardware and software. Alternatively the teacher may use a lecturette combined with a demonstration of the desired procedures for the start up, shut down, use and care of the computer equipment the students will be using. Students may model the demonstration on their equipment. Basic maintenance software such as defrag, virus protection and disk clean up may be re-visited and demonstrated at this time.

Module 2: Learning to Keyboard by Touch (Core)

Suggested Time: 20 hours Level: Introductory Prerequisites: None

Module Overview
This module is the foundational module for keyboarding skills that are essential for students to be successful in Information Processing. The skills developed in this module should be maintained and enhanced throughout the course, as well as in future Information Processing courses. This core module which focuses on acquiring the skill of keyboarding, has been designed so that students with little or no previous touch keyboarding skills may acquire these skills. To assess students entry-level touch keyboarding skills, teachers may pretest touch keyboarding performance. This assessment of students initial performance assists in determining the appropriate keyboarding skill development program for each student. Teachers should note that the nature of Information Processing presumes the integration of previous learning. The acquisition and demonstration of touch keyboarding skills learned in this module should be demonstrated further in the activities completed in the other selected modules of the course.

Foundational Objectives
To use touch keyboarding skills in the efcient use of the computer keyboard. To develop communication skills needed for information processing

Common Essential Learnings Foundational Objectives

To understand the benets that procient keyboarding skills will have in their lives (PSVS) To establish goals and carry out activities required to reach those goals (IL)

23

Learning Objectives 2.1 To recognize and demonstrate the elements of good touch keyboarding technique.

Notes The elements of good keyboarding technique include the display of correct body posture, correct arm and hand position, and correct keystroking. It is important that students know that using good keyboarding technique is crucial to the development of maximum keyboarding skill and that it facilitates the processing of information at the computer. A technique checklist to be used for assessment may be placed in the students reference manual or notebook and students may be asked to refer to it daily. Invite the school nurse or health district representative to discuss the potential health risks of poor technique (carpal tunnel syndrome, neck, back aches). Students could key a summary of this presentation. Have students research repetitive stress injuries.

2.2 To execute and practise the skill of touch keyboarding the alphabetic, numeric, punctuation, and basic service keys.

Touch keyboarding requires the operation of the alphanumeric keyboard without looking at the keyboard. Touch operation is desirable in using the keyboard for the following: alphabetic keys; punctuation keys including the semicolon, colon, apostrophe, quotation mark, comma, period, diagonal, and question mark; basic service keys including the enter (return), space bar, left and right shift keys, and tab key; and, number keys located on the numeric keyboard (above the letter keys). Refer to Appendix Acquiring and Developing for support. As touch keyboarding is a cumulative skill, what is learned at each level is heavily dependent upon what has been learned previously. It is recommended that adequate practice time be given prior to the introduction of additional new keys. Keyboarding instruction should begin with the home row keys.

24

Learning Objectives

Notes A typical keyboarding lesson may include a comprehensive review of learned keys, drills to build keystroking prociency of the previously learned keys, introduction of new keys, keyboarding practice including the new keys, with encouragement and reinforcement for keyboarding technique improvement. The number of new keys presented during each lesson should be limited to two. In addition, it is recommended that every third or fourth lesson be a review lesson where no new keys are presented. It is strongly recommended that students be given a variety of keyboarding activities with the activities changed frequently to help reduce fatigue and boredom. As soon as possible, students practice material may include word, phrase, and sentence content. At this stage, students can be encouraged to keyboard correctly and use punctuation such as the comma, colon, semicolon, period (at the end of the sentence and abbreviations), quotation marks, apostrophe, and question mark. The teacher should constantly monitor and reinforce the elements of good technique throughout the information processing course. Errors are acceptable in the initial learning of the location of the alphabetic and numeric keys. The teacher may encourage students to concentrate completely on incorporating the elements of good technique and discourage correcting errors (but be aware that an error was keyed). As a general guideline at the introductory level, to attain an acceptable level of skill in touch keyboarding for personal use, students should be able to key at least as fast as they hand write. Encourage students to develop and practice their keyboarding skill to surpass this goal. When learning to use the keyboard by touch, it is recommended that no penalty be assessed for uncorrected errors. This allows the learner to concentrate on improving keystroking skill and using proper technique. The improvement of accuracy will be encouraged at a later stage in the skill development phase (when students are introduced to Correct Words a Minute as an assessment tool). Teachers may use the chalkboard, whiteboard, or an overhead projector to encourage students to keep their eyes on their copy at all times. In the initial learning stages, video display terminals may be turned off to encourage eyes on copy and discourage students from focusing on the correction of errors.

25

Learning Objectives

Notes Assessment data on student keyboarding technique, attitude, and effort may be collected as students practise their touch keyboarding skills using the following suggested activities or drills: individual letter and short words drills; upper and lower reach drills such as juj and fvf; composition at the keyboard; keying from dictation keyboarding games that encourage skill building (Appendices) ash cards with numbers or alphabet mathematical equations requiring students to key the answer concentration drills such as keying the word from left to right and then from right to left word play, limericks; and, poetry requiring the student to ll in missing words. Punctuation Notes: There are two spaces following a period at the end of a sentence, but only one space follows a period after an abbreviation. A colon (:) is followed by two spaces, a semicolon (;) is followed by only one. A question mark at the end of a sentence is followed by two spaces, whereas a question mark within a sentence is followed by one space (Did you go, Jane? Fred? Nancy? ).

Module 3: Information Processing Activities (Optional)

Suggested Time: 10 hours Level: Introductory Prerequisite: Module 1

Module Overview
These activities are designed to introduce the students to the types of activities that will be done in Information Processing. They will also develop skills that they will be able to transfer into work in other subject areas. The teacher will need to consider the experience of the students when using this module. The activities of this module should combine touch keyboarding and introductory formatting skills, while integrating these skills into other areas of study.

Foundational Objectives
To apply keyboarding skills to both personal and school situations whenever the opportunity arises. To use computer hardware and word processing software to produce simple personal-use documents.

Common Essential Learnings Foundational Objectives

Enable students to think for themselves and integrate the skills they have developed to design and produce appropriate personal use documents. (CCT) Recognize the capabilities and limitations of application software, and how those capabilities can be best utilized. (TL) 26

Learning Objectives 3.1 To demonstrate the ability to compose at the keyboard. 3.2 To demonstrate competence in the application of introductory formatting skills.

Notes Provide students with a topic, or the beginning sentence of a story, such as I was very surprised when I opened the trunk of our car and found . . . Provide students with a simple unbound one page report example. Consider having students annotate the formatting rules on their copy of the sample. Key a report together as a class. Have students complete at least two reports. Consider having students select a topic, gather research, draft and then key the report in the specied format. Consider integrating relevant English, Social Studies or Science, etc. objectives and work with a colleague to synthesize an assignment. Provide students with a simple personal letter example. Have students complete at least two personal letters, one which may be composed to a friend or relative.

3.3 To correctly format and produce a personal letter and a one page unbound report. 3.4 To demonstrate the ability to proofread documents competently, identifying all uncorrected errors and revising accordingly. 3.5 To demonstrate understanding of the purpose and contribution of graphics.

Students should always be encouraged to proof read their own documents on the computer before they are printed. Peer editing of documents produced in class, or editing prepared les that have errors will also build this skill.

Once students have learned to touch keyboard and format work using word processing software, the addition of graphics may motivate and captivate learners. They should use the font and graphics features of word processing or desktop publishing software. If available, imageprocessing programs could be used in this module.

27

Module 4: Information Processing Project(Optional)

Suggested Time: 10 hours Level: Introductory Prerequisite: Module 2

Module Overview
This module aims to integrate the keyboarding, wordprocessing and other computer skills that have been developed into a major project. Opportunity for developing time management skills also arise.

Foundational Objectives
To apply and integrate touch keyboarding and word processing skills into other areas of study. develop personal goal setting and time management skills .

Common Essential Learnings Foundational Objectives

To integrate information processing skills with other subject material in such a way that they recognize the value of those skills. (CCT) To develop a time line and recognize the importance of time management skills. (IL)

28

Learning Objectives 4.1 To apply and integrate touch keyboarding and word processing skills into other areas of study to complete an information processing project.

Notes This module should challenge students. Teachers may assist students in choosing an appropriate project topic, perhaps from other areas of study. In addition to applying touch keyboarding and word processing skills, teachers may introduce and reinforce the concepts of organization and time management. It is recommended that students be encouraged to make use of all the available technology while working on their projects. Students may be encouraged to consider accessing graphics applications, communications software, desktop publishing software, digitizing technology, and CD ROM information as they carry out the processes necessary to complete their project. Although this module allows teachers the exibility to allow students to determine a topic for the information processing project, a team approach to topic selection could ensure meaningful learning for the students and the effective use of class time. As students work on their project, they may be involved in all or some of the following activities: Creating, designing, and publishing a set of guidelines, a set of questions, topics to be researched, Accessing and using all available resources, including print and nonprint (electronic encyclopedias, audio-visual media, or resource personnel in the community.); Composing at the keyboard combining keyboarding, word processing, and formatting knowledge and skills; Printing nal document(s) in acceptable form (possibly integrating graphics and desktop publishing); Sharing information with class members, possibly in small groups; and, Preparing thank-you letter(s) or notes to community and or/school personnel involved in the project.

29

Module 5: Intermediate Keyboarding (Core)

Suggested Time: 10-15 hours Level: Intermediate/Advanced Prerequisite: Module 2

Module Overview
This module is designed to advance skill development of keyboarding for students in a pure Information Processing course. This module must be repeated in each pure course in which Module 2 is not taught.

Foundational Objectives
To use touch keyboarding skills in the efcient use of the computer keyboard.

Common Essential Learnings Foundational Objectives

To develop an appreciation for the benets of having good keyboarding skills (PSVS) Learning Objectives 5.1 Recall and demonstrate the skill of touch keyboarding (alphabetic, numeric, punctuation, and basic service keys) 5.2 Assess beginning touch keyboarding skill development to determine individual touch keyboarding practice Notes The current skills of the students should be evaluated to determine the type and amount of practice required on the basic touch keyboarding skills. Adaptations should be made to accommodate students at various levels of prociency.

Remind students that keyboarding is a developmental skill that improves with practice and use. Each student will need to provide evidence of touch keyboarding skills in order to determine areas to target for improvement.

As touch keyboarding is a cumulative skill, it is recommended that early in the course, a block of class time be devoted for a complete review of all alphabetic, numeric, punctuation and basic service keys on the keyboard. It is important to ensure that students have adequate time to practise and review the keyboard early in the course, as this time should help facilitate the completion of information procession tasks required throughout the course.

30

Learning Objectives 5.3 Develop and improve cursor movement and error correction techniques. 5.4 Complete timed writings using correct words a minute (CWAM) as a measure of keyboarding rate. 5.5 Use keyboarding rates to assist in applying the three phases of the keystroking prociency development plan. 5.6 Develop keystroke prociency and improve touch keyboarding skill in the execution and application of the keys listed in 5.1.

Notes Students should be aware of the difference between backspace and delete, they should be able to switch between strikeover and insert mode, and use these when appropriate. For IP 20 and 30, survey the community to determine the minimum keyboarding rate expected of the entry level employees. Us this information to set goals for the students to attain or surpass. Rates at this level should be based on 5 minute timings. The keystroking prociency development plan has three phases, as described in the introduction of this document.

Symbol keys and function keys can be reviewed as classroom activities and software applications require. Students are expected to use their touch keyboarding skills throughout the course thereby continuing to develop their keyboarding skills with use. However, it is recommended that a regulated time be allocated throughout this module for keyboarding skill-building activities such as drills and timed writings, so that students are able to devote time to meet their individual keyboarding goals (perhaps the rst ve minutes of each class). Keyboarding software and programmed learning packages may be used for remediation and reinforcement of keyboarding skills, depending on the needs of the individual. Suggested activities include having students perform practice and drill exercises, completing warm-up lines that vary in complexity, keying journal or diary entries on a daily basis, keying in newspaper articles on current events, ethnic stories such as Indian legends, classroom notes or assignments from other courses of study.

5.7 Practise the skill of keyboarding the basic symbol keys, using the designated nder of the correct hand, and use the appropriate symbol as required.

It is important for students to know what the various symbol keys represent, when they are used and the correct nger to be used for each.

31

Learning Objectives 5.8 Practise the skill of touch keyboarding the gures of the numeric keypad, entering gures rapidly and accurately.

Notes It is recommended that the student demonstrate proper operation position and technique in using the numeric keypad by touch. Students may begin by entering data using the numeric keypad home row keys (4,5,6) progressing to keying numbers involving upward reaches (7,8,9) and nally moving to the downward reaches (1,2,3,zero and decimal). It is desirable for practice material to include numbers of various sizes, including decimals and numbers representing various amounts. Numerical calculations may focus initially on addition, then subtraction, followed by division and multiplication. Students should be reminded and encouraged to demonstrate proper technique throughout the course, during all activities requiring keyboarding. Short timed intervals may be used to encourage speed and accuracy in processing and producing the nal product.

5.9 Demonstrate good technique and improved speed and accuracy in the keyboarding of various copy including alphabetic, handwritten, rough draft, and statistical copy.

At the senior level, have students compose at the keyboard for at least ve minutes using a story starter like I slowly walked into the room only to nd . . . Have students print their composition and trade with another student with a similar keyboarding rate and key a three minute timing. Students could create a collection of timings to be collated and used for future Information Processing classes.

32

Module 6: Intermediate Keyboarding (Optional)

Suggested Time: 5-10 hours Level: Intermediate/Advanced Prerequisite: Module 2

Module Overview
This module is designed to be used in a survey course. For intermediate keyboarding in a pure course, module 5 is to be used. The nature of survey courses creates a limited amount of time to be spent on keyboarding skill development. The focus here is on maintaining the skill previously acquired in Core Module 2. Teachers are encouraged to spend two to three hours of the module reviewing the skill of touch keyboarding and proper technique, ensuring that students are using the proper nger for each key. The Horizontal Sequence approach outlined in Appendix A: Acquiring and Developing the Skill of Keyboarding is suggested. The remaining time may be interwoven with another selected module for skill maintenance.

Foundational Objectives
To use touch keyboarding skills in the efcient use of the computer keyboard. demonstrate improved and expanded keyboarding skills that were developed in Module 2

Common Essential Learnings Foundational Objectives

To develop an appreciation for the benets of having good keyboarding skills (PSVS) Learning Objectives 6.1 Recall and demonstrate the skill of touch keyboarding (alphabetic, numeric, punctuation, and basic service keys) 6.2 Assess beginning touch keyboarding skill development to determine individual touch keyboarding practise. Notes The current skills of the students should be evaluated to determine the type and amount of practice required on the basic touch keyboarding skills. Adaptations should be made to accommodate students at various levels of prociency.

Remind students that keyboarding is a developmental skill that improves with practise and use. Each student will need to provide evidence of touch keyboarding skills in order to determine areas to target for improvement. As touch keyboarding is a cumulative skill, it is recommended that early in the course, a block of class time be devoted for a complete review of all alphabetic, numeric, punctuation and basic service keys on the keyboard. It is important to ensure that students have adequate time to practise and review the keyboard early in the course, as this time should help facilitate the completion of information procession tasks required throughout the course.

33

Learning Objectives 6.3 Develop and improve cursor movement and error correction techniques. 6.4 Complete timed writings using correct words a minute (CWAM) as a measure of keyboarding rate. 6.5 Use keyboarding rates to assist in applying the three phases of the keystroking prociency development plan. 6.6 Develop keystroke prociency and improve touch keyboarding skill in the execution and application of the keys listed in 6.1.

Notes Students should be aware of the difference between backspace and delete, they should be able to switch between strikeover and insert mode, and use these when appropriate. For IP 20 and 30, survey the community to determine the minimum keyboarding rate expected of the entry level employees. Us this information to set goals for the students to attain or surpass. Rates at this level should be based on 5 minute timings. The keystroking prociency development plan has three phases, as described in the introduction of this document.

Students are expected to use their touch keyboarding skills throughout the course thereby continuing to develop their keyboarding skills with use. However, it is recommended that a regulated time be allocated throughout this module for keyboarding skill-building activities such as drills and timed writings, so that students are able to devote time to meet their individual keyboarding goals (perhaps the rst ve minutes of each class). Keyboarding software and programmed learning packages may be used for remediation and reinforcement of keyboarding skills, depending on the needs of the individual. Suggested activities include having students perform practice and drill exercises, completing warm-up lines that vary in complexity, keying journal or diary entries on a daily basis, keying in newspaper articles on current events, ethnic stories such as Indian legends, classroom notes, or assignments from other courses of study.

34

Module 7: Developing Information Processing Skills for Personal Use (Core)

Suggested Time: 5 - 10 hours Level: Introductory Prerequisite: Module 2

Module Overview
This module introduces and develops a variety of skills that students will be able to make use of in their personal lives. Communication skills and positive work habits are emphasized.

Foundational Objectives
To examine the efciency of the information processes considering efciency and productivity. To develop information processing skills that will be helpful in their personal life.

Common Essential Learnings Foundational Objectives

To use language for differing audiences and purposes that are relevant to information processing for person applications. (COM) To develop an appreciation of the importance of the information processing cycle in many aspects of their lives and in society in general. (COM, PSVS) To gain a general understanding of information processing tasks that will prepare students to efciently use computers in their private life and in school. (TL) Teachers should note that the nature of Information Processing presumes the integration of previous learning and should consider students previous experience and knowledge. Learning Objectives 7.1 Explain the importance of information processing in personal life and business activities. Notes Information processing refers to a process whereby data are transformed into some form of desired communication. Information processing follows a cycle that may include many stages such as origination, input, process, output, storage, replication, and distribution. The students should be able to describe the basic information processing cycle (input, process, output, distribution) and be aware of how the many activities that may be completed throughout the cycle apply to personal and business information processing. A basic information processing cycle is illustrated in Appendix A. Students will use the information processing cycle throughout the course. It is suggested that students be knowledgeable about the societal impact of computer technology in business and in the home. They may examine how the computer has been used and is being used as a tool to increase productivity in processing information. Future trends in information processing may also be discussed.

35

Learning Objectives

Notes Students may be asked to: brainstorm a denition of information processing and report to the group design posters illustrating the IP cycle components prepare an oral presentation explaining the importance of the cycle and the activities related to the cycle that may take place in personal life or in business in cooperative groups, discuss ways that computer technology is affecting the processing of information in the home and in the community

7.2 Describe the components of communication and demonstrate the use of effective written and oral communication.

Communication deals with sending and receiving messages. The components of communication consist of a sender, a clearly- stated message, and a receiver. Effective communication is extremely important to ensure the message is properly conveyed. The students may describe the importance of communication in personal life by giving examples of how communication is used daily. The emphasis may be placed on giving and receiving clearly stated messages in oral and written communication. Students may note problems that can occur with poor communication. It is important for students to be aware that written and oral communication skills are skills that may be developed and that people often take these skills for granted when communicating. Time in the classroom may be used to review the rules for capitalization. Basic grammar rules such as language usage, proper sentence structure, and punctuation may also be reviewed. It is important for students to know the rules for using and spacing punctuation such as: period, question mark, exclamation mark, comma, semicolon, colon, hyphen, dash, parentheses, diagonal/slash, and apostrophe. It is also desirable for students to use the provincial abbreviations, metric symbols, and the decision-making process for keying numbers as words or gures appropriately. Students having previous knowledge in this area may require less time for review and may use their time to develop their oral and written communication skills further.

36

Learning Objectives

Notes A student handout may be used to review the basic grammar rules. The printed material may contain grammatical errors that could be corrected by the student. The accuracy of the answers in the written assignment may be assessed. Teachers should collaborate with the ELA teacher to meet this objective. Students may be provided with a data set of yes and no examples of effective communication. To assess student learning of the concept, each student may be asked to identify the critical attributes for effective communication and revise the no examples to become yes examples. Students may work in pairs, one giving the other oral instructions. As an example, a student could orally communicate instructions to a partner to reproduce an exact gure on paper. Peer and selfassessment of the communication process may be conducted on the sent and received message.

7.3 Recognize and develop work habits and positive attitudes that will enhance future educational and work experiences, including employability skills.

It is strongly recommended that teachers encourage positive attitudes and work habits at the beginning of the module and reinforce those habits and attitudes throughout Information Processing. Students could brainstorm a list of desirable attitudes and work habits for employability.

Teachers can refer to the Employability Skills 2000+ produced by The Conference board of Canada, which is Appendix D. 7.4 Apply the principles of ergonomics and time management by demonstrating their use in information processing activities and other daily activities Ergonomics is the study of factors that deal with humans, the physical work environment, and job performance. It is important that students understand how to organize their work environment for comfort and efciency. This should be reinforced throughout. Invite a guest speaker to discuss ergonomics.

Ergonomic factors that may be discussed include: adjustment of the height of the chair, uncluttered work area, screen height and image adjustments, room lighting, and proper placement of copy material. Other materials such as pens, extra paper, and reference materials may be put in a convenient place either on the desk, inside the desk drawer, or on a nearby shelf.

37

Learning Objectives

Notes Students should be introduced to time management tools such as dayplanners and electronic calendars. The teacher may wish to have students prepare and use a student reference manual throughout the Information Processing course or program. The student-prepared reference manual could contain a variety of materials including notes, course outline, evaluation scheme, daily planner/diary/to do list, assessment tools, keyboarding skill development charts, and completed assignments. The use of a student reference manual throughout information processing provides opportunities for students to demonstrate their time management and organization skills. Pages in the manual could be numbered, illustrations and hard copies annotated or labelled with important information, and title pages prepared to introduce each new section within the document. In addition to developing organizational and time management abilities, students reference manuals could become a valuable student reference, not only for the duration of Information Processing, but also for future learning and work experiences.

7.5 To proofread for errors in hard and soft copy and use the most commonly applied proofreaders marks.

It is recommended that students proofread all tasks completed throughout the Information Processing course. Students may be encouraged to proofread a document slowly, comparing it word for word to the original copy. Other proofreading techniques students may use include proofreading for spelling and keyboarding errors, proofreading for punctuation and grammatical errors, and checking for meaning. Electronic proofreading tools such as the spell checker or grammar checker may be used; however, students will need to be fully aware of their limitations. Some common proofreaders marks can be found in Appendix H, and students should become comfortable with using these. Modelling by the teacher when assessing student work will make students aware of the common marks more quickly.

38

Module 8: Introductory Word Processing and Formatting Documents (Core)

Suggested Time: 20-25 hours Level: Introductory Prerequisite: Module 2

Module Overview
This module may be used in conjunction with Module 2. The 20-25 hours offered in this module would provide students with the opportunity to apply touch- keyboarding and word processing skills to produce a variety of personal-use documents.

Foundational Objectives
To use computer hardware and software to produce simple personal use documents. To understand the positive value of business in the community by linking the worlds of school and work.

Common Essential Learnings Foundational Objectives

To explore the capabilities of the word processing software and determine when to apply those features to documents (CCT) To engage in active involvement in decision-making and problem solving related to word processing in Information Processing. (TL) To develop an understanding of how knowledge is created, evaluated, rened, and changed within Information Processing. (CCT) Learning Objectives 8.1 Identify and demonstrate the use of a variety of word processing functions that may be used in word processing personal documents. Notes Students can be expected to manipulate data efciently and effectively to enter text, create documents, display text, edit and revise documents, manage and print les. The following are some examples of functions that may be used to process personal documents: insert, delete, replace, and revise text; copy and move text from one page to another within the same document and to other documents various display techniques like centre, underscore, italics, bold, fonts; page breaks; header and/or footer; help feature; spell check, grammar check; edit software defaults;

39

Learning Objectives

Notes The application of touch keyboarding skills throughout the completion of activities is required. Students will continue to be required to proofread, edit, save, and manage les. Students will demonstrate the following skills: creating, editing, saving, printing and recalling documents. It is important that students know when and how to perform a function. Memorization of the keystrokes required to perform all functions may not be required. Allowing students to use reference materials to assist with the use of software functions would be acceptable. For example, rather than having the student memorize the process to perform all functions, a template, wall chart, reference manual, or handout may be accessed and used. Students should also be encouraged to explore alternatives and determine the most efcient method to execute each function. Ensure that students are aware that each word processing program may require different keystrokes or manipulations in order to attain the same function.

8.2 Annotate and produce correctly-formatted singlepage and multiple-page reports

Given a printed copy of a two-page unbound report, students could identify and label the document, indicating the parts of a report. Students could also annotate the document, recording pertinent formatting information such as the appropriate internal spacing, margins, and line length. The document could be placed in students reference manuals. Note: Depending on the references used, differences may exist in the particulars of formatting documents. Teachers and students will need to be aware of these differences, select appropriate guidelines to follow, and be consistent in applying the guidelines. Students may word process outlines to organize information in the preparation of a report. The outline facilitates the process for conducting research, developing the material to be included in the document, and editing the nal draft. Throughout the module, students should be encouraged to continue to proofread and check their own and each others work. Remind students that the use of a softwares spell-checking function does not identify all errors (i.e. grammatical, spacing, and punctuation errors). Students could key, correctly format, and produce an unbound onepage report and/or a multiple-page report. Alternatively, students could create a one-page report, then recall it, extending and revising the document so that it becomes a multiplepage report.

40

Learning Objectives

Notes After students have had experience in correctly formatting reports, they could key, format, and produce a multiple-page report from conducted research and composition. The content of the report may result from a joint project with another area of study. The subject area teacher may assess the content of the report. After proofreading their own or a classmates printed document, students could use proofreaders marks to indicate any necessary corrections and proceed to make revisions.

8.3 Prepare a title page for a report recognizing the need for essential elements of a title page.

On a hard copy of a sample title page, the students could identify and annotate the elements of the document. The title page of a report may contain the title of the report, the authors name, the name of the course for which the report is prepared and/or the name of the institute, and the current date or the due date. Graphics may also be placed on a title page to enhance its appearance. An important concept to address in formatting a title page is the balancing of information with the white space of a page. Recognize that information on a title page may be displayed in a variety of ways. Depending on the references used, differences may exist in the particulars of formatting title pages. Students will need to be aware of these differences. Students may produce title pages to accompany one or more of the reports produced earlier in the module.

8.4 Annotate and produce correctly formatted reference pages.

The reference page (bibliography) is an alphabetic listing of all the sources of information used by the author in preparing a report. Students should be aware that acknowledging the work of others they have used in their work is considerate and necessary. Neglecting to do so is plagiarism. Sources of information may include books, websites, electronic encyclopedias, magazines, government publications, and newspaper articles. It is recommended that the reference page be prepared as a separate page. Depending on the reference used, recognize that variations in formatting of reference pages may exist. Students may be provided with a data set of yes and no examples of acceptable reference pages that would accompany reports. Once the concept is attained, in pairs or small groups, students could use proofreaders marks to indicate the revisions required making the no examples become yes examples. Students may process the corrections.

41

Learning Objectives

Notes Students may produce reference pages to accompany previously completed report assignments. On hard copy of a reference page, students could identify the elements of the reference page and annotate the document to indicate formatting rules. This page could be placed in the students reference manuals.

8.5 Annotate, produce, and compose correctly formatted personal-business letters in extreme block letter style with open punctuation and accompanying envelopes.

The basic parts of the personal-business letter may include the following: writers address (return address); date line; mailing notations (as required); inside address (the receiver of the letter); salutation (or greeting); body; complimentary closing; and the writers identication (writers name, title [if any], and signature). This may also be known as the originators identication or the signers identication. Variations in the formatting of personal-business letters exist, depending upon the reference. At this level, students will be expected to use one letter style and punctuation pattern in their letters. Given a printed copy of a personal-business letter formatted in extreme block style with open punctuation and the accompanying envelope, students could note techniques for proper formatting, such as line length, starting line and internal spacing. In addition, students could identify and label basic parts of the letter and the envelope. These items could be placed in the students reference manuals. Students may be provided with a data set of correctly formatted yes and no examples of personal-business letters in extreme block letter style with open punctuation. Once the concepts have been attained, in pairs or small groups, students could use proofreaders marks to revise the no examples to become yes examples. Students may prepare the letters. Students could key parts of the personal-business letters addressed to each other. Working in pairs, students could key and format the parts of the letter using their own address as the return address, the current date, their partners name and address as the inside address, a suitable salutation, a complimentary closing, and their own name as the signer of the letter. The accompanying envelope could also be prepared.

42

Learning Objectives

Notes The basic parts of the envelope include the return address (writer of the letter), the inside address (receiver of the letter) and mailing notations (as required). The return address and inside address should be printed on the envelope according to Canada Post standards. If available, students may process labels to prepare envelopes. Students could key, correctly format, and produce personal-business letters in extreme block style with open punctuation and accompanying envelopes. They could fold letters and insert them into the accompanying envelopes. Students may compose a wide variety of letters at the keyboard. Some suggestions include letters of application, letters requesting travel information, and thank-you letters to organizations. Students could also partake in a letter writing campaign regarding an issue of concern to them. Activities completed on the computer may be assessed from soft copy or as hard copy. Students may use a letter-planning chart to plan and organize their thoughts. Anecdotal notes may be recorded for students who attempt to use the chart.

8.6 Distinguish between the personal-business letter and the personal letter, recognizing the differences while composing and formatting the personal letter.

The basic parts of the personal letter are similar to those contained in the personal-business letter. Major differences may include: the inside address is omitted in the personal letter; the salutation of the letter usually refers to the receiver on a rst name basis; a personal complimentary closing may replace the business-like complimentary closing; and the message conveyed is friendlier and more personal in tone. The personal letter is prepared for friends, acquaintances, and relatives. Given a printed copy of a personal-business letter and a copy of a personal letter, have the students analyze each to determine the similarities and differences in formatting and in purpose. They might key their response in the form of a letter to the teacher or prepare to orally present their ndings to the group. Personal letters can be formatted using the letter styles and punctuation patterns that other letters may adopt (business or personalbusiness letters). Students will need to be made aware of the acceptable variations in formatting personal letters but they should be encouraged to follow the guidelines adopted in the classroom consistently.

43

Learning Objectives

Notes Once personal letters have been prepared, students may be given the opportunity to distribute their correspondence. Methods of distribution include using the postal system, hand delivery or sending the correspondence electronically (facsimile, E-mail). Electronic mail (E-mail) messages may be prepared and communicated to classmates as students practise composing messages with a personal tone. This activity could be extended to include distribution of personal messages to individuals in other schools or organizations. Some suggested activities for personal letters may include correspondence prepared for pen pals, friends, or relatives. For example, a Christmas letter may be prepared. Students may import graphics to their personal letters.

8.7 Interact with the business community integrating the knowledge, processes, attitudes, and keyboarding skills attained to complete a personal project following the information processing cycle.

A focus of this objective is to provide students with a culminating activity that would give them a meaningful opportunity to extend the application of the skills and processes acquired in information processing to a meaningful personal application.

This learning objective may be facilitated through a simulation or project that students follow through the information processing cycle. Students may be actively involved in using their communication and management skills in addition to the application of keyboarding, word processing, formatting, editing, composing, and proofreading skills to complete the required documentation. Students may be given choice in selecting a topic for this culminating activity. The Interview Project offered in Appendix J is one example of an activity that could be used. Although this project suggests that students visit a work site to interview someone who is employed in a career area that is of interest to them, the interview may be adapted to reect other interests of a student. Alternatively, the selection of a topic may depend on the accessibility of resources. 8.8 Compose at the keyboard, a letter of application and a r sum . e e The purpose of a letter of application is: a) to introduce yourself to a prospective employer b) to reinforce/state your strengths as a prospective employee, and to obtain an interview for a job with that company.

44

Learning Objectives

Notes A r sum is a summary of all the education, skills, experience, and e e qualications of a potential employee. It is often attached to a letter of application when applying for a job. The r sum can help a potential e e employer assess ones suitability for particular jobs. Ideally a r sum e e should be concise and not too detailed. A r sum which contains more e e than two pages may be considered too lengthy. There are numerous formats for r sum s and students should be e e shown a number of simple format styles. It is important that students realize that all r sum s contain basically the same information e e and there is no one correct format. Students may compose a letter of application and a r sum for an e e actual job position. Students may bring to the classroom a selected position for which they might apply. Students should suggest sources of potential job offering.

Module 9: Business Information Processing (Core)

Suggested Time: 15-20 hours Level: Introductory Prerequisite: Modules 2,7 Teachers are reminded that Module 5 is to be completed in conjunction with this module.

Module Overview
This core module introduces students to the roles, responsibilities, and expectations of employees processing information in the work environment. Students may be completing activities under simulated work conditions. Teamwork, interpersonal skills, communication skills, time management, organization, composition, proofreading, and correspondence are just some of the aspects that students will consider while processing information. All aspects of the information processing cycle will be experienced, relating efciency and productivity to the workplace. Students will be involved in team building, problem solving, and decision making while meeting the expectations of the business world. Foundational

Objectives
At the end of this module, the student will be able to: examine and understand the role of the employee in the processing of business information. appreciate the value of effective time management and organizational skills in productively completing assigned tasks. develop effective personal and interpersonal communication skills. experience a variety of media that may typically be used to process information in a business setting. examine ergonomic principles that may be considered in preparing business and personal workstations. 45

 understand the uses of several information distribution systems, comparing costs and efciency. examine the importance and use of records management, using the alphabetic system as a base for all records management.

Common Essential Learning Foundational Objectives

The selection of the following CELs for emphasis in this module does not preclude the development of other CELs in the suggested activities and strategies. However, the teacher should emphasize the following CELs objectives within this module: develop an understanding that technology both shapes and is shaped by business. (TL) enable students to use language (listening, speaking, reading, and writing) for differing audiences and purposes that are relevant to business. (COM) expose students to and familiarize them with methods and practices commonly used in modern business information processing. (COM) Learning Objectives 9.1 Describe the role of the ofce worker in processing information in a business setting. Notes The Information Processing Cycle can be used as an advance organizer throughout this module. Students may refer to the cycle easily if it is illustrated on a bulletin board. Todays ofce workers have new responsibilities and roles. Some employees may become specialists in processing specic data such as word processing, desktop publishing, or the generating les using spreadsheet or database software applications. Other roles in information processing may involve individuals in receiving, researching, creating, processing, distributing and storing of information; generating correspondence and reports; handling databases and client inquiries; organizing and arranging meetings; problem solving; decision making; summarizing; and delegating work. Many of the jobs that students do today may still be required in the future but students will need to know that the manner in which the jobs are to be performed may change. They will need to be open minded and adaptable to change. The attitudes necessary for adapting to future trends in the business world may be fostered through the activities completed throughout this course. It is recommended that students be aware and informed that information is becoming more easily accessible and technological changes are occurring rapidly.

46

Learning Objectives

Notes Students may review the information processing cycle and examine how businesses integrate people and technology to facilitate the processing of data into useful information for communication. Business aims to produce communication with the most efcient use of time and resources. Students are encouraged to do the same. As information may be easily processed and distributed with the use of computers, students must realize that decision making and problem solving can be completed more efciently. Ofce workers are actively involved in the decision-making process. Being able to function as part of an ofce team is important. It is recommended that students address teamwork and develop teamwork skills throughout the course. Students may compare and contrast the roles of information processing for personal use with that performed in business, describing the similarities and differences between the two. An oral presentation or a written report may be used to summarize the information. Students may conduct research in the business community to determine the role and changes to the role of the ofce worker. For example, an interview with an ofce worker may be conducted. Students may use a checklist to assist in preparing for the interview. Students may tour an electronic ofce or business within the community to see ofce workers processing information. The tour may be preceded with a buzz group activity with students discussing how technology has changed the business environments and the role of the ofce worker. A speaker from the community may be invited to the classroom to speak to the students about the role of the ofce worker in processing information. Prior to the speakers arrival, students may prepare questions for the speaker to answer during the presentation.

9.2 Organize and arrange documents in the preparation and presentation of a student reference manual.

Review from Module 7 the purpose and ideas for the students reference manuals (Learning Objective 7.4). Students may keep a daily log or calendar within their manuals to assist in organizing work and time. The teacher may wish to have students continue developing the student reference manual as initiated in Module 7. If students have their personal reference manuals developed in Module 7, they may add to their manuals with work completed throughout the course. Examples of material students may add to their reference manuals are annotated examples of letters, memoranda, reports, and other production work. Handouts on language usage and proofreaders marks may also be entered into the students reference manuals.

47

Learning Objectives

Notes Alternatively, students may develop a reference manual with the materials developed from this module. It is recommended that students be encouraged to decide on the materials that may be included in their manuals, the organization of the materials, and the structure the reference manual will take. Providing exibility in the decision-making process for the student reference manual is desirable. It is important that the manual represent a meaningful, organized system.

9.3 Develop work habits and attitudes that will enhance future educational and employment experiences.

Review Learning Objective 7.3. Expectations for desirable attitudes and behaviours that will be reviewed include: attendance, effort, cooperation, time management, organization, initiative, and punctuality. Students must realize the importance of a positive attitude and strong personal and professional skills in maintaining a career in business. Encouraging students to work ethically is extremely important. It is strongly recommended that students attempt all assigned activities and tasks before collaborating with others. This is not to discourage teamwork. Technology facilitates ease in replicating information. It is important that students gain experience in becoming independent learners and seek assistance only when they have exhausted other possibilities. Copying anothers work is prohibited and students must be aware of the consequences of such transgressions. Students may review case studies in print or video format exhibiting both positive and negative work habits and attitudes in the workplace. After analyzing and identifying the habits and attitudes, students could suggest a likely outcome/future for that employee. Students could suggest changes the employee should undertake. In journal writing, students may record how they have developed the desirable attitudes and skills needed to be successful in the business world and identify the attitudes and skills they feel could be improved further. The content of the journal writing would not be assessed; however, teachers may keep a log indicating the students that completed the activity. Students may job shadow a person in business and summarize the skills and attitudes demonstrated by that person into a brief written report. The student may prepare a list of criteria to observe/ask/discuss with the employee during or following the experience. The student may conclude the written report with a self-assessment and personal recommendations for self-improvement based on the criteria used in the job shadow experience. Students and teacher may determine the skills and attitude criteria to be explored. See the Business-Like Attitude Rating Scale and the Employability Skills Prole at the conference Board of Canada Website for criteria that may be adapted and/or used. This job shadowing activity may be combined with activities of optional Module 13: Skills for Entry-Level Employees.

48

Learning Objectives 9.4 Use proofreading skills and proofreaders marks in editing completed work.

Notes Review the commonly used proofreaders marks previously learned in Information Processing (Learning Objective 7.5). See also Appendices G & H. In business, proofreading is extremely important to the communication process. It is important to review and stress the importance of good proofreading, developing good proofreading skills, and the benets of using different methods for proofreading. The students should proofread a) their work on the screen before it is printed and b) the hard copy. Some typical errors that may be encountered include: spelling, grammar, syntax, format, or spacing. The not so obvious errors that students will need to be aware of include the inclusion or exclusion of words and phrases; incomplete sentence structure; improper use of punctuation; and, the improper use of words. Word processing software packages may include a spell checker and grammar checker feature. While these are useful, it is important that students are aware of the limitations of the spelling and grammar checker capabilities of their software. Emphasis on continually developing proofreading skill through practice and use, is recommended. The teacher may demonstrate and model some of the methods of proofreading. Initially, students may be provided with a hard copy that contains a number of different errors such as errors in keying, spelling, grammar, and punctuation. Individually or in pairs, students could proofread and mark all corrections using the acceptable proofreaders marks. Individual students or pairs may share their results, discussing similarities and differences. Content may be assessed from the nal copy. Continuing with the above activity, students could upload the document, edit all errors, and print a corrected copy. Process skills, including data on student efciency in using the software and ability to interpret the proofreaders marks, could be collected. Throughout the course, students may proofread their work and ask a partner to proofread it before it is submitted to the teacher for nal assessment. Peer, teacher, and self-assessment of proofreading skills could be conducted. Students may collect examples of actual documents that have been circulated with proofreading errors. These documents may be discussed in class. This activity could be a class project with the documents displayed in the classroom as reminders of the importance of good proofreading skills. Students may indicate the errors and discuss how the communication could be misinterpreted. Students may prepare a journal writing on the importance of good proofreading. Teachers may wish to record the effort and enthusiasm shown by the students in collecting samples of documents with proofreading errors to share with the class.

49

Learning Objectives

Notes See Appendix H for a listing of commonly used proofreaders marks. A sample overhead master/student handout and answer key is provided. See Appendix G for tips on building proofreading skills. Proofreading is a strong part of the authoring cycle in English Language Arts. Collaborate with the teacher concerning review and reinforcement.

9.5 Summarize and demonstrate the importance of ergonomics for employee productivity.

Review the following ergonomic factors from Module 7: chair adjustment, uncluttered work area, screen adjustment, lighting, and proper placement of materials. Students are encouraged to demonstrate good ergonomic practices at their workstations daily. It is important that they strive to complete their work as efciently as possible and to consider team skills as an important part of productivity. This will be reinforced throughout Information Processing. In the business environment, ergonomic concerns of space, furniture, equipment, temperature, noise, humidity, air quality, colour, and light may affect personal productivity. Government guidelines stipulated in the Workplace Hazardous Materials Information System (WHMIS), Occupational Health and Safety Regulations, and the Hazardous Products Act may be discussed and examined as to how these regulations contribute to employee productivity. Check the Saskatchewan Labour Website and the Ready for Work website at www.readyforwork.sk.ca. Discuss the importance of taking rest breaks from a computer screen for employees who use computers all day. Discuss carpal tunnel syndrome and practices to prevent it. The students may prepare a bulletin board display that illustrates the ergonomic topics. Illustrations for the display may be collected from periodicals, brochures, magazines, and professional or amateur photographs. Articles dealing with safety in the work environment may also be collected and displayed. Visit an ofce in the community to have students evaluate the site in terms of ergonomics. At the same time, students could hear from employees about careers relating to information processing.

9.6 Relate the issues of computer ethics and security to employee responsibility in the use of computers in business.

Computers have no ethics, no morals and are anonymous. Because of these factors, students must realize that people can abuse a computers power and capabilities. Pirating of proprietary software and hacking of computer systems or networks in businesses are common computer crimes. Other computer crimes such as computer fraud, information theft, or unauthorized data revision may be discussed. Students must be aware of the criminal nature of these activities and the consequences of such.

50

Learning Objectives

Notes Emphasize that students be non-participators in any criminal acts. Companies use many expensive copy-protection schemes to secure information, although copy utilities that are capable of breaking those schemes are available. In business, computer security poses major problems as there is no guaranteed protection of computer data or software from unauthorized users. Students must realize a computer cannot identify an individual who is accessing information even if access codes or secret passwords are given and security personnel are employed. Ensure that students know their responsibility and loyalty to business when they are given access to company data and records. The computer will be viewed as a tool to help increase productivity and can provide enjoyment when used appropriately and with respect. How might students feel if the information on their school records were altered? Individually, in pairs, or in small groups, students may collect articles from journals, newspapers, community newsletters, and other sources of information that deal with computer ethics or security. Some topics that may be found include bank frauds, computer viruses, and unauthorized data revisions. A variety of case studies involving concerns about computer security and ethics may be placed in various centres around the room. Students may rotate around the room examining the case studies and determining solutions.

9.7 Be aware of ecological concerns and be able to demonstrate the ability to address ecological concerns in personal life and in the workplace.

To reduce the amount of paper used in the output of work, students can be encouraged to proofread and edit their work on the screen before outputting it to the printer. Paper waste may be reduced and possibly eliminated as students compose and complete their work at the computer. Conservation of Energy: Computers and other equipment, particularly monitors, requiring the use of electricity should be turned down or off when not in use, to conserve energy. Hard copy may be requested from students for only selected assignments. The hard copy may be placed into the students reference manuals. To reduce the amount of paper, teachers may ask students to transfer their saved documents to the teachers directory for assessment. Students may research and determine which products used in the classroom or business are recyclable or how they may be reused. As an independent project, each student may prepare a 5-minute oral presentation on a new use for a product that would normally be discarded.

51

Learning Objectives

Notes Students may initiate and organize a paper recycling program for the school by installing recycle bins, collecting, and transporting the paper to a recycle centre. Other recycling programs may also be undertaken. Students in Entrepreneurship 30 may look for entrepreneurial opportunities and generate ideas for new ventures addressing ecological concerns.

9.8 Express and demonstrate the importance of time management within a business organization.

Review from Module 7, Learning Objective 7.4 the concept of time management and the following tools and techniques for managing time: set out needed materials early, have an organized workstation, avoid procrastination, establish priorities, use a calendar or planner, and establish a exible routine. Use the advanced organizer of the information processing cycle to have a reective discussion of the problems that may occur when time is not managed efciently in business. Alternatively, the students may use focused imaging to determine the problems. Students may justify their answers to the class. Guide students in a discussion as to why time is a limited commodity, and why people are so often searching for more time. Have students consider the personal benets of being organized. In business, time wasted is considered money wasted as employees are paid to be productive during predetermined hours. Unproductive time interferes with the concept of efcient processing of information and decision making. As time management deals with the organizing and scheduling of work, students should realize that good time management requires skill in organizing time, tasks, and work materials to ensure maximum outputa skill that will be practiced daily. The demonstration of an efcient workstation, the maintenance of todo lists and the completion of assignments on time are indicators that the student is managing time effectively. It is recommended that students be given ample opportunities to establish work priorities and learn to be exible in organizing their daily schedules. Using the computer for integrating data from a variety of les and sharing les has assisted in saving time on the job. These concepts and activities are further discussed in optional Module 17: Integrating Software Applications. Also, students can be expected to maintain and manage their paper and electronic les for ease of information access, thus reducing the time required to attain them.

52

Learning Objectives

Notes Some materials commonly used in business to assist with managing time include day-planning books, daily desktop calendars, electronic organizers, and weekly, monthly, or yearly planning calendars. Students may also be made aware of and could use electronic time management systems (or personal information management (PIM) systems). Students may research the marketplace to identify and analyze the various tools for time management available to consumers. Teachers may ask students individually to keep a daily log throughout the course charting the date and the time used to complete each activity. Regularly, the students may analyze their logs, recognizing gains made in time management and areas showing weakness. Logs may include the following categories: date, job code, time in, time out, and total minutes. The log sheet may be placed in students reference manuals. Alternatively, the time log may be kept on the computer. The students may design and develop their own to-do lists. The word processor may be used to aid in this process. When creating their forms, students may include sections such as: date, work description, time estimate, and rank. The to-do lists may be used daily and the students encouraged to transfer uncompleted tasks to the list for the next day. See Appendix C for a sample time management log that may be used.

9.9 Identify and apply knowledge of the importance of good human and business relations skills by demonstrating their use daily.

Personal and interpersonal skills are often referred to as the backbone of the human relations dimension of the communication process. It is desirable for students to dene personal skills and explore the important role personal skills will play when an individual assumes a position in business. Attention may be focussed on professionalism and its role in success on the job. Personal skills that may be discussed and practised include: punctuality, loyalty, dependability, maturity, condentiality, personal pride, dress, grooming, attitude, manners, and business etiquette. Check with the community to determine any special considerations or restrictions with respect to these areas. Interpersonal skills may be considered one of the most important requirements for success on the job. Verbal (oral) and nonverbal communication skills should be discussed including behavioural factors such as: eye contact; posture and movement; facial expression and gestures; dress and appearance; voice and vocal variety; use of language; listening; humour; and naturalness. Other interpersonal skills that may be considered and practiced include: appropriate timing of conversation; understanding and accepting others differences and opinions; interpreting messages; questioning for clarication; and providing feedback.

53

Learning Objectives

Notes Students must realize that teamwork and group dynamics are very important aspects of job satisfaction. Opportunities for the development of personal and interpersonal skills may be facilitated throughout the course with the use of a variety of instructional methods and activities that promote interaction among a variety of individuals. Students may review the basic communication process and be encouraged to use the four forms of basic language skills effectively: speaking, listening, writing, and reading. The Employability Skills Prole accessible on the Conference Board of Canada Website further illustrates the importance of these skills for the world of work. A variety of photographs and illustrations from magazines and journals illustrating acceptable and unacceptable personal business skills may be collected. In small groups, students may sort the illustrations and photographs into the two categories. Each small group may share its categories with another group to clarify the criteria (critical attributes used) to determine the categories. A reective discussion may follow concluding with the concept of acceptable personal skills. Once the acceptable and unacceptable categories have been established, students may use the illustrations and photographs to prepare a bulletin board display. Students may be encouraged to nd further examples and non examples of acceptable personal skills to add to the display. Student effort in contributing to the display could be recorded. A series of classes may be declared work day where students would dress and be groomed as if they were going to work in an ofce. Using focused imaging, students could imagine themselves at work in an ofce, reecting on the personal and interpersonal skills they would be using. Students may also imagine the types of work they would be doing and the role they would play on the ofce team. If possible, obtain copies of dress code policy from local businesses so that students may do a self-assessment of their appearance and skills. Students may role play a sample job interview. A script may be composed by small groups of students or the teacher may give it as a handout. Time management and organization skills may be incorporated into this exercise with students adhering to predetermined restrictions.

9.10 Differentiate among and demonstrate the use of a variety of resources that may be accessed to assist in processing information.

The students may access and use a variety of commonly-used resources to assist in processing information throughout the course. These resources should include print, non-print, computer-based, and human resources.

54

Learning Objectives

Notes Some resource material that students may use includes: directories; handbooks; reference manuals; CD ROM; electronic bulletin board systems and communication networks; microche; indexes; almanacs; government publications; media; and, resource personnel. Students may be made aware of some reference materials that are developed to suit the needs of specic business environments. For example, large ofces may have internal phone directories and medical ofce workers may access medical reference materials. The students may describe when each reference would be consulted, the nature of the information it contains, and why the resource is important. It is strongly recommended that students be encouraged to work independently and consult references whenever the need arises. Teachers are encouraged to seek opportunities to provide student learning activities that will require the student to access and use a variety of resources. The students may visit the resource centre in the school and/or community. The resource centre staff may provide students with an orientation in the use and availability of the reference materials there. Students may be given a research assignment that would require them to access and consult a number of reference materials including print and non-print. For example, the activity could be in the form of a research report or a series of assigned questions to complete requesting information about various reference materials. This could be done in collaboration with a teacher in another subject area. If students have an interest in working for a particular type of business or ofce, arrangements could be made so that students may visit that type of ofce and be orientated to any special reference materials and knowledge associated with it. Examples include: automotive businesses; real estate and insurance agencies; and legal, medical, town council, or government ofces. (Students could be encouraged to make their own arrangements with guidance from the teacher.) Student motivation, initiative, and knowledge gained could be documented. Each student may compose a set of questions to be answered by another student. Answers to the questions will involve the use and access of a number of selected reference materials. One question per reference to be accessed may be asked. Students could randomly trade questions with other students and proceed to compose the answers.

55

Learning Objectives

Notes Activities meeting this objective may be integrated with a number of other modules.

9.11 Demonstrate the use of basic business writing skills and the cycle for composition.

Business communication involves the exchanging of information in the workplace. Because technology is making written communication easier, students must realize the importance of using good writing skills and producing attractively displayed documents. The nal product will be judged on its appearance as well as on its content and organization. The students may review some considerations for basic writing such as: capitalization; language usage and sentence structure; punctuation and the spacing for punctuation; abbreviations and their acceptable forms; metric symbols; and, numbers keyed as words or gures. Please Note: Industry standards and differences in spacing for punctuation may exist. It is important that teachers inform students that exibility in the business environment exists but consistency will be maintained within the classroom. While composing at the computer, students may be encouraged to use the cycle for composition that could include the preparation of an outline, a rough draft, editing the rough draft, and preparation of a nal version. Composition at the keyboard may be reviewed beginning with one-word responses and progressing to phrases, sentences, and paragraphs. Encourage students to keep the cursor moving forward as they compose their thoughts, correcting errors or revising text later. With word processors, students may be encouraged to strive to produce the best communication possible as revisions are facilitated by computer software. Composition containing a positive, courteous tone is desirable. Composed draft is not expected to be formatted as students compose, edit and revise their work. The use of special tools such as a spell checker or grammar checker and the formatting of the work may become some of the nal tasks of the composition and writing process. Proofreading must be reemphasized. Students may be asked to compose new manuscripts for familiar stories. For example, students may compose the manuscript of Little Red Riding Hood from the wolfs perspective. Students may compose a variety of communications in response to a simulated situation. Students may simulate working as a member of an ofce team, as support personnel, or as an independent entrepreneur. The communication may be assessed for process and content.

56

Learning Objectives

Notes There is opportunity to collaborate with the language arts teacher for activities for this objective. Students may be asked to consider composing correspondence or manuscripts for various audiences. If students are conducting research for another area of study, they may compose correspondence requesting information. Opportunities for composition activities to be integrated with activities from other modules may be available.

9.12 Describe the use of the telephone and other business communication technology.

Many different types of communication systems are used by business not only to communicate but also to build and maintain relationships. Technology facilitates this process. Telecommunication systems involve using voice while other communication systems may involve transmitting information through textual or graphic means. Telephone systems, voicemail, facsimile (fax), electronic mail (E-mail), and the Internet are just some examples of communication systems that may be used. Students may explore these and other technologies that facilitate business communication processes. Students also need to be aware of the appropriate communication form (fax, email, phone, and mail) to use in various scenarios. When dealing with telephone systems, equipment such as a private branch exchange (PBX), key systems, and interactive telecommunication systems may be discussed. Students will need to be aware of the special features of different systems and know how the features are used to facilitate and conduct business in an ofce. Behind the scene services such as network services and custom calling services may be examined. Practice in using or experiencing the special features of a telephone system may be given to the students. Global competition and the changing nature of our global economy dictate that students are able to communicate locally and over communication networks. It is strongly recommended that students be aware of the differences in time zones and any long distance cost controls. Remind students that reference materials are available to assist and that they should access these materials as needed. The phone system in the school may be explored. Students could spend time job shadowing in the school ofce, observing the use and function of the telephone system. Students may tour a facility in the community and gain exposure to unfamiliar telephone systems and other communication systems being used. A video that illustrates and discusses telecommunication equipment and features may be used. The resource centre staff may be able to assist.

57

Learning Objectives

Notes The students may be given case studies that would require decision making on how and when to conduct communication over data networks. Distance education may offer opportunities to experience telecommunications such as a video conference. Data transmission, transfer, and retrieval may also be discussed as a form of electronic communications. When reference materials are accessed and used to help determine a solution to the problem, the activity can be combined with Learning Objective 9.10. Work study may provide opportunities for students to access and use communication systems that may not be readily available for use in school. Request a representative from the local telephone company to present, explain and demonstrate the features available for business telephones including voicemail. Larger centers may offer tours. If possible, set up email accounts for each student. Network with a teacher in another school/community/province/country to exchange class email lists. Set up partners and use this opportunity for students to compose at the keyboard, use email and develop new friendships and knowledge. Students may also email assignments to the teacher as attachments.

9.13 Develop and demonstrate basic telephone etiquette and techniques, noting their importance to the success of a business.

The telephone is frequently used to contact clients and other organizations locally, nationally, or internationally. It is imperative that students realize the importance of their role in using it. The same rules of etiquette and professionalism in face-to-face communication apply to answering the telephone. Students will need to realize that the listener on the telephone cannot see facial and body expressions, thus making courteous, clearly-spoken communication crucial. A positive attitude, good self-respect, and respect for company image are of equal importance to the ofce worker representing his/her company on the telephone. It is desirable for students to be prepared and given practice in answering routine calls and in anticipating responses to difcult situations.

58

Learning Objectives

Notes Telephone communication is an extension of oral communication and interpersonal skill. It is desirable for students to gain knowledge about the effective use of the telephone system, including proper procedures for the following telephone techniques: answering incoming calls; screening calls; placing outgoing calls; leaving and returning to the telephone line; transferring calls; answering routine questions; taking clear, concise messages; and, dealing with difcult clients. Techniques for using the telephone differ among organizations. Students will need to be informed of adaptations that may be required for different business organizations. The following basic rules of business telephone etiquette are recommended for use: Answer the telephone within three rings whenever possible. Use a pleasant, clear and distinct voice. Vary the expression and tone. Identify the company and/or yourself when answering a call. Listen attentively and always be of service to the caller. Be discreet. Return to the line within a minute after putting a caller on hold. Remain professional. Refer to the caller by title (for example, Mr. Smith). Allow the caller to say Goodbye rst (remember to say Goodbye and Thank you for calling). Keep social calls to a minimum. Transfer calls efciently and courteously.

59

Learning Objectives

Notes Students may role play placing and receiving routine long distance and local calls. In pairs, students may compose scripts for role plays that would deal with positive and difcult telephone situations. The teacher may provide ideas such as someone recommending a product or complaining about faulty merchandise; a customer who has been short changed; or, an example of excellent customer service. They could complete telephone message forms during the exercise. As students build condence in their telephone techniques, the role plays may include difcult situations and the use of a variety of telephone message forms. From the community, students could interview, conduct a survey, arrange a eld trip or invite a guest speaker to discuss the importance and use of good telephone techniques for the success of their business. Teachers may integrate this learning objective with learning objectives from optional Module 13: Skills for Entry-Level Employees.

9.14 Distinguish among and make decisions regarding distribution systems used in business.

Remind students that the distribution of information is part of the information processing cycle. Information may be distributed in a paper-based or electronic mode. The speed of distributing paper-based information relies upon the transportation system used. With advancements in technology, large volumes of electronic-based information can be distributed in relatively short periods of time. Businesses use both systems. Therefore, it is desirable for students to be aware of the various methods used by business to distribute information and to be able to select the appropriate distribution methods for distributing information. Cost and time factors must be considered. It is recommended that students distinguish among and describe some commonly-used distribution means. These may include the Canadian postal services, messenger service, courier service, and transport service. Learning Objective 9.12 describes communication systems that distribute information such as electronic mail (e-mail) and facsimile (fax). The costs incurred when using each service may be discussed and students may need to be reminded that in business, time and cost are important decision-making factors when determining the best distribution method to use.

60

Learning Objectives

Notes Other topics that may be discussed in this learning objective may include internal networks or local area networks (LAN), modems and communications software, telecommunications, satellites, and desktop facsimile transmission. Students may complete concept webbing of the various methods of information distribution. Content assessment information may be collected. The webbing may be prepared and displayed on the bulletin board. Case studies may require students to solve problems involving comparisons of costs and means for distributing information. Students may tour an organization to observe the electronic distribution of information and explore how the organization identied and justied the costs and means for its information distribution. Students may prepare a diagram of the network they observe. The diagram may be annotated and put in the student reference manual. Students may observe and experience electronic information distribution within the school building on a local area network.

9.15 Examine and select the appropriate services provided by the postal system.

Canada Post Corporation has a variety of classes of mail with variable rates; the better the service, the higher the charges. Services offered by the post ofce change from time to time to compete with private courier and electronic delivery systems. It is recommended that students be aware of the current rates and regulations regarding: different classes of mail; standard letter sizes; classications of oversize mail; parcel mail rates; special mail products and services; trace mail services; electronic mail services; and, other services such as redirection of mail, insurance, and different methods of paying for postage. Encouraging and providing opportunities for students to compare different services and select the appropriate service(s) required is desirable. Students can be encouraged to make decisions about the types of mail service to use considering the type of document to be sent, cost, and time constraints. Provisions for the effective packing and marking of materials to be sent via the postal system may also be discussed as a part of the processing of information for distribution. Computerized systems that calculate and compare services for the user may also be examined.

61

Learning Objectives

Notes Students should be made aware of the impact that electronic communications systems(email, voicemail, and fax)have had on the postal service. Explore in-house mail systems and their purpose. For example, mail systems within a school division or within a large corporation/organization. Postal information may be available from the local post ofce for little or no cost. Collected materials may be displayed in the classroom for reference. The local post ofce may be visited or a speaker from the post ofce could be invited to the class. A discussion around the mail services that are provided and how they may be selected could be included. The students may observe the operations of the postal system including how teamwork skills are applied to ensuring that the incoming mail is sorted and distributed appropriately to clients. In pairs or cooperative learning groups, students may examine case studies, determining the appropriate postal services or other distribution methods required to facilitate distribution of the designated materials. Have students create a bulletin board display featuring various forms of communication and/or distribution of information. Use a team approach, with each member responsible for part of the whole project.

9.16 Distinguish among and outline the important aspects of reprographic methods used in business, comparing cost and features.

Reprographics deals with the duplication or reproduction of documents. It is recommended that students know the role reprographics contribute to the distribution process of the information processing cycle. When dealing with reprographics, it is strongly recommended that students be aware of and respect the terms of the Canadian Copyright Act. Prior to reproducing work, considerations of the Copyright Act must be determined. Where copyright restrictions apply, students may be guided to follow the proper procedures for obtaining permission to reproduce. If there is time, investigate the implications of CANCOPY. Different types of reprographic methods that may be discussed include: in-house or external printing services, photocopying, different qualities of print, typesetting, desktop publishing, and facsimile. Students may be given an exposure to each of these reprographic means. When selecting the appropriate reprographic method to use, the student will need to be able to determine the balance between cost, convenience, and quality of the job that must be maintained in the reproduced documents.

62

Learning Objectives

Notes As photocopying is extensively used by business, it is recommended that students be familiar with the general features, operation, and costs of photocopying. Students will need to be aware that many businesses log the use of their photocopy machines to ensure that the service is not abused. Students may consider options for setting the photocopier to reproduce just the required number of copies, using the least amount of supplies. Whenever feasible, students would be encouraged to use the duplexing feature of the photocopier and recycle any paper waste. The photocopier salesperson for the school may provide a demonstration on the use and features of the school photocopier. Arrangements may be made to rotate the students on the photocopier, completing routine and non-condential photocopying jobs within the school for the staff. In cooperative groups, students may be given problems dealing with selecting the appropriate reprographic methods given cost factors, quantity and quality needed, and time restraints. Each group could suggest a reprographic method and justify its use to the large group.

9.17 Examine the purpose of records management and describe the features of an efcient records management system.

Records management refers to an organized and controlled way in which created information is retained and safely stored for ease of retrieval. It also involves the determination of the answers to the following: where to store, whether to store, how long to store, and how to store. Files may be stored as hard copy or soft copy. Common hard copy formats include paper, microche, or microlm. Electronic means of records management has facilitated the speed in the storage and retrieval of les and has reduced the room needed to store information safely. Students must realize the importance of a systematic records management system to the efciency of business decision making and operation. Business is concerned with being competitive and must keep its costs of maintaining and storing information low but be able to access the needed information quickly. Remind students that their performance in managing their documents and naming or renaming their les for ease of retrieval is a part of their personal records management system. Each company has its own guidelines for ling and maintaining systems. It is important that students know that general guidelines for records management apply to most situations. Some of these guidelines include: Not every source of information needs to be ledsome may be disposed of after they are looked at while others may need to be redistributed. Filing should be completed daily whenever possible. Following the organizational steps for ling facilitates the process. Concentration is required to avoid the misling of records.

63

Learning Objectives

Notes Some terminology related to efcient records management systems that students may need to describe and distinguish among includes: manual ling, electronic ling, check-out systems, out guide, recall system, follow-up system, le maintenance, le index, le reference, access code, cross-referencing, ling, misling, release marks, classifying, coding, and sorting. The advance organizer of the information processing cycle may be used to initiate inquiry and a discussion of how efcient records management may aid information processing and business decision making. Students may be divided into two groups. One group of students may use focused imaging of an organized, efcient work establishment to determine how the efcient records management system aids the processing of information in that organization. The second group of students may use focused imaging of an unorganized business establishment and identify problems or concerns that may arise in this organization. The two groups of students may compare and contrast the ndings, determining the important features of an efcient records management system. A tour of an organization that has records management as a top priority may be valuable. Typically insurance companies, nancial institutes and health facilities focus on high-quality record management. A more thorough examination of record management will be done in Module 15: Management of Information and Records

9.18 Examine and outline the common ling systems used in business.

The ve major ling systems that are common in business include: alphabetical, geographical, numerical, and chronological and by subject. It is strongly recommended that students learn to identify and describe the use of these ling systems and how they assist in the storage and retrieval of information. The alphabetic system arranges records in alphabetic order based on indexing (rearranging for ling purposes) of the key word(s) in the document to be led. All users of alphabetic ling system consistently apply a series of indexing rules. Students may apply indexing rules to index correctly a variety of names, including names with prexes, hyphens, apostrophes, titles, degrees, and abbreviations; foreign names; company names; geographic names; articles, conjunctions, prepositions; and numbers. Geographic systems are established based on the geographic location referred to in the content of the data to be stored. Numeric ling systems allocate a number to each le, while chronological systems arrange information by date. Subject ling systems organize records into categories according to the subject of the document.

64

Learning Objectives

Notes Each ling system has advantages and disadvantages that could be discussed. Time permitting, opportunities for students to determine the system that may be appropriate for handling information of different types and situations could be included. Cooperative learning groups using the jigsaw method may be used to teach information about the ve major ling systems. Each member of the group could be responsible for learning about one ling system and sharing the information with the others. Following the above activity, students may brainstorm how business may use each of the ve major ling systems, or which types of businesses would likely use each type. Examples of personal ling systems may be found such as how one stores family recipes, clothing, and other belongings. Activities requiring students to le items alphabetically could be introduced.

Module 10: Managerial Information Processing (Core)

Suggested Time: 15-20 hours Level: Advanced Prerequisite: Modules 2,7 Teachers are reminded that Module 5 is to be completed in conjunction with this core module.

Module Overview
This core module of IP 30 introduces students to the new roles, responsibilities, opportunities, and challenges for the manager of the future. Successful future ofce employees will need to be familiar with, and be able to adapt to the varied processes and functions within an organization. The increasing use of sophisticated technology has implications for those entering and managing the business ofce. This module will assist students to prepare themselves for the transition to the world of work as decision makers in business, government, and industry. Students will also gain experiences that will facilitate post-secondary educational endeavours. This module will provide opportunities for students to devote increased efforts to develop and apply problem-solving and decision-making skills. Planned activities will integrate concepts of business communication, ofce management, keyboarding, and computer applications. It is anticipated that these skills and experiences will facilitate students abilities to adapt to changing workplace situations. The aforementioned skills are crucial to the workplace environment and will be reinforced throughout this module. All completed processes and activities can be related to managerial decision making and the efcient processing of information through the information processing cycle. Because students may enter IP 30 with IP 10 and/or IP 20 as prerequisites, the pairing or grouping of students may be used (when necessary) to facilitate achievement of this modules foundational objectives. The use of this suggested management strategy can assist in the development of the teambuilding skills that are desirable of productive members of an ofce management team.

65

Teachers are encouraged to look for opportunities to integrate the knowledge and skills identied in the learning objectives of this core module and the selected optional modules of IP 30. This integration should facilitate student acquisition of the foundational objectives from each of the modules.

Foundational Objectives
understand the managerial roles, responsibilities, procedures, and methods necessary for the efcient management of common information processing activities. investigate and develop the skills desired of members on a management team. understand the contribution and use of technology in the production of effective business documents. be familiar with a variety of processes and media that may be employed to produce communication. experience planning and organizing common managerial activities including meetings, conferences, and business travel. prepare for information processing career opportunities.

Common Essential Learnings Foundational Objectives

provide opportunities for students active involvement in decision making related to technological developments in business. (TL) promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and the processing of information in meaningful contexts. (CCT) support the development of a positive disposition to life-long learning. (IL) Learning Objectives 10.1 Summarize and explain the importance and use of information processing for managers, recognizing changing ofce environments. Notes Information processing includes all the activities involved in moving from the origination of information to its distribution in nal form. The activities follow the basic components of the information processing cycle including input, process, output, and distribution. (See Appendix B). Students should review the phases of the information processing cycle previously discussed. Throughout the course, students will relate the processes, activities, and decisions they make to phases of the information processing cycle. As this module addresses managerial aspects of information processing, students should be aware of the general roles and responsibilities of managers in todays ofces and the ofces of the future. For example, managers are becoming more responsible for originating, processing, storing, and distributing their own information and documents. Students will experience this process throughout the course.

66

Learning Objectives

Notes The use of technology is allowing individuals to process information off site. Students may examine how technological advancements have created trends enabling individuals to telecommute and work at home. Implications of these and other schemes may be discussed. Time permitting, students may examine different forms of business organizations and determine the differences among the organizational structures and the adaptations that may be required in managerial decision making to facilitate information processing. Students may interview an individual in the community who works in a managerial position to discuss that individuals role and responsibilities and any changes to those roles and responsibilities that have occurred due to ofce automation. Students may be given a research project involving the investigation of the changing nature of the ofce, future trends, and the ofce manager. Students may conduct research in small groups and work cooperatively to produce the nal product. The research project may be integrated with aspects of learning objectives found later in the module. Continue to stress proofreading and time management. Students may log the time used to conduct and prepare their project.

10.2 Identify and demonstrate professional work habits and attitudes through developing and conducting performance appraisals.

The importance of good work habits and positive attitudes will be reinforced and reviewed throughout the Information Processing course. It is expected that students will continually demonstrate the behaviours acceptable to an ofce environment and cooperatively work with others. Elements such as punctuality, showing respect for others, developing a positive attitude, business etiquette, grooming, and time management may be discussed. Students must realize that managers deal with difcult issues such as discrimination, sexual harassment, and verbal harassment. Ensure that students are aware of these elements and their relationship with, and responsibilities to, the manager. Dress codes for ofces vary; therefore, appropriate dress for the ofce environment is an important aspect to discuss. It is desirable for teachers and/or students to investigate dress codes suitable for business ofces in their community. To increase awareness of possible diversity in dress codes, students may be informed of different dress codes in businesses outside their community.

67

Learning Objectives

Notes Establishing a good working relationship with co-workers is very important to ones success on the job and for promotion. Students may discuss different management styles and may look at how they may make conscious efforts to manage their personal efforts in building relationships. Accepting and viewing constructive criticism as a means of self- improvement are important to managerial teamwork. Performance appraisals and evaluations are means of providing this feedback. Students should discuss performance evaluations as a means of giving and receiving criticism for improvement. Students may examine various performance appraisal forms and discuss the valuable information it contains. Included in the discussion should be the importance of and the need for performance appraisals and how they are used in the business world to help develop professional work habits and attitudes. Students may be referred to Appendix D which contains the Employability Skills Prole of the Conference Board of Canada. Students may brainstorm criteria to be included in a performance appraisal for the course. The criteria may be developed into a performance appraisal form that may be used throughout the course. Students may use the performance appraisal form as a self-evaluation instrument. Students may compare and contrast their brainstormed ideas with the criteria suggested in the Business-Like Attitude Rating Scale template in the Appendices. Case studies may be given to the students to examine individually, in pairs, or in small groups. Topics to discuss within the case studies may include issues dealing with punctuality, getting along with others, harassment, discrimination, grooming, and others. Invite human resources personnel or an individual responsible for the hiring and management of staff to come to the classroom to provide resource information on topics such as grooming, etiquette, acceptable job behaviours, and policies dealing with sickness, tardiness, discrimination, or harassment issues. Performance appraisals and how they are conducted and used could also be discussed. A dress for the ofce day may be held where students would come to the classroom dressed appropriately for the ofce environment. Student participation and the appropriateness of the grooming may be assessed by the teacher and students. Performance appraisal forms may be collected from various businesses inside and outside of the community. Students may compose letters to different businesses requesting a copy of their performance appraisal forms and information on how the organization conducts the evaluation.

68

Learning Objectives 10.3 Use organization and management strategies to assist in problem solving and the completion of tasks.

Notes Organizing and managing refers to how one can make the best use of resources to carry out a plan. Throughout this module and the course, students will be expected to demonstrate organized work habits and the efcient management of resources. Being organized and efcient becomes increasingly important as the volume of available data and information increases. Networked computers are quickly becoming the main conduits for information. More and more, managers will be depending on computer networks to provide access to the most up-to-date information that will be necessary to problem solving and decision making. Ensure that students analyze problems and access, receive, process, and distribute communication and information in an organized and efcient manner. Students may discuss some management strategies. For example, students may be given a step-by-step process to follow when organizing to process information. Some steps that may be followed include: determining a clear idea of what the nal product is to be; developing a plan of action; determining and accessing required resources; carrying out the plan; and, evaluating the nal product. Productivity is increased by having an organized workplace and personal concentration. Students may independently experience managing workloads for maximum productivity. The management may include items such as keeping daily work plans; prioritizing work; making to-do lists; and, keeping a log of time used. Students may discuss computer software that is available to help managers improve communication processes and coordinate resources to make more effective decisions. For example, students may discuss software that will allow multiple users to share the same document as they work on a joint project. Managers are responsible for ensuring a high level of productivity while using the lowest possible level of resources. If available, students should be encouraged to use the computer software capabilities to help organize and manage their work. For example, a word processing le may be kept for daily work plans or students may use an electronic calendar or scheduler to manage time and dates. Remind students that an organized ling system saves time in the retrieval of stored information. Refer students to their management of computer les and to the management of their hard copy (paper-based).

69

Learning Objectives

Notes On an ongoing basis, students may keep a daily log to establish priorities for tasks and to indicate the time used to complete each task. See Appendix C for a sample log that may be used.

10.4 Review information regarding the proper use and care of computer equipment, relating it to management decision making.

Prerequisite knowledge and experience in the proper care and use of computer equipment from previous courses may be reviewed. Student demonstration of respect for classroom equipment is expected daily. Lack of respect for the care and use of equipment can lead to repairs that not only cost money but also would cost lost hours of productivity. These aspects are of great concern to a manager. Teachers may discuss with the students a process and procedure for the management of the classroom equipment. It is recommended that the needs and decisions for equipment management in the classroom be related to the many procedures and management decisions that would be necessary in the ofce environment, considering aspects such as time and resources. When equipment is nonfunctional, productivity is reduced. Teachers may use didactic questioning or guided inquiry to discuss with the students the importance of good management decisions in maintaining equipment in business and in the classroom.

10.5 Use computer hardware and software applications recognizing the efciency of integrated ofce information systems.

An integrated ofce system refers to the automation of ofces where many types of technology may be joined together electronically to make the best use of personnel and equipment resources. Integrated software applications has accelerated the efciency in how information may be processed through the information processing cycle. The integration of systems is important in determining how all personnel may use technology effectively in accessing, generating, communicating, and managing information. With knowledge of integrated ofce systems, managers can make decisions about how to integrate and use the resources available to meet information processing needs. File sharing and the potential of le sharing may be discussed. Because of joining many technologies to expedite the processing of information, an efcient system for managing les is extremely important to the integrated system. Choosing appropriate le names to ensure easy access to the stored information is a necessity. The importance of an efcient le management system can be reviewed, reminding students that they are expected to manage all their work and les with efciency.

70

Learning Objectives

Notes Opportunity for students to review the purpose and use of word processing, spreadsheet, database, graphics, and communication software applications and how they are important in a productive, efcient ofce. Students may brainstorm ideas on how integrated ofce systems have increased efciency in processing information. As ideas are brainstormed they may be written on ipchart paper and posted. Students may compare and contrast the various brainstormed ideas with former methods of processing information and compose an article identifying the efciency provided by integrated information systems. Students with experience and background in using integrated software applications and systems may be paired with students who have not experienced integrated processes. Activity centre: Students may complete a tutorial or learning activity package that reviews the use of different software applications. The activity may start with a review of the technical skills of manipulating software functions, progressing to activities that require the application of those functions. A synectics activity may be developed. Students may discuss how an integrated ofce system may be like a city map. Students may develop their own analogies. Students with experience from optional Module 17: Integrating Software Applications may be very familiar with system integration and its potential. Additional time for practice and reinforcement of integrated software applications may be planned for activities fullling other learning objectives. Optional Module 17: Integrating Software Applications focuses on the practice and use of integrated applications.

10.6 Design an ofce environment considering the application of ergonomic, human, and environmental issues affecting workplace productivity.

With the increased use of technology and integrated systems, managers must consider work station layouts, to prevent computer-related health problems and to address environmental concerns. Ofce lighting and ofce furniture have undergone a number of popular technological changes to address human factors such as eye, wrist, hand, and posture strain. Productivity is likely to increase when managers and employees function in a comfortable environment.

71

Learning Objectives

Notes Students may discuss current initiatives regarding the environment and how management decisions can attend to these concerns. Initiatives may include recycling, reusing, and reducing waste. It is desirable for students to demonstrate their understanding of environmental concerns at home and in the classroom. Students may participate in activities such as using the back side of paper for rough draft work, printing hard copies only when necessary and only after careful proofreading, setting up and using recycling bins, replicating only the required number of copies of a document, and turning down or turning off computers and other electrical equipment when they are not in use. Students may design an ergonomic environment for the school or an ofce. Ensure that students consider the general requirements of workplace and work ow standards with respect to the development of an efcient environment. Include discussion of the occupational health and safety standards. The correlation between productivity and the value of health-enhancing practices such as the management of stress in the workplace (personal, change, social, and work-related stressors), a healthy diet, the value of regular breaks and physical exercise, and other measures that are available to help manage stress may be considered. As potential managers, students will need to examine and consider a variety of factors when planning for employee productivity in the work environment. When preparing to design an ergonomic ofce environment, students may research and collect the necessary information from a variety of resources. Students may tour ergonomically designed workplaces. Suitable areas in the school may be examined and discussed. Local personnel such as an interior designer may be interviewed or invited to speak to the class. In pairs, small groups, or individually, students may redesign the classroom area. The teacher may allow the students to explore the dimensions and factors within the classroom, giving students the opportunity to complete the project in the medium of their choice. For example, students may prepare a scaled drawing using software drawing tools, a desktop-published report combined with an oral presentation, a multi-media presentation, or a scaled model. Students may use focused imaging to examine stress they may foresee in their future work environment and to plan the management techniques they may use to manage the stress. Those students who have experience with computer-assisted drawing software programs may use them as a tool to assist in designing their ofce environment.

72

Learning Objectives

Notes Free brochures and information on stress management, diet, nutrition, and exercise are available from the Saskatchewan Department of Health in Regina. See also the Wellness 10 and Life Transitions 20/30 curriculum guides for resource information on stress management techniques and stress management for the workplace.

10.7 Use a variety of communication skills necessary to meet the demands of the global marketplace.

The use of effective communication enhances the positive relationships that are important to the successful management of the ofce environment. Building the working relationships and teamwork that contribute to success in the work environment can be addressed. This would include the importance of self-development of effective listening, speaking, and personal skills. Appropriate business attire, ofce etiquette, assertiveness, company loyalty, condentiality, self-motivation, and performance appraisals may be discussed in relation to ones selfdevelopment. Ensure that students know the acceptable behaviours and individual responsibilities for avoiding or rectifying situations such as harassment (sexual, verbal), discrimination, and conicts. Examples of harassment and violence policies could be studied. Issues including handling complaints, dealing with difcult staff members, maintaining a positive ofce tone, and condentiality may also be examined and discussed. Communication in the global marketplace takes on a new meaning as computer technology combines with communication. Communication technology provides a link to a variety of communication networking systems that may be used for expediting the communicating and processing of information. The telephone, electronic mail, voice mail, facsimile transmission, teleconferencing, and videoconferencing are some of the technological communication networks in todays ofce environment. Students should be given the opportunity to discuss the implications of these technologies from a managers perspective, particularly in managing the information generated by them. For example, letters may need to be led and kept, what about emails?

73

Learning Objectives

Notes Students should be provided with opportunities to apply a variety of communication skills, including verbal, non-verbal and written skills, using the available technology to communicate. The teacher and students may develop a list of criteria for appropriate verbal and non-verbal communication skills. The criteria may be listed on a rating scale or checklist template. The template may be placed in the student reference manual for self-assessment on a continuous basis. Students may be given case studies that deal with the discussion and examination of various human relations and communication problems that can occur in the work environment. Case studies may be examined by students individually, in pairs, or in small groups. Students may compose a script and perform a role play that would demonstrate the use of a variety of communication skills. Examples of role plays may include handling awkward situations over the telephone or corresponding to initiate international customer relations.

10.8 Summarize various methods of information input and output that may be used for processing information.

Technological advances in the area of inputting information promote efciency and thus are becoming increasingly more desirable for business. The various methods of information input that students should be aware of include image processing, prerecorded dictation, facsimile, voice-activation, handwritten copy (longhand, shorthand), roughdraft printed copy, optical and digital scanners, digital cameras, touch screens, graphics tablets, or others. Although keyboarding is a major tool used for inputting and manipulating information, technological advances in other time-saving inputting devices should not be overlooked and need to be discussed, comparing advantages and disadvantages for each system. Output may take the form of hard copy (printed) or soft copy such as electronic communication. It is desirable for students to be aware of reprographic and distribution costs of products generated through various output devices. Included in the discussion could be the potential of electronic communication, telecommuting, and the paperless ofce. Students will need to be updated on the input/output technology that is currently available on the market and that may be used within their community. They may discuss the impact of this technology on managerial decision making with respect to the comparison of costs, efciency, and potential use.

74

Learning Objectives

Notes Whenever possible, it is desirable for students to experience and be able to adapt to various methods used for the input and output of processed data, especially those methods that are currently being used. Students may take a tour of a local ofce to view demonstrations of various methods of information input and output. Technological advances for inputting information may be viewed through product demonstrations that may be held in community trade shows, conferences, or through the services of a vendor. Teachers may explore the possibility of obtaining videotapes, lms, or other media that illustrate the use of technological advances in information input. In pairs or small groups, students may compose letters to businesses requesting printed or other promotional materials to introduce technology that is available. The information from the materials received may be presented by the students and discussed in class. The materials may be displayed in the classroom.

10.9 Plan, organize, announce, and conduct a meeting or conference.

Meetings are important aspects of business that are conducted regularly to accomplish specic needs. They typically involve a selected group of people. Ensure that students are aware that meetings may be conducted in either informal or formal sessions and are usually conducted in short periods of time, often not exceeding one day. Conference is a term that refers to a meeting of a large group of people. Conferences usually take place over a period of days and may include social and business activities. Often conferences are accommodated in hotels and convention centres and may be attended by any interested individuals. Students should be aware that when a face-to-face meeting with people is not possible, electronic communication may facilitate the process. For example, teleconferencing or videoconferencing may be used. Students should be given opportunities to distinguish between meetings and conferences. Students should also know that the procedures for planning, announcing, conducting, and recording the procedures of meetings and conferences is similar. Announcements of meetings may be informal (verbal) or formal (notice of meeting). A notice of a meeting is communication that provides information such as the date, time, location, and purpose. It may be distributed in a variety of forms with a variety of formats. An agenda is the specic plan for a meeting. It lists items of business to be discussed with a predetermined order. Guidelines for organizing, formatting, and distributing agendas should be discussed.

75

Learning Objectives

Notes It is recommended that students experience the process of planning, announcing, and conducting at least one activity, possibly a meeting. Content information may include: identifying a purpose, starting and ending time, date, location, and the parties involved; selecting an appropriate time and means to announce the meeting; and the manner in which the activity is to be carried out. It is important that leadership roles be identied and discussed. Students may prepare and distribute a notice of meeting and an agenda for their planned activity. Students may attend a meeting (band, city, or town council) to experience the proceedings. A summary identifying and describing the roles of the people in the meeting and identifying the process for planning, organizing, announcing, and conducting the meeting may be prepared. Students may be given choice in determining how they would like to prepare the summary (report, presentation, or newspaper article). Students may plan, organize, and announce meetings or conferences that could be held within the school or community. Suggestions include: student council meetings, pep rallies, staff meetings, school tours, cultural events, or sporting events. Announcements may be composed, prepared, and distributed for these or other meetings. Case studies may be used for which students would plan and organize for a meeting, identifying items for the agenda, and announcing the meeting. If desired, in small groups, students may role play their meeting, identifying roles for each person involved. Content and application skills may be assessed. Students may role play a mock meeting by planning, organizing, announcing, and conducting it. Ensure that an equal representation of females and males are in leadership roles; however, students may volunteer for these positions. The documentation necessary to announce and conduct the meeting should be completed. Remind students of the exibility allowed in formatting documents. Some organizations may have a preferred format to follow.

10.10 Distinguish between the important and unimportant information necessary to process minutes of meetings.

The minutes of meetings are ofcial records of what took place during meetings. They may include decisions made at a meeting, proposals that are presented or rejected, and other important facts. Students should recognize the need for minutes of meetings to be taken and distributed. Also, students need to realize that minutes of meetings may be considered a legal document for an organization and should be accurate. Ample practice in taking notes or minutes of meetings is recommended. Students may word process their notes and edit the notes or minutes, making decisions on the important information to include.

76

Learning Objectives

Notes Students may require a review of summarizing and note making skills. Practice may be given to students in deciding important and unimportant information to be included in the communication, encouraging students to take more notes than necessary. Practice may begin with sentences from which students would pick out key ideas, working to paragraphs and conversations. Students should use word processing to facilitate the process. Opportunities to discuss the important ideas identied or the notes taken should be given as reinforcement for students. As note making is personal and will be edited, students should be encouraged to include only the important information in the nal draft. Formatting of the communication follows editing. Ask the students to compare the recording of the minutes of a meeting to making lecture notes. Ask the students to come up with their own analogy. Relate the recording of minutes of meetings to the recording of lecture ideas or verbal instructions from the classroom. Lectures, lecturettes, verbal instructions, and non-print media provide opportunities for students to practise summarizing and recording important information. Content of the summaries may be assessed for accuracy. Students may be given a full transcript of a meeting and asked to identify and extract the important information. The transcript may be provided in print or non-print media. For example, students may view a videotape of a meeting and word process minutes of the proceedings. Content and process skills may be assessed. As students word process, information could also be collected on student use of the word processing software and touch keyboarding skills. Students may format the minutes of meetings in a variety of attractive ways. Discuss and work with the English teacher regarding note making, summarizing, and paraphrasing skills.

10.11 Synthesize the procedures for organizing and planning business travel arrangements by preparing a travel itinerary.

Business travel is necessary when it will facilitate a process or to make business contacts. It is recommended that students compare the advantages and disadvantages of various methods of travel including cost and time factors, availability, and personal preference. When travel arrangements are made for others, considerations of factors such as the preferred mode of transportation and accommodations need to be discussed with the people involved. Students must also realize that there may be restrictions to the provision of personal preferences that may need to be addressed.

77

Learning Objectives

Notes An itinerary is a comprehensive and organized listing of a trip that includes information such as when, where, and how a traveller will be proceeding. Draft itineraries are prepared before a nal itinerary is distributed. Students may discuss the procedures for scheduling appointments and for making the necessary reservations for travel and accommodation. Students should be able to establish a draft and prepare nal itineraries. The formatting and distribution of itineraries should also be discussed. As students organize and plan itineraries, it is suggested that activities include research requirements such as the consideration of tollfree reservation numbers, international travel, time-zone differences, special travel documents, cultural differences, foreign currency and exchange, and budgeting. It is desirable for students to use up-todate resource materials for planning and organizing the itinerary to reect current costs and time for transportation, accommodation, and planned activities. Students may be given simulations or case studies involving making transportation and/or accommodation reservations, beginning with arrangements for travel within the province and progressing to travel outside the province and country. Students may plan and prepare an itinerary for their own dream trip. Mode of transportation, arrival and departure date and times, accommodations, and leisure activities may be listed. See Appendix K for sample activities that could be used. If a school is planning a school-sponsored trip or a family vacation is forthcoming, students may be involved with planning the itinerary. Some examples include student-exchange programs, canoe trips, student conferences, out-of-town meetings, sports trips, carnivals, travel to foreign countries, and others. A travel agent familiar with business travel arrangements may be invited to speak to the students. Information shared could involve aspects of a travel agents career and the processes of organizing and planning travel itineraries for others. The agent may also provide resource information on the information processing skills and abilities that are required to prepare itineraries.

10.12 Make decisions for replicating and distributing information respecting copyright.

78

Learning in this objective should draw students to the decisionmaking processes required for the nal stages of completing the information processing cycle. For students that have completed Module 9, the following only needs to be briey reviewed. Reprographics is a term describing any type of copying or duplicating process used to replicate an exact copy of an original. The photocopying machine is one of the most commonly-used methods of duplicating hard copy. Duplicating refers to processes that involve the preparation of a master that is placed in a duplicating machine so that copies can be made from it. Students may be introduced to a variety of reprographic equipment and processes that are available. The reproduction of documents for distribution can be costly and burdensome; therefore, students should be aware that some businesses have in-house services or may send the reprographic work to outside commercial establishments. Students should be able to con-

Learning Objectives

Notes Managers and people that use reprographic systems are often responsible for choosing the best and cheapest reprographic method for each task. However, students should realize that other factors may enter that may require the decision to identify a system other than the cheapest one to be used. Photocopying and electronic communication are two commonly-used methods of reprographics. Students should be encouraged to experience the reprographic methods readily available. Copyright and copyright laws are important considerations when dealing with reprographics and they must be discussed. It is strongly recommended that students know how to identify and work with copyright material. They may be given an orientation on how to request permission to replicate copyrighted material. Information on the Copyright Act is available free of charge from Consumer and Corporate Affairs Canada. Computer ethics and the legality of copying software and les may be reviewed. One of the nal steps in the information processing cycle is the distribution of the information that has been processed. Students should be aware of the different means of distributing information, comparing costs, efciency, and availability. Some methods that may be discussed include on-line communication, facsimile transmission (fax), electronic mail (E-mail), and the internal and external distribution of mail. A discussion of information storage may be appropriate at this time. Students may complete a class project for the school or another organization that may involve the processing of information through the entire information processing cycle. The project could culminate with replicating, binding, and distributing the project. Students could develop their entrepreneurial skills by producing a project as a fundraiser for the school. For example, a booklet of recipes, graduation memories, poems, stories, and/or legends written by students may be produced and sold to family and friends. Brochures on the postal system and its available services may be distributed and shared in the classroom. A guest from the local post ofce may be invited to speak about the information in the brochures. Students may tour the local post ofce and experience its operations. This should not be repeated if it was done in Module 9. This activity could be integrated with desktop publishing activities. The activity could be extended to include keeping a spreadsheet le of the budget and sales and maintaining a database of customers. Poems, stories, and/or legends may have been composed in another area of study such as English Language Arts or Social Studies.

79

Learning Objectives 10.13 Justify the potential of the paperless ofce, recognizing system security concerns.

Notes Students could brainstorm the advantages and disadvantages of moving toward a paperless ofce. Concerns and complications in terms of permanent records, compatibility of electronic forms and obsolescence of technology should be addressed. Unauthorized entry to condential les is a concern of many organizations; therefore, students should examine the safeguards that may be used to prevent this unauthorized entry. Computer security applies to the prevention of theft, damage, or loss of computer hardware and software. Problems facing many ofces may include computer viruses, hackers, natural disasters (re), and disgruntled employees. In addition, managers will also need to be aware of the potential of violating copyright in paperless ofce environments. Students may be informed of internal and external controls and safeguards against threats to system security. Means for protecting information from unauthorized use may include: issuing of passwords to use a system; password protecting les; issuing plastic cards and personal identication characters; using individual body characteristics (ngerprinting), and voice recognition. Students may also examine some commercial virus- protection packages. Students may examine the consequences that a manager might impose for the unlawful entry of property. Examples from within the community could be used. For example, students may discuss a computer crime such as illegal pirating of software and the possible consequences. As many computer systems may be networked or electronically linked for sharing resources to increase productivity level in processing information, students will need to realize that they, as potential managers, will need to take more responsibility and make more decisions regarding work efciency and system security. As students are likely to become a valued part of a working team, condentiality and the acceptable sharing of project work should be discussed. Electronic communications is becoming an increasingly popular method for efciently distributing information. Concerns regarding the security of information sent and received electronically should be discussed. Students may be introduced to various methods that businesses have adopted to restrict information access to employees and/or outsiders through the computer systems and hard copy les.

80

Learning Objectives

Notes Students may research the paperless ofce concept including computer crimes and security measures. The ndings may be orally presented to the class.

10.14 Demonstrate the effective use of information processing processes and skills by planning, preparing, and giving a presentation to an audience.

This nal objective of the module integrates all the activities involved with the processing of information through the information processing cycle. A function of todays managers is to process and present information to a variety of audiences. Students will process, produce, and present a major project on a selected topic. It is recommended that students plan to demonstrate the use of various skills (verbal, nonverbal, time management, composition, computer applications) and use presentation media to facilitate the presentation. Students may be given choice in topic selection and presentation format. It is recommended that students use a variety of resources/media to provide an audio visual presentation portraying how managers present information in the work world. Students should use a balanced mix of verbal and visual elements to organize and emphasize specic ideas. Students may be encouraged to synthesize information accessed from a variety of resources. They may make use of all available technology to facilitate the process. With consideration to student background and optional module experience, the following are examples of how students may choose to present their information: use presentation software; give a slide show; use multimedia; use an authoring environment; or, present a desktop published manuscript or brochure. It is recommended that students choose topics for presentations that are related to information processing and the learning objectives and modules of Information Processing being studied. However, the topic a student chooses for a project could include a community initiative or be combined with content from another area of study. Emphasis should be on student ability to follow through the decision-making process and other processes required to complete the information processing cycle culminating in an effective nal product. The teacher will be a facilitator throughout the process. Some broad topics that students may research (or rene for research) for their project with respect to content in this module are: Ofce Automation: Today and Tomorrow Managing Todays Ofce Environment Ergonomics Stress Management Technology and System Security The Home Ofce Increasing Ofce Productivity Voice-Activation Reprographics Electronic Communication Ofce Etiquette Integrated Ofce Systems Telecommunications: Today and Tomorrow 81 Computers and Information Processing Effective Communication Skills

Learning Objectives

Notes This learning objective integrates many of the processes and abilities learned in the module including: communication skills; composition skills; technological literacy; organization; decision making; management; and, keyboarding skills. Practice and reinforcement of student ability to choose and access appropriate resources, composition, proofreading, and editing can also be accomplished as students are involved in processing the nal product. In order for students to fully integrate all the skills and knowledge they have developed, the presentation could be given towards the end of the 100 hours of the course.

Module 11: Introduction to Spreadsheets (Core)

Suggested Time: 10-15 hours Level: Introductory Prerequisites: Modules 2, 7

Module Overview
A variety of powerful computer software programs are available to a wide range of computer users in the home, school, and workplace. This module will introduce students to an introductory, practical, hands-on approach to the use of spreadsheet. Although this module in intended to provide the student with a general overview and condence in using this commonly used software application, teachers may need to assess student prerequisite knowledge and skills to determine the proportioning of content and process emphasis for this module. Students may have gained experience with spreadsheets from other areas of study and may extend their knowledge and skills within the study of Information Processing and the Information Processing cycle.

Foundational Objectives
understand the purpose and use of spreadsheet software in information processing at home and in business. use spreadsheet software to solve problems and process data. develop condence in using computer hardware and software to process information.

Common Essential Learnings Foundational Objectives

enable students to understand and use the vocabulary structures and forms of expression that characterizes spreadsheet software. (COM) enable students to think for themselves and recognize the limits of computer applications software, and the need to contribute to and build upon understandings. (CCT)

82

Learning Objectives 11.1 To understand the purpose, characteristics of, and the terminology associated with the use of spreadsheet application software.

Notes Students should investigate the layout of the spreadsheet they are using and understand the terms: column, row, cell, cell address, active cell, current cell, label, value, constant, formula, function, range, workbook and sheet. Students may create an empty spreadsheet form, move the cursor to designated cells, enter labels and constants. Examples of data that may be used in the spreadsheet could include a household budget, a simple nancial statement, hockey draft or other sports statistics, or student report card marks. In pairs or small groups, students may compare and contrast manual and electronic spreadsheets. For example, the manual spreadsheet could be a payroll register, contrasted with an electronic spreadsheet containing the same information. Students may focus on the similarities and differences between the items and suggest situations when the use of spreadsheet applications software may be more advantageous than the use of manual calculations and vice versa. Oral reports on students ndings could be presented. A game called beat the computer may be played by performing calculations and recalculations manually while the teacher uses spreadsheet applications software to perform the same calculations. An activity requiring students to choose the word or phrase that appropriately completes a terminology statement about spreadsheet applications software may be given. Students may annotate a hard copy of a spreadsheet screen, labelling terminology. This annotated document could be a page in a students reference manual.

11.2 Explain and use the mathematical features characteristic of spreadsheet application software.

In this learning objective, it is recommended that students change and interpret numerical data to recognize the power of spreadsheet softwares assistance in the decision-making process. In order to use and understand mathematical features of spreadsheet software, students will need to know that a cell can contain one of four types of information: label, value, formula, or function. A label in software provides descriptive information about spreadsheet entries. A value can be considered an actual number that is entered into a cell. A formula can be considered an instruction to the software program to perform a calculation. A function is a preprogrammed formula.

83

Learning Objectives

Notes To distinguish a formula from a label, value or function, software may require the use of a special character. The special character may be an arithmetic symbol or parenthesis. For example, formulas may be entered into a cell by using an equation like (+J1+J2+J3). A function may be entered into a cell by using a special character like the @ symbol. For example, (@AVE) may be the characters necessary to have the software calculate the average of a given range of numbers. It is recommended that students be aware that spreadsheet applications software packages may vary in the characters used to denote a particular function. Encourage students to refer to the software applications help function as necessary. The formulas used in spreadsheet applications can be very complex. The students should review the mathematical concept of order of operations and be able to enter and use simple and complex formulas in a spreadsheet. Students should be able to copy formulas from one cell to another, using both the relative and absolute options. As usual, it is recommended that activities be related to the previous experiences of students. Initial student assignments may require only simple mathematical calculations. Assigned questions may be given requiring students to give the appropriate formula or function to use to determine a predetermined outcome. Students should be given sufcient problems to solve so they have enough practice to become procient at using the mathematical functions of a spreadsheet. Consult the Mathematics teacher(s) to coordinate resource information and activities. Handouts and activities completed throughout the module or course may be inserted and organized as pages in the students reference manuals and/or placed in students portfolios.

11.3 Use features of spreadsheet applications software to process information.

Features of spreadsheet applications software that may be described and experienced by students include: creating les; deleting les; saving les; entering labels; entering values; entering formulas; entering functions such as sum and average; lling ranges of cells automatically; making corrections; inserting and deleting rows or columns; moving and copying formulas; rows and columns; expanding cell sizes; formatting label and value entries in cells; adapting an existing spreadsheet template; performing calculations and recalculations; and, printing spreadsheet reports.

84

Learning Objectives

Notes As previously mentioned, initial examples and assignments chosen to illustrate the software features should be kept simple. It is recommended that students be provided with ample practice on each new feature to ensure that students build condence in using the features and are comfortable with manipulating the software. Students may be given case studies to demonstrate the use of features of spreadsheet applications management software. Recognize that acceptable solutions may vary. This activity may be assessed as soft copy or as hard copy in the form of reports. Students may bring data that may be entered into an electronic spreadsheet le. Newspapers, periodicals, magazines and other resources may provide interesting data for students. For example, information on the number of wins, losses, and ties earned by a particular sports team may be available in the newspaper. In pairs or independently, students may use spreadsheet applications software to create a new spreadsheet le, enter formulas and values, manipulate and revise data, and perform calculations and recalculations.

11.4 To format spreadsheets to produce attractive documents.

Students should be able to use common formatting features such as changing column width, row height, colour of cells, type and appearance of borders, font (type, size and colour), and cell attributes. Activities such as creating a commercial invoice or customized business forms will require students to demonstrate these skills. Statistical graphs refer to line graphs, bar graphs, or pie charts (circle graphs) that may be created from entered spreadsheet data. These graphs help make information measured as numbers more easily understood. Individuals can view and analyze data in a picture form, assisting the processes of comparing, analyzing, and extrapolating information. The use of graphics and colour increases audience interest when used in presentations. It is recommended that students be aware of how the use of these graphs facilitates the decision-making processes necessary for efcient information processing. It is desirable for students to be given opportunities to determine the appropriate graphical representation of their data as activities are completed. When students change spreadsheet data, they view the results of the changes as the appropriate graph. While interpreting the effects of changing variables within the spreadsheet, remind students of the power of the software in assisting business and/or personal decision making.

11.5 Prepare and analyze statistical graphs using spreadsheet application software.

85

Learning Objectives

Notes Spreadsheets and the graphs derived from spreadsheet data are concepts that are included in middle years and secondary-level mathematics programs. As students should be familiar with line graphs, bar graphs, and pie charts from this required area of study, a brief review and/or a reminder that the application of the terminology and analysis of the graphs in this learning objective is similar to applications discussed in mathematics is all that may be needed. The teacher may demonstrate the generation of graphs from application software using data retrieved from previously saved spreadsheet les. Illustrations of the effects of changing data within the spreadsheet and the changed results may also be shown. Simulations or case studies requiring previously stored spreadsheet data to be changed, represented graphically, and evaluated may be assigned. Students could analyze the graphs and extrapolate the information to make decisions/predictions for desired outcomes. Consult the Mathematics teacher(s) to coordinate spreadsheet resource information and activities.

Module 12: Introduction to Database Software and Their Applications (Core)

Suggested Time: 10-15 hours Level: Introductory Prerequisites: Modules 2,7

Module Overview
A variety of powerful computer software programs are available to a wide range of computer users in the home, school, and workplace. This module will introduce students to an introductory, practical, hands-on approach to the use of database software applications. Foundational Objectives understand the purpose and valuable contribution of using database applications software in information processing at home and in business. use database software to create and use simple, single table, practical databases.

Common Essential Learning Objectives

enable students to determine the end use of a database and plan the structure accordingly (CCT) enable students to understand and use the vocabulary structures and forms of expression that characterizes database management. (COM) enable students to effectively perform queries using logical criteria (NUM)

86

Learning Objectives 12.1 Describe the purpose, characteristics, and terminology associated with database management applications software and justify its use.

Notes A database is a broad term that refers to an organized collection of related information. Database management software is computer software that is designed to organize data in a way that allows fast and easy access to it.

A manual database is one that allows for the storage and accessing of information by hand. For example, paper-based ling cabinets and libraries may allow for storing and accessing information manually. In comparison, the information in an electronic database is stored electronically, using computers and database management applications software to access and manipulate the information quickly and easily. As an introduction to databases students could spend time considering the school library database, whether manual or electronic, and the features and capabilities of the database, and how the function is related to the structure. Electronic databases perform many of the same basic tasks as manual databases. Both systems require decisions as to what information will be stored, how it will be stored, and the method of accessing information. Computer software organizes, locates and manipulates entered data quickly and easily in comparison to the more cumbersome tasks of nding and manipulating data manually. Increasingly, more information is being stored on electronic databases so that all or portions of the information may be retrieved when needed, with the added convenience of electronic databases requiring relatively small amounts of physical storage space. Terminology with which students may become familiar includes: records, elds, forms, eld names, character elds, numeric elds, time elds, date elds, entries, le, le structure, logical eld, eld width, relational operators, searches, queries, sorting, key elds, calculated elds, and data modication. Provided with hard copies of electronic database records, students could identify, label and describe specic database terminology. Students may answer didactic questions concerning the database records. For example: How many records are shown? What types of elds are illustrated? Accuracy of the answers may be recorded. Students may be provided a telephone directory or a school telephone book. In pairs or small groups, students could identify examples of database terminology. For example, they may be asked to identify elds, records, character elds, and numeric elds. Isolating a single record, students may describe the separate elds in the record and the information each eld contains. They could choose appropriate eld names and types.

87

Learning Objectives 12.2 Plan and design computer database les.

Notes Students should be aware that the structuring of a database le is vital to the computers ability to identify and process data into meaningful information for the user. The power of database applications software lies in the users ability to extract and extrapolate the required information. The computer and the software are tools that can assist in obtaining information from a database. Therefore, students should be encouraged to devote sufcient time and thought to the planning stage. In order to create and put data into a computer database le, the student must be able to visualize the structure of the le and set up the le so that meaningful output can be generated from the data. A database le may be considered a collection of records. Students must understand the relational concepts of rows and columns found in database applications software. Columns in a database le represents eld data. Record data is given in a row with each record having a xed number of predetermined elds. When planning records and elds, students should consider the information that will be stored and the possible operations or searches that could be performed on that information in the future. Who will access information from the database? What specic information might the user want? Steps for planning and designing a database may include: determining the data to be stored in each record; examining the specic operations to be performed on the database; and creating a list of elds with appropriate eld names. In the initial planning stages, it is recommended that students use pencil and paper to sketch database designs. This process will assist students in the initial selecting and organizing of data to be input into the database. Once students have gained condence in database le structuring, they may create the database le using database management application software. Individually or in small groups, students may brainstorm why it is important to plan the structure of a database carefully. Brainstormed ideas may be shared with the class culminating in a reective discussion. Brainstormed ideas are not assessed as it may stie the creative brainstorming process. It is desirable for student activities requiring the use of software to reect the focus of the accompanying Information Processing core module. For example, if this module is used in IP 10 the activities would have a personal-use focus. IP 20 will require students to focus on business database information while IP 30 will involve students planning and designing databases suited to managerial functions. With respect to business or managerial functions, have students brainstorm when and why business managers would use databases. Applications such as inventory control, employee records and cleintelle/customer records would be considered. Students could create cticious companies and useful computerized databases.

88

Learning Objectives

Notes In a guided inquiry, with guidance from the teacher as required, students may use pencil and paper to design and sketch the le structure for a database le. Students may design and sketch the le structure for a database of the students in the classroom. Students may be required to consider the number of records and different types of elds (alphabetic, numeric, time and date). For example, the database may include students names, telephone numbers, birth dates, time of birth, and, possibly, horoscopes. Other eld names may be determined as students consider what potential information may be accessed in the future. Students may bring a collection of related records from home. Personal databases may include collections such as sports cards, coins, stamps, magazines, books, CDs, or audiocassettes. Examples of databases that could be provided or developed also include the school students, school inventories, music or movie collections, records of farm animals (cattle records), athletes from a particular sport, books, or data about nations. Students may plan and design a database structure for their collection.

12.3 Use features of database management applications software to process information.

Students may create, delete, search, retrieve, sort, modify, and store data using database applications software. Some modications that students may learn include how to: insert and delete elds; insert and delete records; sort records; and select specic records; . Students may follow procedures for printing selected reports and provide output suitable for different sizes of paper. Teachers may need to reemphasize selection of meaningful eld names from source data to facilitate the process of future data retrieval. Students should be able to generate a variety of questions and parameters for searching (querying) data from databases to select meaningful output to solve problems. It is recommended that students be given opportunities to conduct a variety of searches of database information from internal and external systems. Provide students with ample opportunity to practise using each of the features of database software. Students who have had previous experience with database application software may be encouraged to extend their existing skills. For example, these students may be given the opportunity to use advanced software features to complete activities. Ensure that students continue to recognize the contribution of the additional database software features.

89

Learning Objectives

Notes In Learning Objective 12.2, students designed and produced pencil sketches for a classroom database. From a pencil sketch, the teacher may demonstrate the creation of an electronic database le structure. Students could model the demonstration of creating the database le. The entry of a few records would be shown by the teacher. Students could model the demonstration, entering all or a few records. Specic features of database management applications software could be demonstrated. Teachers should be prepared to provide students with a fairly large, well developed database, or give sufcient time for students to gather information and create their own. Larger databases will allow more variety of suitable activities in later objectives. In Learning Objective 12.2, students designed and produced pencil sketches for their own personal databases. Students may follow their pencil sketches to create the database le structure. Students may enter, manipulate, and modify the data. Using case studies and database management application software, students may design and create a database le, entering, manipulating, and modifying the data as required. Ensure that the records chosen in the database will be suitable for demonstrating the identied feature(s) of the software. For example, when illustrating the alphabetic sorting feature of the software, ensure that the few records that are chosen for illustration will fully demonstrate the alphabetizing feature. When alphabetizing peoples names, 5 records that may be chosen for illustration include: Smith G; Smith, Bob; Adams, G; Smith, Gillian; and Smith, George. To illustrate the alphabetizing of names fully, two elds may need to be sorted individually - surnames then rst names (if the structure was set with the names divided into two eld names).

12.4 Use commands to format and manipulate data.

Features such as formatting elds with respect to size, type, alignment, number format, font, borders and shading should be explored. Students could be given a raw database, with a hard copy or instructions of what it needs to look like after formatting. Students should be able to sort data, change order of records, and select records using queries. Students may use their own databases they have created, or may be given large, prepared databases which will allow for more exibility in tasks assigned.

12.5 Create well formatted and appropriate reports.

Students should be required to create a variety of reports in order to demonstrate that they can select elds and records appropriately. They should also be able to put in titles, format the text, control sequence and size of columns, and print the reports as needed (size and orientation of paper)

90

Learning Objectives

Notes Emphasis should be put on creating attractive reports that have a purpose or are useful.

Module 13: Skills for Entry-Level Employees (Optional)

Suggested Time: 15-20 hours Level: Introductory Prerequisites: Modules 2, 7

Module Overview
The intent of this module is to introduce the student to some of the basic knowledge and skills that may be required of an entry-level information processing worker in business. This module may be used for differing purposes. Many of the Module 13 learning objectives extend the learning and business focus of Core Module 9. If Module 13 is used with students who have experience with Core Module 9, teachers may choose to facilitate this module with the use of a practice set or simulation. However, Module 13 may be selected as an optional module for use with the other core modules. For Information Processing 10, this module may be selected for those students who may not continue further studies in Information Processing and are seeking entry-level skills. This module may be selected for use in IP 30 with students who did not experience IP 20 and would like to experience the information processing knowledge and skills required of entry-level workers. Foundational Objectives understand the role of the entry-level worker through completing a variety of information processing tasks. demonstrate effective communication skills expected of entry-level employees. understand the need for and use of proper control procedures in processing a variety of common business forms. demonstrate a sense for the importance of ofce cash management practices and procedures.

Common Essential Learning Objectives

support the development of a positive disposition to life-long learning and develop students abilities to meet their own learning needs. (IL) enable students to understand and use the vocabulary, structures and forms of expression that characterize general ofce skills. (COM) Learning Objectives 13.1 Examine and describe the role of the entry-level ofce worker in processing information for business. Notes The nature of the role of the entry-level ofce worker is changing with the introduction of technology and the use of technological advancements in the business setting. In this module, students will be considering their role as a potential entry-level ofce worker and the expectations of that role in efciently processing information.

91

Learning Objectives

Notes Students may examine how businesses integrate people and technology to facilitate the processing of information. As information may be easily input, processed, and distributed with the use of computers and other technology, students must realize their potential role within the system and in business problem solving. As technological change occurs rapidly, students will need to be open minded and adaptable to change. The processing stage of the information processing cycle may involve the entry-level employee in calculating, summarizing, and organizing data as well as completing a variety of routine ofce tasks in consultation with others of the ofce team. The output may be transmitted electronically (soft copy) or distributed as paper (hard) copy. Throughout this module, students will use their knowledge, and skills, and the technology available to assist with processing tasks that may be expected of entry-level employees. Students may work in cooperative learning groups to develop an employee manual for the entry-level ofce worker. The manual could describe the workers roles and responsibilities. Each group could present their manual to the other members of the classroom, simulating a company presentation. Research would be conducted into the roles and responsibilities of the entry-level ofce worker. Research may also include examination of the various methods and equipment that may be used for processing information in the business setting. Focused imaging may be used to assist students to visualize what working in business would be like. Students may take a eld trip to observe and collect data on the roles and responsibilities of the ofce worker. Although a manual is suggested, choice in the format of the nal product may be given to the students. For example, students may choose to produce a multi-media presentation, a slide show, or a desktop published manual.

92

Learning Objectives 13.2 Demonstrate time management, ergonomics, work ethics, and attitudes desirable for workplace success.

Notes Many organizations conduct employee performance appraisals to assess an employees success in meeting the standards and objectives of an organization. Students may examine and strive to meet the criteria of performance appraisals. Effort, regular attendance, punctuality, time management, cooperation, effective listening skills, initiative, organization, following instructions, independently completing tasks, and putting forth a personal effort to be efcient and productive are just some of the areas that may be identied from performance appraisals and discussed. To be efcient, students need to manage their time throughout the course. They may keep a log, tracking their use of time. To simulate workplace situations throughout the module, a variety of tasks may be given to the students. Students should establish priorities by determining the urgency of task completion. It is recommended that students be shown how to develop exible schedules for organizing and completing daily routines, expecting and accepting interruptions. Students may apply time management techniques effectively used in the business setting. For example, students may review techniques such as avoiding procrastination, establishing task priorities, keeping an organized workstation, and using to-do lists. Electronic tools such as electronic schedulers or personal information management (PIM) systems may be used if they are available. Business is conscious of the cost of unproductive time. Students will need to know that unproductive time may interfere with the efcient processing of business information which, may lead to interference with business decision making. Remind students that ergonomic considerations are important in facilitating the interaction of people, work, and the work environment. Students may survey the working community to determine the work habits and attitudes expected of entry-level ofce workers. The survey questions may be word processed as a form. The results of the survey may be organized in a database and/or spreadsheet. Performance appraisals collected from a variety of businesses could be examined. Students may identify and extract the common criteria from the performance appraisals to list on a rating scale or checklist template. Students in the Life Transitions 20 course will have a 10-hour module on time management. These students may be able to provide resource information on time management and integrate their learning into activities of this module.

93

Learning Objectives 13.3 Analyze a variety of basic business forms and complete forms following correct procedures.

Notes Business forms are documents that are developed by business to expedite the process of recording details of business transactions. Forms help eliminate time used in identifying and recording repetitious information, thus facilitate the processing segment of the information processing cycle. Students may analyze and complete a variety of business forms, determining the repetition eliminated or shortcuts provided by the forms design and use. Although many businesses may design forms to suit their needs, for economical reasons, businesses may use pre-printed forms as opposed to custom-printed or custom-designed forms. Commonly used forms may differ in appearance from organization to organization, too. However, the information contained on the forms and the purpose for using the forms would be similar. It is recommended that students experience completing handwritten and computer processed forms. Note: In the next learning objective, students will design and complete computer forms. Some common business forms that may be completed include: receipts, bank deposit slips, withdrawal slips, current account cheques and cheque stubs, expense vouchers, petty cash vouchers, purchase orders, invoices, credit and debit memoranda, account statements, and requisition forms. Forms specic to a business such as employment application forms, accident reports or membership forms may also be examined. General guidelines that students may follow for handwritten (manual) business forms are: forms should be completed accurately and neatly; all forms are numbered sequentially and prepared in duplicate; the original form goes to the customer with a copy remaining at the business for control purposes such as for future reference and for accounting; void should be put across the face of a spoiled form that is completed in handwriting to ensure that all numbered forms are accounted for; forms should be completed in permanent ink to eliminate changes of information; any change to information written on a form must be stroked out with a single line and initialled; each section of a form should be completed in orderfrom the top to the bottom or in order of the numbered sections; all words and terms should be spelled out in full; and, numerical dates should be standardized and clear (for example: year/month/day).

94

Learning Objectives

Notes Students may collect a variety of different business forms from community businesses or organizations. The students may analyze, compose, and word process information describing each of the forms collected. The forms and the information about the forms may be displayed in the classroom. Students may provide a brief oral presentation outlining the content and processes used in preparing their display. Accounting resources may contain information and descriptions of many common business forms. They may also contain resource information on the procedures for completing forms. Petty cash vouchers, deposit slips, withdrawal slips and other forms are included in Learning Objective 13.5. Learning activities may be integrated.

13.4 Design and complete computer processed forms.

In the previous learning objective, students analyzed a variety of business forms. Students should be able to identify the repetition eliminated or the shortcuts that were developed to expedite the processing of information. In this learning objective, students will design and complete forms using the computer, applying their knowledge of business forms. More and more organizations are using the computer and software applications as tools to assist in collecting, inputting, manipulating, and storing information. A variety of forms containing data such as text, numeric, or graphic information may be generated electronically using applications software. Students may use the word processor or other available technology and tools to design forms to facilitate the processing of information. Macros and/or boilerplates may be developed and saved to reduce the keystrokes that are frequently repeated. Prior to using a designed form, it is recommended that teachers assess the form to determine its accuracy. The guidelines provided for the procedures to follow in completing handwritten forms should be adapted for use with completing forms on the computer (Learning Objective 13.3). Because information may be changed and accessed easily using the computer, computer ethics and security issues may need to be reviewed and extended here, with an emphasis on the responsibilities of an entry level employee. Accounting resources may contain resource information on the procedures for completing forms. An electronic le of business forms may be recalled and completed as activities of this module. Students should be made aware that forms on the internet are often used to gather information to be placed into databases. Students should be aware of how information gathered this way may be used with or without their knowledge.

95

Learning Objectives

Notes Students may design forms for activities in the school or community. Examples may include attendance records, registration forms, or a requisition.

13.5 Analyze the function of basic nancial forms and experience the procedures for handling cash.

As an entry-level employee, students will need to recognize their potential role in the management and handling of cash. Petty Cash: Proper procedures for handling petty cash (including petty cash vouchers, petty cash registers and the petty cash fund itself) should be discussed, modelled and practiced. Accounting resources will have information regarding these procedures. Students may organize and be given experience in using a cash drawer. The documentation that may be required to acquire cash for a drawer could be examined. Banking: An entry-level employee may be involved in attending to the basic banking procedures. Students will need to know the function and be able to complete basic banking forms such as deposit slips, withdrawal slips, and cheques. Other banking terms and concepts that students may become familiar with include: cheque endorsements, credit memo, debit memo, passbook, chequebook register, current account, service charge, interest, bank statement, bank reconciliation, automated teller service, non-sufcient funds, certied cheque, and post-dated cheque. See Learning Objective 13.4. For cash control purposes, students need to recognize that people who handle cash in a business are not normally allowed to reconcile the bank statement or complete the accounting journals and ledgers. Students should be able to ll out receipts that would be completed for the possession of all incoming funds. Students may discuss the responsibilities, concerns, and procedures of dealing with non-sufcient funds cheques, and cash short and cash over situations. Students may establish a contract with the teacher, taking responsibility for arranging a personal experience handling cash and completing any accompanying forms that may be required. The experience may take place in the school or the community. For example, students may volunteer to handle admissions to a drama, musical, sporting or other school event. Students may handle cash and complete the necessary forms when purchases of food products, school clothing, or any number of items are sold in the school.

96

Learning Objectives

Notes A speaker from a bank, trust company, credit union or other nancial institution may be invited to the class. The speaker may provide information on the banking forms and services that an entry-level worker or an individual may use. The speaker may discuss and demonstrate the proper procedures for completing banking forms such as withdrawal and deposit slips. Students may model the demonstration in completing the forms. Time permitting, the guest may expand the discussion to include the use of computer technology to facilitate banking procedures in processing information. Banks, trust companies, credit unions and other nancial institutions may provide free resource materials that outline the procedures for completing bank forms and describe a variety of nancial services.

13.6 Identify and demonstrate the human relations and oral communication skills commonly used in a business setting by entrylevel employees.

In business, effective communication skills and interaction with people are important in building working relationships. As students become employees, roles in the communication process will affect the communication skills needed. Remind students that all communication consists of three basic components: sender, message, and receiver.

Personal and interpersonal skills are very important human-relations components of the communication processes, for building business relationships and for personal professional growth. It is recommended that students demonstrate skills such as loyalty; dependability; a sense of pride; voice control (including enunciation and tone); positive body gestures, grooming, and facial expressions; effective listening; and, effective speaking. Entry-level workers use oral communication skills in a variety of situations. Oral communication skills may be demonstrated through business situations such as making introductions, greeting visitors, addressing inquiries, and the handling of routine and difcult telephone calls. Learning Objectives 9.12 and 9.13 discuss telephone techniques and the use of the telephone. Students may need to be reminded that tone and enunciation of the voice is of prime importance when using the telephone because body language cannot assist in the presentation of the message. Practice in using or experiencing the special features of a telephone system may be given to the students.

97

Learning Objectives

Notes Students should gain an exposure to a variety of telecommunications equipment and experience the processes of sending and receiving information using a multi-line telephone system. This experience should include holding and transferring calls. Practice in writing telephone messages may be completed using a variety of forms (Learning Objective 13.3). Students may examine and practise telephone techniques using simulated business telephone equipment that would include multi-line systems and other special features. Students may role play a variety of telephone conversations. A learning contract for a personal experience answering a telephone for a business may be established. For example, students may spend some time answering the telephone and recording messages for a business ofce. The ofce in the school, community church, or the band ofce may be selected as locations to conduct the experience. SaskTel may provide brochures, booklets, and visuals illustrating appropriate telephone techniques and responses.

13.7 Develop written communication skills by composing, editing, and formatting business letters and memoranda.

Students should be made aware of the differences between personal and personal-business letters that may have been previously learned in Module 8, and business letters. Business maintains its clientele by using effective communication means. Business correspondence and the distribution of written correspondence are means of maintaining communication. Students may examine the importance and function of business correspondence and the role an employee has in composing and processing correspondence. Entry-level workers may be expected to compose, edit, and format their correspondence. However, in some cases, the worker may be responsible for editing and formatting the correspondence of others. Students may be given experience with both. Review with the students the cycle for composition: rough draft, editing, and nal version. Students may compose business letters and memoranda at the keyboard. Accompanying envelopes or mailing labels may be produced. It is important that the composed correspondence be of the correct tone, be free of grammatical or keying errors, and meet the objective or purpose for which it was intended. For example, does a letter written requesting information clearly request information?

98

Learning Objectives

Notes Students may communicate by composing and keying letters and memoranda to one another and/or to outside agencies. Depending upon available technology, the messages may take various forms. For example, students may use word processing software to compose letters on behalf of the resource centre staff to request free materials. If technology permits, students may compose and send messages using available communications media such as electronic mail (E-mail) or facsimile technology (fax).

13.8 Describe the procedures for handling incoming and outgoing correspondence, distinguishing between a variety of methods for distributing correspondence.

In a large organization there is usually a specialized mail department with a trained staff to deal with all incoming and outgoing correspondence. In a small business, usually one person is responsible for handling and processing incoming correspondence. In todays businesses, electronic data transmission is becoming more prevalent, although many businesses still use a paper-based distribution system. Students will need to be aware that businesses may use a combination of electronic and paper-based distribution systems and students should be given an exposure to both. The processes adopted for handling incoming and outgoing mail are important to the overall efciency in the processing of information. The urgency of response to incoming correspondence and its storage and distribution are factors that may be discussed. These factors reect time and information management. Inform students that the procedures for handling incoming mail may differ among organizations; however, the purpose for the procedures would be similar. Processing of all incoming mail includes accepting, sorting, coding (date stamping, indexing), reading, making notes, and distributing (or ling) the correspondence to the appropriate destination(s). The procedures for handling electronic mail are much the same as those above except the computer may complete some of the manual tasks automatically, such as recording the date and time received. Outgoing correspondence also requires decision making in choosing the most appropriate and most cost-effective means for distributing it. This issue is examined in more detail in Module 10 and need not be dealt with in depth here. It is desirable for students to examine a variety of methods that are available for the distribution of correspondence and select appropriate methods for the distribution of outgoing correspondence comparing costs and convenience. For example, students may select the postal service, a messenger service or electronic data transmission for the distribution of urgent information.

99

Learning Objectives

Notes An awareness of how to wrap and protect parcels from damage during the distribution process may be given. Students may need to review how to address an envelope properly and transfer that knowledge to addressing parcels. Mailing labels may be discussed and prepared. Encourage students to access and use the necessary materials and information to address and send correspondence properly.

13.9 Assess from experiences of this module, the role and expectations of entrylevel employees.

This culminating learning objective will provide students with the opportunity to reexamine all the knowledge and skills developed throughout this module, relating them to the roles and expectations of entry-level workers. If students have been involved in a work study or have had job experience, a more meaningful discussion can be held. Working in pairs or individually, students may job shadow an ofce employee for a full or partial working day to assess and experience the role of the worker. Alternatively, students may interview an employee or use other communication methods to obtain information. Students could prepare a list of questions that would enable the collection of information on topics included in this module such as time management and other desirable work habits and attitudes; processing business forms and documents; human relations and other communication skill requirements; management of incoming and outgoing correspondence; and, any other routine ofce tasks expected of entry-level employees. Students may summarize their collected information to be presented to the class.

Module 14: Intermediate Word Processing (Optional)

Suggested Time: 20-25 hours Level: Intermediate Prerequisite: Module 9

Module Overview
This module will provide students with the opportunity to increase the development of word processing applications software. Module 14 student assignments may be patterned after simple, straightforward keyboarding and word processing tasks performed in the world of work. Assigned tasks should focus on the development of planning, formatting, and editing skills. Teachers intending to teach Module 18: Effective Business Writing and Document Production should consider integrating Module 14 and 18. Teachers are reminded that the nature of Information Processing presumes the integration of learning from core and optional modules. For example, knowledge and skills from the core modules such as the ethical use and care of computer equipment, business-like attitudes, proofreading, ergonomics, touch keyboarding, and time management skills will continue to be demonstrated and extended throughout this module. Teachers and students are encouraged to seek opportunities and develop activities to integrate the objectives from this module with the objectives from accompanying modules.

100

Foundational Objectives
continue to develop word processing document production skills. demonstrate condence in using word processing software to produce a variety of documents produce and revise word processed documents originating from a variety of sources.

Common Essential Learning Foundational Objectives

enable students to use language (listening, speaking, reading and writing) for differing audience and purposes that are relevant to the students and to word processing document production. (COM) develop students appreciation of the value and limitations of technology for information processing. (TL) develop an understanding of complex functions of the word processing software (TL) Learning Objectives 14.1 identify and name elements of, and activities involved in, the word processing document cycle. Notes The word processing document cycle is an adaptation of the information processing cycle that may involve all or some of the following steps: Origination: The origination of a document involves putting thoughts into words. Those thoughts may appear in a variety of ways, including handwritten, printed, rough draft, statistical, dictated (using shorthand, machine, or voice technology), revised, or prerecorded form. Prerecorded form may refer to a previously- stored document that now requires revision, such as a form letter that was previously recorded on a word processor, or a memorandum entered by an optical character recognition (OCR) scanner. Production: Production involves preparing the originators text into readable form by keying and printing the document. Business demands that the cost of producing documents be kept to a minimum. Quality documents must be produced as quickly as possible and with perfect accuracy, thus involving a joint application of efcient keyboarding prociency and effective word processing and decisionmaking skills. Revision: After a document has been keyed and printed for the rst time, the originator may use proofreaders marks to indicate corrections and changes to be made. A document may be revised or edited more than once with the focus on producing the most effective communication.

101

Learning Objectives

Notes Reproduction: When copies of a document that has been produced in nal form are required, reprographics may be used to produce additional copies. Distribution: Whether the distribution system is manual or electronic, the goal of distribution is to get the nished document to the receiver. Storage: Records management includes classifying, arranging, and storing documents so that they can be easily retrieved. Storage systems may be paper based or electronic, or a combination. Media used may include a magnetic medium (diskette), microlm, micrographics, and/or optical disk. Using focused imaging and imagining themselves as word processors in any number of businesses, students could create and word process their own case studies. Working individually, in pairs, or small groups, students could determine different methods of information origination, production, revision, reproduction, distribution, and storage. The case studies may involve some or all of the steps of the word processing document cycle. Throughout this module, annotated assignments and activities completed by the students may continue to be placed into students reference manuals.

14.2 Demonstrate the word processing and document preparation skills necessary to prepare a wide variety of documents.

Students can be expected to manipulate data efciently and effectively, to enter text, create documents, display text, edit and revise documents, and to manage and print les as required. The following are some guidelines for features of word processing software that may be used to process documents: merging two documents (such as mail merge/list processing/document assembly); print enhancements (such as bold, italics, font sizes); tabulation features (such as decimal, absolute, relative); tables including math calculation (such as column add, column subtract, column total); open and closed leaders; insertion and manipulation of graphics; columns; page formatting (such as page division, size and orientation); display features (such as print enhancements, centred information); format/phrase storage (such as macro, boilerplates); formatting (such as margins, justication, hyphenation, widows, orphans, automatic page numbering, headers, footers); search and replace; and, proofreading features (such as spell check, grammar check, thesaurus).

102

Learning Objectives

Notes Students will need to have sufcient time to experience documents that require the use of these features. A variety of documents can be used, including business documents such as reports, letters, tables, and tabular displays, but could also include documents such as posters, invitations, menus, programs for special events and greeting cards. Students should be encouraged to explore and experiment with numerous features of the word processing program. Students may be challenged by providing them with hard copy documents that they are required to reproduce. This will require them to plan and execute the necessary steps to achieve a particular appearance. Students should continue to proofread, edit, save, and manage les. It is important that students know how, why, and when to perform and use word processing features. Memorization of the keystrokes required to perform all word processing functions may not be required but should be encouraged, particularly for frequently used features. Allowing students to access and use reference materials and templates to assist with the use of software functions is acceptable, although students should be aware that additional time required to consult such reference material may detract from document production. Document preparation may involve planning, formatting, keying, proofreading, revising, producing, and saving a document. The objective of document preparation is to produce a quality product. Document preparation must be mastered before students transfer their skills to document production where time becomes an important factor. Students should be provided with ample opportunity to plan, format, and proofread documents. If integrating this module with Module 18, there are opportunities to integrate word processing and document preparation skills to prepare business documents that may include: business letters in extreme (full) block, block (modied block), semi-block, and simplied letter styles; no-point (open), two-point (standard), and all-point (closed) punctuation patterns; business memoranda; multiple-page letters and memoranda; open-style tabular displays; form letters; and, bound reports.

103

Learning Objectives

Notes Annotated samples of documents may be in the students reference manuals providing a visual resource to assist with production tasks. Remind students that different word processing software applications may use different keystrokes to perform similar tasks. Emphasis may be placed on student retention of what the specic tasks of the word processor are rather than the specic keystrokes to perform the task. Students may experience all steps of the word processing document cycle by working cooperatively with school groups to produce documents such as the school newspaper, newsletter, yearbook articles, and programs for drama, musical, or sporting events. Use all available technology and tools to assist in processing information through the word processing document cycle.

104

Learning Objectives 14.3 Demonstrate skills necessary to produce long (multipage) documents.

Notes Students should already be familiar with automatic page numbering, headers and footers, but long documents may require various extensions of these features. Students should be able to set page numbers to allow for addition of pages into document, such as hand drawn pictures. Page number location, headers and footers need to be formatted on facing pages in long documents. For example, a long report or book may have the document title as a header on one page, but the chapter heading on a facing page. Page numbering may also indicate current chapter (section) and page number within that chapter. Where software has the capability, students should be able to mark the text to automatically produce a table of contents and an index. Text from long documents such as articles from an encyclopedia lend themselves to making a table of contents and an index and may be provided for formatting. Alternatively, cooperation with another teacher may have students producing a long report that may be evaluated by both teachers. A class project such as a cookbook or compilation of student writing may allow students to meet this objective and could be integrated with other modules.

14.4 Master and apply formatting skills to enable efcient and effective production.

Production skills involve a joint application of keyboarding and word processing skills in planning, keying, editing, and formatting documents within specied time limits. Production skills involve producing quality documents as quickly as possible. Students should be provided with the opportunity to practise efcient keyboarding and producing of documentation. Arranged and unarranged documentation should be presented in the variety of ways they may originate in the business world. Students could be provided with the opportunity to practise planning, keyboarding, and formatting documents originated in printed, handwritten, rough draft, statistical, dictated, revised, and prerecorded form. Once a new format has been introduced and practised, students should have the opportunity to master the format by developing speed and automating the processes of producing the document and by making appropriate decisions about the format. Once students are condent in efcient formatting of a document, they should move to producing error-free documents as quickly as possible. This may be referred to as production prociency. Classroom activities should progressively become more complex, and provide fewer directions with less guidance from the teacher, thus encouraging independent learning.

105

Learning Objectives

Notes

Module 15: Intermediate Database: Management of Information and Records (Optional)

Suggested Time: 15-20 hours Level: Intermediate Prerequisites: Modules 7,12

Module Overview
This module provides students with the opportunity to examine and experience some commonly used manual and electronic records management systems. Students will learn to use a variety of paperbased ling systems and transfer knowledge of paper-based ling to electronic information management. For example, students will be actively involved in setting up and manually organizing alphabetic, geographic, numeric, subject, or chronological ling systems and will transfer these les to an electronic system using a database management software application. Students may access information from a variety of sources, categorize information for management, and determine the most efcient means for managing the information. It is recommended that students complete paper-based ling procedures prior to transferring this knowledge to an electronic format. Students with experience and knowledge of database software functions and features may devote more time to the application of electronic information management systems than to learning the use of the software. To facilitate this module, teachers may consider pairing experienced and inexperienced students when reviewing or learning database software functions. For the purposes of this module, records management is considered to be the systematic control of information throughout the entire information processing cycle.

Foundational Objectives
understand the importance of information and records management for the efcient processing of information. develop condence in using various manual (paper-based) and electronic (database) ling systems to solve problems. design and maintain an electronic records- management system.

Common Essential Learning Foundational Objectives

provide opportunities for students active involvement in decision making related to technological developments in the management of information and records. (TL) promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects as they relate to information and records management. (CCT)

106

Learning Objectives 15.1 Review the terminology associated with records management systems while analyzing the purpose and features of efcient information management systems.

Notes Information management is the systematic control of various forms of information throughout all phases of the information processing cycle. The existence and maintenance of an efcient method of storing and retrieving information is critical to information processing and the reduction of time required to make informed decisions. Records management refers to the management of the specic pieces of information that combine to form an information management system. These specic pieces of information may be referred to as les or records. Terminology related to records management that students may describe include: indexing, alphabetic ling system, subject ling system, numeric ling system, geographic ling system, chronological ling system, vital records, important records, useful records, retention schedule, active records, inactive records, follow-up les, and cross-referencing. Features of information management may include the different types of ling systems used, the schedule for the retention and disposal of records, the type of follow-up system used, and the methodology used for cross-referencing les. Filing refers to placing information into a specic location, while a ling system refers to a set of rules for arranging, storing, and retrieving documents in a systematic and orderly manner. The rules of a ling system can be applied to either a paper-based or an electronic system. An efcient ling system is an important component of records management, allowing documents to be accessed easily for problem solving and/or decision making. Remind students that in business, reducing the amount of time to complete simple tasks such as accessing information is important to productivity. Inform students that a variety of ling systems and rules may be used in business to assist with the management of information. Students may retrieve a stored word processing le containing a list of statements with respect to the terminology of this module. The statements would contain errors. Errors may include misspelled words, an incorrectly-used term, incomplete statements, or an incorrect denition of a term. Students could rekey the statements, eliminating any identied errors. Businesses develop individual schedules for the retention and disposal of documents. Documents may be classied according to vital records, important records, useful records, records of short-term value, and outdated records. The retention schedule helps organize the orderly transfer of documents from the active les (those documents that require frequent, convenient access) to the inactive les (those records that are of value but do not need to be immediately available) to the outdated les (those records that lack value and can be destroyed).

107

Learning Objectives

Notes In pairs or small groups, students may be provided with a listing and brief descriptions of several documents commonly found in business. Students may be asked to classify each document according to its retention category. Students could also determine the length of time each document might be kept. A follow-up le is a necessary ofce organization tool that reminds individuals of upcoming events. In business or for personal use, a followup le is essential for successful time management and organization. In business, such les may be maintained using a desktop calendar, a series of folders, or through an electronic calendar management system. In personal life, individuals may use a calendar or choose from a variety of planners to assist in organizing and managing their time effectively. Cross-referencing is a system that assists in keeping track of information pertaining to two or more les. A reference to the document is placed into all relevant les. Throughout this module, it is strongly recommended that students manage all their electronic and manual information, keeping a followup le of their class assignments and activities. Students may use a calendar or choose from a variety of electronic or manual planners. Students could: list all activities for the upcoming week in their follow-up le; break large tasks into smaller, more manageable units; establish task priorities by numbering tasks in order of importance; and, schedule time for relaxation or leisure activities. Students may also be encouraged to make decisions about the retention and disposal of les. A case study or a video illustrating an efcient paper-based and/or electronic ling system may be provided. In pairs or small groups, students may discuss the specic ling systems employed; how documents were classied for retention and disposal; the use of follow-up les; and the cross-referencing system used. After examining the case study or video situation, students may use the word processor to compose a summary identifying and explaining the terminology identied from the activity and how it was used in the overall system. Students may also focus on the efciency of the system employed. Assessment information on content, process, keyboarding, and attitude could be recorded from this activity.

108

Learning Objectives 15.2 Describe and experience some paper-based ling systems, including alphabetic, subject, numeric, geographic, and chronological ling systems.

Notes For more information, see Learning Objective 9.17 and 9.18. Teachers may need to assess prerequisite experience with the ve main ling systems of this learning objective. Paper-based ling systems include alphabetical, numerical, geographical, chronological and by subject. The type of ling system that is chosen depends upon the needs of each individual or business. It is strongly recommended that students be aware that all users of a system must understand and consistently follow the same set of rules. The alphabetic system arranges records in alphabetic order based on indexing (rearranging for ling purposes) of the key word(s) in the document to be led. A series of indexing rules may be consistently applied by all users of the alphabetic ling system. Students may apply indexing rules to index correctly a variety of names, including names with prexes, hyphens, apostrophes, titles, degrees, and abbreviations; foreign names; company names; geographic names; articles, conjunctions, prepositions; and numbers. Geographic systems are established based on the geographic location referred to in the content of the data to be stored. Numeric ling systems allocate a number to each le, while chronological systems arrange information by date. Subject ling systems organize records into categories according to the subject of the document. After a teacher or student demonstration of the application of indexing rules, students may complete assigned questions and problems that may involve the direct application of the ling rule(s) to be reviewed or learned. Paper and pen, index cards, or word processing software may be used. Problems may include the integration of the new rule(s) and the knowledge of previously-learned rules. A simulation involving integration of all of the indexing rules may be assigned. Several examples of correctly- and incorrectly-indexed names may be presented to students. Students may discuss each example in pairs or small groups to determine which indexing rule has been applied and whether it has been applied correctly. Students may indicate their understanding of the rule by changing incorrect examples to examples of correctly-indexed names. Student knowledge and experiences with each of the paper-based ling systems of this learning objective can be applied to electronic ling system use or design in upcoming learning objectives of this module.

109

Learning Objectives 15.3 Examine the purpose, characteristics, and terminology associated with database management applications software.

Notes Students who have completed optional Module 12 may require only a brief review of database management applications software. Ensure that students understand that business ofces and other organizations must maintain records. These records may be maintained to keep track of business transactions, inventory, creditors, customers, and employees. A number of microcomputer software programs have been developed to make the task of recordkeeping faster and easier. These programs are called database managers or database management systems (DBMS). A database is information of a common nature that has been collected and stored. A database management system is a software application that organizes and provides fast and easy access to a database stored on diskette. Business organizations or individuals may use database management systems to facilitate the storage and access of information. Terminology that may be taught or reviewed may include: input, security, data processing, output, source document, data classication, alphabetic, numeric, alphanumeric, data, database, database management system (DBMS), eld, record, le, le structure, eld name, eld types, character eld, numeric eld, date eld, logical eld, memo eld, eld width, calculated eld, rational operators, and query. Assigned questions, problems, notes, and demonstrations may be used to teach or review the purpose, characteristics, terminology, and the use of software applications to manage information. Students may model demonstrations. Provided with a sample database, such as a student telephone book, correct and incorrect examples of concepts such as alphanumeric elds, records, character elds, and numeric elds may be illustrated. Students may prepare a glossary of terminology using word processing software. The glossary may be continually updated and printed as a page for the student reference manual. The class may visit business organizations to examine the ways in which documents are stored, ascertain the type of records management system used, and determine why it was chosen. With assistance from the employees, students may assess the systems and hardware used. A rating scale may be used during the eld trip. Criteria to be rated may include: efciency of the system; system security; input; output; classication; ease of access; information transfer from active to inactive information; and length of time inactive les are retained. On the eld experience, students could also investigate the use of paper-based and electronic records management systems and the ways in which electronic records management systems are integrated with other ofce technologies.

110

Learning Objectives

Notes Students with previous experience and knowledge of database management software applications can transfer their knowledge and skills to this module, especially if a new software application is used.

15.4 Assess and justify the use of database management applications software in processing information.

For more information, see Learning Objective 12.1. This learning objective may provide a brief review for students who have prior experience and knowledge of database management software from the previous modules of Information Processing. To make students aware of the power of database management applications software, the teacher may contrast a paper-based and an electronic example of a database. For example, a paper-based database could be demonstrated by a collection of gas receipts inside an envelope. The same data could be entered as records on a computer database. Students should be aware that in some situations a paperbased system may be more efcient than an electronic system. Emphasis should be placed on the users ability to locate and retrieve specic records within the paper-based and the electronic systems. It is strongly suggested that students be aware of how the structuring of a database le is vital to the students ability to identify and process data on the computer into meaningful information for use. Students should be able to query a database le, extrapolate ideas, evaluate, and make judgments from the information. The power of database management software depends on the users ability to set up and use it properly. Students could brainstorm the advantages and disadvantages of paper-based and the electronic management systems. Provided with a series of both personal and business situations, students could determine the most appropriate system (paper-based or electronic) to be used. A video may be used to illustrate the capabilities of a database management system used in a business. Students could compare and contrast the illustrated database management system with a paper-based system. Students could discuss and ascertain the advantages and disadvantages of both paper-based and database management systems. Anecdotal notes may be used to record assessment information collected from the discussion. Working in pairs, students may contact a community business to discover what types of ling systems are currently being used; whether the system is paper-based, electronic, or a combination of both; what types of software are being used; and future plans for keeping records. Students may be interested in examining the use of image processing. Each pair of students could determine a list of questions to be asked prior to telephone contact with the business. Pairs could report their ndings to another pair or to a large group.

111

Learning Objectives

Notes Students should be reminded that sometimes a paper-based ling system is less costly to maintain and more efcient than electronic les.

15.5 Use database management applications software to manage data electronically, applying the alphabetic, numeric, geographic, chronological, and subject ling systems.

For more information, see Learning Objectives 12.2 and 12.3. It is recommended that the instruction manual that accompanies database management applications software be consulted.

Using database management software, students may create, delete, retrieve, sort, modify, and store data. They should be able to create a database that includes forms, multiple tables and reports. With the data, they will conduct a variety of searches; change the size and location of elds; and use calculated elds. Tables should be related with key elds, and students should be able to explain how and why this would be done. Advanced features such as associating graphics within records and macros should be explored. In order to create and enter data into a computer database, students must be able to visualize a le structure that will allow for meaningful data to be generated from a database le. Students will require an understanding of the relational concepts of rows and columns in addition to the ability to choose meaningful eld names from source data. Modications to designed databases that students may experience include inserting and deleting elds; inserting and deleting records; sorting records; selecting specic records; searching the database (possibly using sequential record searches, specic search criteria, and wild-card searches); changing the size and location of elds; using calculated elds; and formatting reports. Students may select procedures for printing selected reports and provide output suitable for different sizes of paper and different types of reports. (The manual accompanying the software should be consulted by the students as a reference when they are working with the software.)

112

Learning Objectives

Notes Provided with simple data relevant to students, for example, a schedule for a school sporting activity, students could manually plan the management of the information to be included in an electronic database. A layout or planning sheet may be used as an organizer. Field names chosen for the database may include the name of the opposition, the date of the game, and the location of the event. Students could enter the data into database management applications software. Students could then be guided through the manipulation of data, incorporating teacher and/or student demonstration with the possible pairing of those students with previous knowledge of database management software with those students who have little or no previous experience in this area. Assessment information on content and process skills may be collected. Students could bring a sample paper-based database from home. Examples may include personal telephone directories, membership lists from a team or group, or a list of items in a collection, such as sports cards. Working independently or in pairs, students may create a layout sheet by manually planning the arrangement and size of elds within the database record. Using database management applications software, a database may be created, and records may be added, listed, edited, inserted, deleted, and printed. Files may be searched, sorted, and altered. If students require further practice in order to become condent in using the software, sample databases may be exchanged and the activity repeated. In Learning Objective 9.17 and 9.18, it was suggested that students le manually, applying all ve commonly-used ling systems to a comprehensive simulation. Using this simulation and database management application software, students could apply their knowledge of paper-based ling systems to designing an electronic database. Students may use software to enter, sort, and manage data. For example, students could prepare a list of members according to each of the following ling methods: alphabetically by name, numerically in descending or ascending order; by subject according to type of policy; geographically by address; and chronologically by expiry date. Students could time the application of each ling method, comparing the time required for electronic and for paper-based ling. Students could also compare the results and examine any discrepancies among the nal products. Final products could be placed in students portfolios for contrast and comparison with manually-generated products.

113

Learning Objectives 15.6 Design and present solutions to business problems using database management applications software.

Notes In addition to reviewing ling systems, the nal learning objective of this module could offer students the opportunity to use database management applications software to apply knowledge of ling systems to: design an electronic le; input and proofread data; list and proofread data; add records; delete records; make changes in records; answer inquiries; print a listing of the le; and prepare a variety of reports. Students may transfer their knowledge of databases and information management to access information to assist in producing solutions. Depending on the type of information that is to be managed, it is desirable for students to apply knowledge of the subject, geographic, chronological, and numeric ling systems to the design of the electronic information management system because they relate to, and will facilitate, information access from the system. The application of knowledge of the alphabetic, subject, numeric, geographic, and chronological ling systems to the electronic systems should be applied to planning and organizing the electronic information. This could be accommodated through the recognition and selection of appropriate eld names when organizing and designing the database. Planning for electronic information management must consider information access, retrieval, and transfer. It is recommended that emphasis be placed on the selection of appropriate eld names in the designing of databases so that potential users of the database may generate questions and query the database to access, extract, manipulate, or produce meaningful reports and information from its contents. For example, if information to be managed may be accessed alphabetically, geographically, numerically, chronologically, or by subject, the system design should allow for access by these designations. Learning contracts may be used, requiring students to determine a project they wish to complete. Provided with a project or a simulation, students could use data base management applications software to produce a solution. Students could design a database; enter and manipulate data; sort data in a variety of ways, possibly including alphabetically, chronologically, geographically and by subject, according to specied criteria; complete a variety of searches according to specied criteria; add elds; complete calculations; and create reports. Process skills may be assessed using the forms provided in this guide. Final products could be placed in students portfolios.

114

Learning Objectives

Notes

Module 16: Intermediate Spreadsheets (Optional)

Suggested Time: 15-20 hours Level: Intermediate Prerequisite: Module 11

Module Overview
This core module will expand the skills and knowledge students have of spreadsheet application software. Wherever possible, teachers should focus on the problem solving capabilities of spreadsheets.

Foundational Objectives
construct complex spreadsheets and use a variety of functions recognize and utilize the problem solving capabilities of spreadsheets recognize the wide variety of situations in which the use of a spreadsheet is appropriate

Common Essential Learning Foundational Objectives

develop an understanding of a number of logical and numerical functions of a spreadsheet (NUM) enable students to further develop problem solving skills, and apply the use of spreadsheets to their problem solving strategies (CCT) enable students to produce documents that effectively communicate information from a spreadsheet. (COM) Learning Objectives 16.1 Review the basics of terminology, data entry and manipulation of information in spreadsheets. Notes Having been through Module 11, students should have a good understanding of the purpose and function of a spreadsheet. Teachers may want to do a pre-assessment to determine the level of review necessary. As a refresher, students may be asked to develop a simple spreadsheet that incorporates a number of the features that were learned in Module 11. Examples could include such items as a company invoice or a monthly budget. 16.2 Use complex functions of spreadsheet software to process information. Functions that go beyond the sum and average functions should be explored. In particular, students should be able to use lookup tables, choose functions and logical functions such as IF, OR, AND, FALSE. Students could research variable income tax rates, volume discounts offered by retailers or wholesalers, or shipping charges based on weight or quantity, and incorporate this information into lookup tables.

115

Learning Objectives

Notes It is recommended that nancial functions such as payment, future value, present value, rate and term are incorporated into activities. Discussions and activities related to loans, credit cards, investments and other money management issues could take place. Alternatively, a teacher may take a different focus to explore complex functions, and could have students work with math functions (this could be coordinated with the math teacher) or with text functions. The specic functions are not critical, but the development of an appreciation of the power of the spreadsheet software, and the ability to work with these less common, complex functions is the underlying purpose of this objective.

16.3 Create attractive and effective spreadsheets and charts using spreadsheet data.

A suggestion for a spreadsheet to be formatted would be a commercial invoice. This will require different fonts, column widths, possibly a graphic, possibly coloured cells around the perimeter, various types of borders around blocks of cells and columns. This invoice, once created can be used again in Objective 16.4. Students should be able to customize spreadsheets by changing row and column size, borders/lines, as well as colours and patterns. Students should also be able to customize charts to make them visually appealing as well as functional and informative. Students should also become comfortable with choosing the appropriate type of chart, changing marker shapes, using 3-D or exploding charts, modifying the colours used on the charts, and customizing the titles, labels and legends. Understanding the way data transfers from the spreadsheet to the charts will help students plan their spreadsheet so that the desired charts are more easily created. A variety of activities requiring use of a number of different types of charts should be provided. There is opportunity to collaborate with teachers from other disciplines to use data generated in activities in other classes to be applied to activities in this module.

16.4 Students will be able to organize spreadsheets that require or utilize a number of different tables of data using multiple worksheets.

Although most worksheets are very large and capable of holding enormous amounts of data, it is often more suitable to use multiple worksheets. An activity that might make use of multiple worksheets would be a yearly budget that has one month on each worksheet, with the format on each worksheet identical. Another example would be to have lookup tables or other reference material on separate worksheets. Have students create an invoice that automatically puts in customer name and address based on the customer number, item description , price and weight based on the part number, calculates shipping and handling charges based on weight and then calculates taxes and totals. Using lookup tables for customers and parts, an entire invoice could be created by only entering the customer number and the part numbers. Students should be aware of the advantages of using a process like this, since updating prices or customers is very simple.

116

Learning Objectives

Notes Students should be encourage to use pre-planning to design a spreadsheet that will be both functional and useful, but also easy to use and to navigate.

16.5 Students will be able to create complex spreadsheets that will be useful in problem solving and/or used in to make predictions in what if scenarios.

As a culmination of this module, students should be required to create a realistic spreadsheet, using either real or simulated information, that could be used by an individual or business to solve problems and make decisions. A simulation of a small retail business with inventory purchases and sales, monthly expenses, employee wages and advertising expenses can be used. The goal of the spreadsheet should be to be able to have all things related, but they should never have to be entered more than once. Another simulation could be to create nancial books for a farm, in which they can easily see changes to yearly prot if productivity is changed, if commodity prices change or if interest rates change. Challenge students to develop formulas that will realistically make appropriate changes to things like sales based on advertising expenses, or productivity based on fertilizer expenses. For items like this there should be some benet to the expense, but this benet is limited and as the expense goes up there reaches a point where the expense exceeds the return. The challenge for a business is to maximize this return, and what if scenarios are an excellent way of predicting this, providing the assumptions built into the spreadsheet are valid.

Module 17: Integrating Software Applications (Optional)

Suggested Time: 15-20 hours Level: Intermediate Prerequisite: Modules 2,8,11 and 12.

Module Overview
This module has been developed to provide students with the opportunity to gain familiarity and practice with integrating a variety of data from different computer software applications. Word processing, spreadsheet, database, graphics, and communications software applications are used by individuals in personal, school, or work-related applications. This module will promote familiarity and experience with the processes involved in combining information from different sources to produce new documents or communications. It is recommended that students use an integrated software package; however, the use of software applications that will allow the integration and manipulation of data between les from different software applications may be used. Throughout the module, students may use a problem-solving approach (identify the problem; list alternatives; list consequences of each alternative; and, select an appropriate solution) to produce a solution using the most effective means. Students will apply their knowledge and skills to use the computer and software applications to produce solutions to problems. It will be important for teachers and students to be exible and adaptable in accessing, integrating, and determining the processes necessary to produce the most effective nal product. Students can be encouraged to create, access, and use information from a variety of resources including those within the school, in the local community or outside the local community. 117

Teachers may need to assess student prerequisite skills and condence in using a variety of software applications. This will assist in determining the appropriate review of computer applications that must take place prior to completing integration tasks. It is recommended that the majority of time in this module be devoted to problem-solving and integration activities. Note: If students will be introduced to and using new software programs, they will need to demonstrate an understanding of the similarities and differences between the new software programs and those used previously.

Foundational Objectives
develop an understanding and appreciation of the capabilities and potential of software integration. develop condence in using software integration capabilities to produce solutions to a variety of problems. recognize that information is processed best by certain software applications and that a nal product may need to be a combination of information from different sources.

Common Essential Learning Foundational Objectives

provide opportunities for students active involvement in decision making related to technological developments in information processing. (TL) promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and information in meaningful contexts. (CCT) support the development of a positive disposition to information processing for lifelong learning. (IL) Learning Objectives 17.1 Review and apply the features and applications of word processing, database management, spreadsheet, graphics, and communications software. Notes This learning objective provides an opportunity for students to review prerequisite skills and knowledge about each computer software application. It is recommended that each software application be reviewed independently in preparation for integration activities. The degree of review required will depend on students previous experiences and the modules chosen to accompany this optional module. Students should have prerequisite knowledge and skills in using the computer and computer software applications. Students may need to review fundamentals of their computer hardware and the software that are necessary to facilitate software integration activities (to take place later in this module). In order to complete integrations in this module, students require a basic understanding of each of the different software applications. It is recommended that students be condent in their ability to create, process, and output word processing, database, spreadsheet, and graphics les. Students can use communications software to access, use, and distribute information. The management, output, and storage of les may need to be reviewed and reinforced.

118

Learning Objectives

Notes Presentation graphics software applications programs enable the creation of visuals including graphs, charts, diagrams, drawings, videos, still photos, visual animation, or slides. These programs may allow the use of a library of computer-produced digitized images, symbols, and drawings (clip art). Students may review the creation and use of graphics for enhancing textual information. Provided with simulations or case studies, students could work in pairs or small groups and use a problem-solving approach to prepare solutions. The solutions may involve the composition and creation of a word processed document, the need to design and produce a database le, the design and production of an electronic spreadsheet, and the design of a graphic. The solutions could be sent online to peers and the teacher for assessment. Throughout this learning objective, students may use word processing software to prepare a glossary of information processing features and terminology. For example, terminology and features of computer software specic to word processing, database, spreadsheet, graphics, and communications software may be included. Students could save their glossary as soft copy for recall when revisions to the le are necessary. A hard copy could be placed in their reference manual.

17.2 Investigate and describe the features, advantages, and limitations of integrating software applications.

The integration of software applications refers to combining data from les in different software applications to produce a new document. Software integration can take place between standalone software applications or through an integrated software program. Integrated software programs may feature several software programs that have been combined into one package. For example, word processing, spreadsheet, database, and communications software programs may be offered to the computer user as one integrated package. Integrated software programs enable the user to retrieve information that was previously stored within one software application to use in another. For example, a portion or all of the numeric data from a spreadsheet program may be easily and quickly combined with text from the word processor to generate a unique report. Numerical spreadsheet data may be represented as graphs. The use of integrated software can eliminate the need to input information that has already been processed and stored.

119

Learning Objectives

Notes Software programs in an integrated package often share a common methodology and command structure, allowing for ease of use. In addition, data may be transferred easily and quickly among programs in an integrated package. If standalone software programs are used, moving data from one program to another may be more difcult and perhaps impossible. For example, it may not be possible to transfer the exact information the user wishes to import to the second program. Ease of information transfer among programs and a common command structure are denitely major advantages of integrated software packages. Independently or in pairs, students may contact an organization to gather information on the use of integrated software applications. Students may interview employees to ascertain features, advantages, and limitations of the integrated software system. Contact with the employees could be made on the telephone, in person, using the facsimile or by electronic mail message. In small groups, students may jigsaw the features, advantages, and limitations of integrating software applications. If students are being introduced to an integrated software package for the rst time, they may compare and contrast the features of the individual software programs previously experienced, to the software applications of the integrated package they will be using.

17.3 Describe terminology and features associated with integrating software applications and demonstrate the use of these features in classroom activities.

Some terminology that may be introduced includes: cut and paste; clipboard/buffer; integrated software; integration; source le; transfer le; destination le; upload and download. Electronic data and/or les to be transferred and integrated must initially be prepared for transfer by moving the desired information or range of information to another area, buffer, or clipboard. Procedures for this process will vary depending on the software being used. It is important for students to understand that the overall processes for information transfer would be similar; however, depending on the software, it may be necessary to make adjustments to accommodate the transfer of information. It is desirable to provide students with some examples of accommodations that may be necessary. One example may be the need to delete extra page breaks that appear as a result of le integration.

120

Learning Objectives

Notes Students may demonstrate and use software capabilities to experience a variety of integrations. These may include copying and transferring data from a variety of forms using a variety of software applications. Students may be provided with experience in integrating a variety of different les from a variety of software applications and sources. This would include the uploading and downloading of les from storage devices and through communication links. Provided with an illustration of a spreadsheet and a database that have been integrated into a word processing document, guided inquiry may be used to discuss the concept of integrated software and the integrations used. Students can recall and integrate previously saved word processing, spreadsheet, and database les, revising as required to produce a suitable solution. Using previously saved material, students may practise transferring data from one software application into another. For example, students may recall a letter that they have keyed using word processing software. They may copy or transfer all or part of a spreadsheet into their word processing document, saving the new document with a new name.

17.4 Integrate information accessed from a variety of sources to complete projects efciently and solve a variety of problems.

Once students are comfortable with all aspects of integration, they may be provided with challenging case studies or simulations that will require them to work with a variety of les from a variety of information sources and software applications. It is desirable for students to complete many related tasks to experience the efciency of integration and linking les to produce a nal product or communication. For example, students may design and prepare a spreadsheet using data downloaded from an online source; design a database using related information from the spreadsheet le; compose a report that would incorporate the database and spreadsheet information; and compose a letter that could accompany the distribution of the report. The letterhead for the letter may be designed, incorporating graphics and the appropriate textual information.

121

Learning Objectives

Notes This learning objective can provide students with the opportunity to determine the extent of their ability to apply and integrate the knowledge and skills they have acquired. Teachers may take on the role of facilitators, allowing students the opportunity to explore, input, retrieve, and manipulate a variety of information sources to produce effective and efcient solutions to problems or projects. Encourage students to be comfortable in using all available technology to input, process, and output their work or documents as required. Students and teachers may design and use learning contracts to facilitate a project that integrates information from a variety of sources. Students may be given choice in the topic of the project. The contract would involve students using the integrations suggested within this module. An example of a project follows. Students may create a database of students including pertinent school information. For example, student names, addresses, phone numbers, parent names, registered grade, current registered classes, marks obtained, and credits obtained may be some of the elds that could be recorded for each database record. Student names, registered classes and the marks obtained may be imported to a spreadsheet le so that student and class averages may be calculated. A word processed letter may be composed. The letter may be addressed to each students parents. Integrated into the letter may be database and spreadsheet information about the respective student. For example, names, addresses, registered classes, marks, average marks, and class averages could be inserted into the word processed letter. The nal products of the project could be electronically mailed to the teacher for assessment. Students may conduct research into how the use of integrated software applications facilitates information processing. Allow students to select the area of technology they wish to research. It is expected that students will conduct research by accessing a variety of sources of information. Some examples of information sources include human, print, visual, and electronic. Reports could be prepared using an authoring language, hypermedia, or presentation software. Completed reports may be assessed for process and content. Sample assessment tools with criteria that may be used in the assessment are provided in this guide.

122

Learning Objectives

Notes

Module 18: Effective Business Writing and Document Production (Optional)

Suggested Time: 25 hours Level: Intermediate Prerequisites: Modules 8,9

Module Overview
This module will provide students with the opportunity to experience the three stages of the writing process to produce effective communication including letters, memoranda, agendas, minutes, itineraries,and reports. Teachers are reminded that the nature of Information Processing presumes the integration of learning from core and optional modules. For example, knowledge and skills from the core modules involving work habits, attitudes, organization, composition, touch keyboarding, and time management will continue to be demonstrated and extended throughout this module. Foundational Objectives understand the importance of the writing process to effective communication, regardless of the length or complexity of the written message. demonstrate condence in using word processing and formatting knowledge to produce written business communications for various audiences. plan, organize, and produce internal and external business documents, including letters, memoranda, agendas, minutes, itineraries and reports.

Common Essential Learning Foundational Objectives

enable students to use language (listening, speaking, reading, writing) for differing audiences and purposes that are relevant to the student and written business communications. (COM) promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects as they relate to written business communications. (CCT)

123

Learning Objectives 18.1 List and describe stages in the writing process.

Notes The writing process may be broken down into smaller, more manageable parts by the use of a writing process model. There are many different models for writing. Students may be familiar with this process through their work in English Language Arts. It is important to work with the ELA teacher to insure consistency in this area. The following three-stage writing process model could be adapted and used in this module. The three stages may include prewriting, writing, and revising. Activities that may be involved in each of the three stages are listed below. Stage One - Prewriting (planning and researching) Stage Two - Writing (organizing, outlining, and writing the rst draft). Stage Three - Revising (reworking and editing the draft, proofreading, and document output). A bulletin board could display the three stages of the writing process. Although the main focus in this module will be on writing for business using word processing skills and formatting knowledge, students can easily adapt and apply what they learn about the writing process to more personal formats, such as stories, journals, or poems. The activities can also be adapted if computers and word processing software is not available. Provided with an advance organizer of the three stages in the writing process, students could discuss activities that may be involved at each stage. Didactic questioning may be used. In small groups, students could examine questions similar to the following. What types of activities might be involved in prewriting? What do the terms revise and proofread mean? What activities do students think take place at each stage of the writing process? In what ways might students assist one another with their writing? Students could use word processing software to create and produce a checklist of activities that may be involved in each of the three phases of the writing process. These checklists could become pages in students reference manuals and could be used with each writing activity. Throughout Module 18, students should be encouraged to use touch keyboarding skills and formatting knowledge to word process their writing whenever they are composing. Module 18 activities may be planned in conjunction with Language Arts activities.

18.2 Analyze and experience the steps in the prewriting stage of the writing process.

Before students begin any writing project, they should decide what they want to accomplish and how they wish to accomplish it. Prewriting involves dening the concept and gathering ideas and facts by planning and researching. Students should be encouraged to prewrite by contemplating their purpose, audience, and format, considering the scope of their topic and the research that may be required.

124

Learning Objectives

Notes Activities in which students may become involved during the prewriting stage are described below. Plan by identifying the following: Purpose. For example, the purpose of the written communication may be to tell a story, to inform, to describe, to entertain, to explain, to persuade, to educate, or to convince. Audience. Students may consider age, interests, and background of their audience. Depending upon their intended audience and the purpose of the communication, students should select an appropriate level of language. Levels of language range from the formal, which may be used in preparation of legal documentation, to the casual, which may be used for interofce memos. Limiting the topic. Students may need to limit their subject and focus on specic topics. The format. Sometimes the choice of format will be made for students. When the choice is theirs, students may consider transacting communication through a variety of formats such as stories, lists, outlines, essays, summaries, poems, business letters, advertisements, scripts, reports, publications, editorials, notes, charts, graphs, surveys, interviews, broadcasts, printed advertisements, memoranda, or speeches. Research. Research is necessary when further information, such as facts and statistics, is required. Good planning will determine what information students need for their writing. Students should understand that mistakes and errors can cast doubt on the credibility of the entire nished document. Students should be reminded to identify sources when used. In pairs or small groups, students may be provided with case studies that will allow the contrasting and comparison of business and personal prewriting activities. For example, students may initially consider prewriting a business communication, such as a letter of application. Students may then consider a more personal scenario, such as the task of rewriting a well-known fairy tale or story. For both the personal and business communication, students may experience prewriting by discussing, identifying, and recording their purpose, audience, and format, considering the scope of the topic and research that may be required. Students may contrast and compare business and personal prewriting activities by discussing the similarities to and differences from the case studies provided.

125

Learning Objectives

Notes Students could choose a subject of interest to them, with the goal of preparing a written communication. For example, students could prepare a short report, perhaps limited to 200 - 300 words in length. In this learning objective, students will focus on prewriting activities by discussing, considering, and recording prewriting information. For example, students may discuss and record answers to the following questions: What is their topic? Who is their intended audience? What special characteristics does their audience have? What is the purpose of their communication? What format do they wish to use? Is research required? If so, what sources of information may be accessed? Students may be reminded to limit their topic as required. Working independently or in pairs, students may be provided with a list of questions that require them to access various sources of information to discover the answers. Sources of information may be electronic or paper-based. Content (accuracy of answers) and process skills may be assessed. Students may be given a topic and asked to prepare communication for different audiences. Students could compare and contrast language choices (choice of words, organization of ideas, and tone of the communication) needed to facilitate effective communication. It is suggested that students use this communication again in Learning Objectives 18.3 and 18.4, extending the activity to include all stages of the writing process.

18.3 Analyze and experience the steps in the writing stage of the writing process.

Writing involves organizing, outlining, composing, and writing the rst draft. Students should refer to all of the information that they have gathered and organized during the prewriting stage. They should be reminded to keep in mind their purpose, audience, and format. During this composing stage, students may be encouraged to get their ideas keyed as quickly as possible. The process of writing may include the following activities: List general points and details. By this time, students will have a clear purpose for the communication in mind and an understanding of their audience. Students should begin to elaborate on their ideas and purpose by recording general points and details. Arrange general points and details. Now that students have generated a signicant amount of useful information about their topic, they can organize these ideas to produce an effective written document. Students should organize so that the reader will understand the message quickly and easily. Students may become aware that professional writers may use a variety of organization systems such as lists, concept maps, cross-classication charts, tree diagrams, ow charts and ladder plans to help organize thoughts. At this level, it is recommended that students use lists and concept maps to assist in arranging points and details.

126

Learning Objectives

Notes Write the outline. An outline may be considered to be a list of points in the order in which they will be presented. Students may prepare general or very specic outlines, depending on the nature of the document that is to be written. At this level, students may use point-form outlines and/or note cards for an outline. Compose the rough draft. If hard copy will be output for proofreading and revision (next stage of the writing process), students should double space their material to provide room for marked changes. In a suggested instructional activity of Learning Objective 18.2, students participated in prewriting activities necessary to develop written communication. Students may use this same written communication to experience the writing stage. Activities in this module may be coordinated, jointly-taught, and assessed with Language Arts activities. Topics could involve childrens short stories, ballads, and poems.

18.4 Review the importance of proofreading and the use of proofreaders marks in identifying and correcting errors in the production of error-free copy.

Review Learning Objective 7.5 Students must realize that in business, errors in copy can be easily misinterpreted as being work processed by an uncaring or an incompetent individual. As managers move towards inputting and processing more of their own information on the computer, further emphasis can be made on proofreading by having students read their work for meaning, check spelling and punctuation, and ensure appropriate formatting and visual appeal of the nal presentation. Extra care may be required in communication that is composed. It is recommended that students use different methods of proofreading and accept responsibility for their work. Students should be encouraged to proofread from soft copy. Spell check and grammar check capabilities should be utilized when possible, but students must be aware of the limitations, and than they still mast proofread manually (point made!!). Some tips for proofreading are in Appendix G. Recognize that proofreaders marks may be used in other classes. A standard set of proofreaders marks could be used. See Appendix H. Students and teachers should use proofreaders marks to indicate revisions on hard copy. The teacher may review and demonstrate the use of proofreaders marks using an overhead transparency of copy with errors. See Appendix H for a sample activity that may be used.

127

Learning Objectives

Notes A hard copy containing a variety of proofreading errors may be distributed. Students could indicate the errors using the proper proofreaders marks. The copy may be handed in and assessed to determine whether students were able to identify a variety of errors and used the proper proofreaders symbols in marking corrections. A list of all the proofreaders marks may be kept in the students reference manual for reference throughout the course. Error-Free Copy: It is recommended that students be given up to two attempts to produce an acceptable or error-free document. When revisions to a document submitted for evaluation are needed, students may be asked to attach the revised copy of a document to the copy containing proofreaders marks for ease in assessing the required changes. Also, teachers should inform students that some errors in documents may be accepted by the originator. For example, an error such as the rewording of a sentence that does not result in a change in the intent of the communication, is often acceptable. Whenever changes are required in student work, students and the teacher should mark hard copy using proofreaders marks to reinforce their use. Activities could be combined with assignments from other subject areas such as English Language Arts, Social Studies or Science. Students may key their writing assignments during Information Processing class and teachers from the specic subject areas may indicate, with proofreaders marks, the changes individual students require. The student would make the changes in IP class. The IP teacher may assess this activity for process skills such as efciency in using a variety of software features and/or knowledge of how to format the document properly. The teacher of the specic subject area may assess the completed project for content.

18.5 Analyze and apply the steps in the revising stage of the writing process. Edit composed documents for content, conciseness, and clarity, accessing the necessary resources.

Editing is like another form of proofreading with emphasis on reading for meaning. As the ability to communicate well is essential to success in business, communication must be clear, concise, and understood by the receiver exactly the way it is intended by the sender.

128

Learning Objectives

Notes Students can be encouraged to put themselves in the receivers position when editing their compositions. It is recommended that students ensure their composition adopts the right tone and uses simple words. Students need to know that there is not necessarily one correct answer or response but that a range of responses may be acceptable and appropriate to a situation. Students could be provided with a hard copy or a previously word processed copy of the rst draft of a document or could use their own product. If rst drafts are provided in the form of prerecorded word processed documents, students could recall and revise the document using their keyboarding, word processing, and formatting skills to produce a nal copy. If hard copies of rst drafts are provided, students should use their knowledge of proofreaders marks to indicate revisions. Reread and revise the rough draft, checking mechanics, content, and style. At this stage, students should be encouraged to read carefully, correcting and improving the work. Students should understand that they may revise their draft copy more than once. They should examine their rough draft from the readers point of view. Students should review their work on the basis of content, style, organization, and mechanics, striving to communicate their message clearly and concisely, including all necessary information. Students should consider the beginning, middle, and ending of their communications, vary the length and construction of sentences and choose appropriate words to express their thoughts. When editing for mechanics using hard copies, students should use their knowledge of proofreaders marks for legibility. Students should be able to differentiate and access a variety of reference and resource materials and use them as necessary to edit and clarify their compositions. Examples may include the dictionary, thesaurus, CD ROM, directories, and software manuals. Students should note that specialized reference materials such as medical or legal dictionaries are used in specic organizations. Students cannot overlook the importance of concise, clear communication for effective, efcient information processing. The preparation and presentation of effective communication in business is of such importance that often further inservice training in this area may be provided by businesses to update and refresh employees while employed.

129

Learning Objectives

Notes To ensure students are able to identify and correct errors in composition, assigned questions may be used. The assigned questions may contain incomplete sentences, incorrect use of punctuation, cliches, spelling errors, grammatical errors, and other problems that would need to be identied and corrected. Output the nal document. Reread the nal copy to ensure that it is ready for distribution.

18.6 Incorporate word processing functions effectively to produce business documents such as business letters, memoranda, tablular displays, unbound and bound reports, agendas, minutes, and itineraries.

Students should review and be comfortable using word processing features from Module 8. Students can be expected to manipulate data efciently and effectively to enter text, create documents, display text, edit and revise documents, and manage and print les as required.

The following are some guidelines for features of word processing software that may be used to process business documents: merging two documents (such as mail merge/list processing/document assembly); print enhancements (such as bold, italics, font sizes); tabulation features (such as decimal, absolute, relative); math calculation (such as column add, column subtract, column total); open and closed leaders; display features (such as print enhancements, centred information); format or phrase storage (such as macro, boilerplates); formatting (such as margins, justication, hyphenation, widows, orphans, automatic page numbering, headers, footers); search and replace; and, proofreading features (such as spell-check, grammar-check, thesaurus). Word processing skills may be integrated to produce the following business documents: business letters in extreme (full) block, block (modied block), semi-block, and simplied letter styles; no-point (open); two-point (standard); and all-point (closed) punctuation patterns; business memoranda; multiple-page letters and memoranda; open-style tabular displays; form letters; and, reports. It is important that students know when these documents may be used. These exercises may be annotated and placed into the students reference manual.

130

Learning Objectives

Notes In the preparation of reports, students may produce title pages; tables of content (including leaders); headings; headers and footers; footnotes or endnotes; and, a reference page. Students can be encouraged to eliminate the use of orphans and widows (the leftover lines at the bottom and top of pages). Most word processors have the capability of doing this automatically.

18.7 Apply the three stages of the writing process, integrating writing strategies to produce letters, interofce memoranda, and reports.

Students may practice composing small sections of correspondence (introductory paragraph) and then move to composing an entire document. In previous learning objectives, students were introduced to a threestage writing process model in which they were given opportunities to develop knowledge and skills within each stage. In this learning objective, students will be involved in extending their knowledge of the writing process to include simple writing strategies to enhance their writing. See Appendix P for instructional notes on writing strategies and suggested activities that may be used. Students may compose and produce business letters, memoranda, and reports. See Appendix I for a letter planning chart that can be used for composing at the keyboard. This can also be applied to other correspondence. Ensure that students can distinguish between these forms of communication and can determine when each form should be used. Simulation may be used. Students may compose a variety of communication in response to a simulated situation. Students may simulate working as a member of an ofce team, as support personnel, or as an independent entrepreneur. The communication may be assessed for process and content. If students are conducting research for another area of study, they may compose correspondence requesting information, or compose nal reports. Students may bring samples of another authors writing to class. Working in pairs or small groups, they may examine the writing for clarity, completeness, conciseness, and the directness of the message, answering questions such as the following: Is the writing clear? Does the reader understand the message? Is the message complete and direct? Is the writing concise? Is the reader informed without unnecessary words, phrases, sentences, or repetition? Is the writing coherent? Is all relevant information expressed in a concise manner? Is the writing interesting? Does the message keep the reader involved? This activity may culminate in a reective discussion of methods students may use to make their own writing clear, complete, concise, and direct.

131

Learning Objectives

Notes Working in pairs or small groups, students may experience the stages of the writing process by composing and producing a communication, integrating touch keyboarding, word processing, and formatting skills. Communications could be shared with other pairs or classmates for the purpose of providing feedback for revision. Final communications may be shared with others and may be submitted for publication in the school newspaper, yearbook, local newspaper, or magazine. Simulations or case studies requiring students to solve problems in order to compose and prepare written communication could be used. The planning and preparation of a response to an editorial in the local newspaper is one suggested activity. See Appendix P for more suggestions. As a class project, students could collate and publish selected samples of their writing.

Module 19: Desktop Publishing (Optional)

Suggested Time: 20-25 hours Level: Intermediate Prerequisite: Module 8

Module Overview
This optional module will provide students with an introduction to desktop publishing and give students experiences in the preparation of some desktop published documents. It is recommended that dedicated desktop publishing software be used. However, this module may be adapted to use software applications that will accommodate desktop publishing features.

Foundational Objectives
understand the capabilities and use of desktop publishing software for computers. follow a variety of techniques and procedures required for desktop publishing on the computer. develop condence in using desktop publishing software to produce professional-looking documents.

Common Essential Learning Foundational Objectives

develop an understanding of how knowledge is created, evaluated, rened and changed within the information processing cycle and a desktop publishing environment. (CCT) develop students appreciation of the value and limitations of technology within society. (TL) develop students abilities to meet their own learning needs. (IL)

132

Learning Objectives 19.1 Dene desktop publishing and describe the desktop publishing cycle.

Notes Desktop publishing may be dened as the use of a personal computer, special software, and a laser printer to produce high-quality documents that combine text and graphics. Desktop publishing is also referred to as electronic publishing. Desktop publishing is the application of the computer to the composition, editing, and layout of both text and graphics to produce an original layout of material for copying or reproducing. Desktop publishing software is dedicated to designing and producing professional-looking documents. Students should know that the desktop publishing cycle is very similar to the information processing cycle. A document is originated, input, desktop published (processed) and output for copying or reproduction. The desktop publishing cycle involves writing, editing, designing, producing, and printing. It is expected that students will apply their touch keyboarding, composition, research, editing, and proofreading skills throughout this module. Students may publish documents using the available technology. For example, when special software for desktop publishing is unavailable, students may use word processing software that allows combining of text and graphics. Students may contrast and compare the information processing and the desktop publishing cycles. Synectics (analogy) may be used in discussing questions similar to the following: How is the desktop publishing cycle like the information processing cycle? Name three ways in which the desktop publishing cycle is like the information processing cycle. How is it different? Content (accuracy of answers) and process may be assessed. Module 19 student activities should reect the focus of the accompanying core module. For example, if this module accompanies Module 7, the activities may have a personal-use focus.

19.2 Identify and describe the desktop publishing hardware and software requirements.

Students should be introduced to the requirements of a basic desktop publishing system and/or the system that will be used in the classroom. A basic system consists of a computer and accompanying desktop publishing software attached to input and output devices. Some input and output devices that may be discussed include the keyboard, mouse, scanner, digital camera, monitor (high resolution, colour), graphics capabilities, and printer. As input and output devices vary with advancements in technology, students will need to be updated on current technology and be prepared to adapt to advances that may be available in the near future.

133

Learning Objectives

Notes Dedicated desktop publishing software is recommended for student use in this module. However, software that will enable students to experience the concepts of desktop publishing may include word processing, graphics (art and drawing) and page-makeup (layout) applications. Students should know that true desktop publishing software allows the integration of these applications, and can import les such as scanned images. Students should be informed as to how desktop publishing systems may differ from organization to organization but that the basics of desktop applications and reasons for use are fairly consistent. This should help students adapt to the various environments that they may be required to use. Students should also be aware that some word processing software applications have provisions for desktop publishing capabilities (such as providing for various fonts, the import of graphics les, and the selection of varying page layouts). Students may compare the advantages and disadvantages of software applications that provide desktop publishing capabilities with respect to features and cost. Students with previous experience using desktop publishing software may conduct demonstrations. Local vendors may have current information on desktop publishing resources suitable for a variety of situations.

19.3 Describe the advantages and terminology associated with desktoppublished documents.

Desktop publishing software can be used to produce a number of different documents for various purposes. Some documents that students may produce include business cards, letterheads, newsletters, booklets, manuals, brochures, advertisements, business forms, reports, magazines, catalogues, programs, yers, posters, and invitations. Desktop publishing offers individuals and organizations the advantage of being able to publish materials faster and cheaper than in the traditional way. It also offers a high level of condentiality and control over the presentation of text and the integration of visuals. Students may discuss other advantages such as the ability of an individual to perform the nal production and assembly of a professional-looking document. Desktop publishing is more economical for short runs of documents that would otherwise be expensive if sent to a publishing house for production and assembly. Speed in producing a nal document is important, and desktop publishing allows more speed than the traditional publishing methods.

134

Learning Objectives

Notes Students may examine traditional publishing processes and may compare and contrast the differences between the two methods of publishing. Students may also consider the facilities available for documents that are sent out of the ofce for desktop publishing as well as the facilities for desktop publishing within an organization. Some desktop publishing terminology with which students may become familiar includes: page layout (balance), type size, typeface (set of characters of same design), weight (such as boldface), style (such as italics), font (complete set of characters in a particular size, typeface, weight, and style), templates, mastheads, leading (adjusting the space between lines of text), kerning (adjusting space between characters), halftones (photographs made of black dots on white paper), camera-ready, and resolution. Terminology unique to font selection may include x-height, base line, ascenders, descenders, and serifs. Students may tour a business within the community in which the traditional publishing method is used. For example, the community newspaper ofce may use this process, although many are converting to desktop publishing software to do their layout as well. Then students may take a eld trip to a community business where desktop publishing is used. A guest from a printing and publishing establishment may be invited to discuss the changes in the publishing world with the advancements in desktop publishing. The guest may discuss the reasons and advantages for changes in the systems being used today.

19.4 Use a planning process for preparing desktop published projects.

A well-designed page is one that communicates effectively and is pleasing to the eye. Consideration for facing pages and the ow of information throughout a desktop-published document is also important. Students should know that a well-designed page integrates important elements in a simple, attractive format. Considerations may include design elements and aesthetics such as balance of white space, type styles, sizes, graphics, colour, and placement of text or artwork. The use of headings, subheadings, illustrations, captions, and footnotes may also be discussed. Students should be aware that some organizations have a visual identity for the presentation of information that must be followed.

135

Learning Objectives

Notes Students may use the following stages for planning and preparing desktop-published documents: identify the purpose of the communication; prepare text (research, compose, import); select illustration(s) (clip art, draw, paint, import); layout page(s) (choose typeface, colours; place text, illustrations); produce sample page(s); edit and proofread; and, produce the nal copy. In business, numerous page layouts may be designed and submitted for feedback and constructive criticism. When completing assignments, students may be invited to submit various page layouts for a project and be willing to accept constructive criticism for each layout designed. Remind students that constructive criticism provides positive feedback for improvement. Some activities that students may plan and design include a letterhead for correspondence they compose, a business card for an entrepreneurial venture (for students in Entrepreneurship class), or a promotional brochure for the school or other organizations within the community. Students may examine examples and non-examples of documents that demonstrate the use of good design principles. Working in pairs or small groups, students could discuss how the identied non-examples may become examples. Examples of criteria that may be used for assessment could include: Does the page layout suit the intended audience? Does the document satisfy the identied problem? Is the graphic in a suitable position? Is the line length selected for the text suited to the document? The design elements may be listed on a checklist or rating scale and used to assess the examples. Students may work in pairs or small groups, planning and arranging text and graphics for a desktop publishing project. The interaction between students simulates the decision-making processes involved in a team environment. Visual identity may be illustrated through the use of a number of different documents that have been produced by one organization, that have followed a visual identity in design. In small groups, students may examine samples of such documents to determine the identity that was followed and discuss why.

136

Learning Objectives

Notes Yearbook seminars may provide valuable information on publishing. Consult with the yearbook coordinator.

19.5 Demonstrate the use of desktop publishing software features in preparing projects.

In this learning objective, students may complete projects that would involve them in experiencing and working with the different features of the desktop publishing software. As examples, students could be given opportunities to experience working with multiple columns of text; using a variety of fonts; generating and/or importing text and graphics; manipulating text and graphics (character-manipulation); and, preparing page layouts. Teachers will need to adapt their expectations as software capabilities evolve, but should always try to incorporate as much of the functionality of the software as possible. Each activity that students complete should involve them in using the mechanics of the software to experience the functions. This will help prepare students for the nal learning objective of this module which will require students to examine and evaluate various situations requiring the design of desktop publishing documents. Students may learn and practice specic functions of desktop publishing software by recalling and/or editing previously stored les and making changes which address the features of desktop publishing. For example, students may start with recalling a text le of a manuscript and practise selecting and changing fonts and font sizes within the title, subtitle and body. Students may practise importing stored les of text or graphics that are to be included into another stored le. A manuscript may be edited into multiple columns of text. Text may be wrapped around a graphic. Teachers may assess student ability to work with the features of the software package by using a performance test. The performance may be observed with data recorded on a rating scale. Criteria may include student ability to select fonts, change fonts, centre headings, import les, enter text, delete text, and others. Teachers may wish to record student ability to generate a solution using an anecdotal note.

137

Learning Objectives 19.6 Design and produce documents using desktop publishing application software.

Notes Considering the factors and resources available, this nal learning objective will give students the ability to combine the knowledge and skills from this module to plan, design, format, and produce desktoppublished documents. Students may be given opportunities to create pages using imported text and graphics, modify text and graphics within a page, demonstrate their knowledge of design, and link pages and text boxes. Students may be able to identify and choose appropriate fonts for their projects. Students may select, import, and manipulate graphics, formatting pages appropriately for presentation. Students may begin with very basic applications and progress to increasingly challenging projects. To ensure a variety of experiences, documents that students may publish should vary in type, purpose, and audience. Students may be reminded that the planning process is a crucial step to success in designing the nal project and that various layouts for the nal project may be produced. Students may work independently, in pairs, or in small groups to design and produce a wide variety of communications using desktop publishing software. Newspapers, periodicals, magazines, and other resources may provide interesting ideas for students to use in designing and producing posters, menus, brochures, yers, invitations, r sum s, books, manuals, or forms. Students may design and produce e e documents for the school such as the yearbook, newspaper, or parent newsletter. Students could publish documents for cultural and/or community events. Examples of events may include dances, pow wows, graduation activities, or sporting events. The following are ideas for desktop publishing projects: a booklet of stories told by kindergarten students; biographical proles of Elders or other groups in the community; a book of favourite recipes; tickets, posters and programs for an event; genealogy; or a pamphlet of community events.

138

Learning Objectives

Notes Time in this 20 to 25-hour optional module may limit the number of projects and activities that may be completed. If students are involved in a publishing project for the community or school, optional Extended Study modules could be used to extend the time.

Module 20: Internet Theory, Use and Exploration (Optional)

Suggested Time: 10-15 hours Level: Introductory Prerequisite: Modules 2

Module Overview
This module will familiarize students with the background and general operation of the internet. A focus will be accessing, using and transmitting information over the internet. Throughout this module teachers should remind students of the privacy, condentiality and security issues that are involved with internet use. Foundational Objectives explain the origins and evolution of the internet access information on the internet using effective searches explain how information is able to be accessed on the internet send and receive information through e-mail understand security risks when transmitting information on the internet carry out functions that are necessary to effectively make use of the internet

Common Essential Learning Foundational Objectives

appreciate the impact that the internet has had on society and the world (TL) understand and use the common functions of the internet (TL,C) support the development of a positive disposition to life-long learning. (IL) Learning Objectives 20.1 Explain the development of the internet, the changes that have happened since the inception and the control (or lack of control) of it. Notes Students should be given a brief history of the origins of the internet and the purpose for which it rst was introduced. A key point in the development of widespread use was the introduction of the world wide web, which allowed a very user-friendly interface.

139

Learning Objectives 20.2 Understand the operation of search engines and perform efcient searches to access suitable information.

Notes One of the paradoxes of the internet is that there is a vast body of information available, but it is often difcult to nd what you want. Students should research the advanced search techniques on a number of different search engines, and in particular should be familiar with Boolean searches. Effective search techniques will allow them to access better information faster. Students could compare the results of a number of different search engines doing the same searches. They should realize that some search engines are more effective at some searches than others, but none are better at everything, therefore a variety of search engines should be utilized. I would be helpful if students understand the various ways that search engines make their decision, and understand the way sites get into the search engines database. Students could go through the process of registering a website, such as the school web site, with different search engines. Students could discuss how and why seemingly unrelated web sites appear in search results.

20.3 Explain the way websites are made accessible on the internet.

Students should understand the concept of IP addresses, and that a web site name, or domain name is simply connected to an IP address. Information that is stored on a computer that has been given an IP address, and has been made public on that computer, is available to the world through the internet. Web servers may be as simple as individual computers that have a permanent connection (a static IP address) to the internet, or very complex arrangements of servers. Computers with a dial-up connection usually have a dynamic IP address, which means they get a different one assigned to them every time they connect. Many web sites are hosted by companies that provide dedicated space on their web server. A web site can be hosted at a very reasonable cost, and in some cases, the web space may be offered free of charge, but on the condition that advertisements may be placed in your website.

140

Learning Objectives

Notes Students could research web hosting companies, and compare the features and prices of each host. Because of the ease and low cost of making and maintaining a website, students should be aware of the potential for extremely biased or incorrect information to be found on the website. They should be reminded that there is no regulatory body that controls the information on the internet. Information from reputable websites, such as government websites or large corporations, is less likely to be questionable than from small privately sponsored websites. Students could explore a variety of websites, and evaluate them on the accuracy, or potential bias of information.

20.4 Students should be able to use at least one e-mail program efciently.

Many students will have experienced using e-mail, and teachers should assess their skills to determine the depth of instruction needed. Students should be able to send and receive e-mail, send and receive attachments, forward and reply to e-mail, add entries to the address book, create groups of addresses, organize mail into folders they create, format the text of e-mail being sent, and use features that track the receiving and reading of sent e-mail. If students are given their own e-mail account, they can use it to exchange assignments with the teacher. Numerous opportunities to establish e-pals can be found on the internet. Establishing contact with students in another part of the country or world can be a rewarding experience, and this could be done in collaboration with a project from within another subject area, such as Social Studies or English Language Arts.

20.5 Discuss the security of information that is accessed or sent over the internet.

Students should research the types of security that is provided on different web sites. They should be aware of the difference between secure and unsecured web sites, and of the use of encryption and its effectiveness. The potential for virus infection, and ways to prevent or reduce the impact of viruses should be investigated. Students could research the effectiveness of various virus protection programs. The use of internet security programs that limit the content available could be explored and discussed in terms of appropriate use of these programs in places like schools, public libraries, of places of employment. Their capabilities and limitations should also be considered.

20.6 Download and install necessary les that may be needed to use the internet and computer effectively.

Students should be able to download and install plug-ins when necessary, patches and service packs for programs, updates for virus protection, software demos and freeware. They should be able to unzip compressed les, run executable les, and know the difference. If not practical to have the students carry out these activities on school computers, the process should at least be discussed and demonstrated by the teacher.

141

Learning Objectives

Notes Students should explore websites with downloadable software to become aware of the variety of software that is available on the internet. They should be reminded of copyright issues, and should understand the difference between freeware and shareware. Although there may be security and administration issues encountered, it would be good practice for students to have to regularly download updates for school computer software, or updates for virus protection. This regular activity should lead to the good practice of regular maintenance of the same things on their home computer.

Module 21: Intermediate Computer Technology (Optional)

Suggested Time: 10-15 hours Level: Advanced Prerequisites: Module 1, 7

Module Overview
This module will extend students knowledge about hardware and software congurations, so that they can utilize and expand the capabilities and recognize the limitations of their hardware. Foundational

Objectives
setup a personal computer and perform typical tasks that an end user might want to do with their home or ofce computer make hardware installations/upgrades involving memory; video, sound and network cards; and disk drives install and congure operating system test and troubleshoot new installations enable/congure communication capabilities of a computer

Common Essential Learning Foundational Objectives

recognize that changing technology will require that end users be capable of adapting to those changes (IL) understand how computers can be adapted to accommodate changes in technology (TL)

142

Learning Objectives 21.1 Identify and connect components of a computer system including peripherals

Notes Students should be given opportunity to disconnect the components of a computer system, and be required to reconnect to the original state. They should be able to identify such items as serial port, parallel port, SCSI port, USB port, video card, sound card, network card and modem. Students should be comfortable making connections with monitors, keyboard, mouse speakers, printer, scanner, digital camera hardware and network hub or router. With the many different components available, it will be important for the teachers to develop instructions suitable for the equipment available. Teachers may choose to use older computers that are no longer being utilized, or they may choose to use the more up to date computers so that students are exposed to more modern components.

21.2 Perform regular maintenance on computer components.

21.3 Install and/change various internal components of a computer.

Students should be able to clean mice and keyboards, as well as know how to remove dust from the interior of the computer case properly. Students could be required to demonstrate these skills by performing these tasks on the school computers. One or more students may elect to perform these types of duties as part of a work study module, or as a work placement for a Career and Work Exploration credit. Students should be aware of the situations that would require them to make changes inside the computer and should be instructed on proper precautions to take when opening the computer and working on the internal components. They should be able to identify different types of RAM, and to determine the congurations of RAM suitable on a particular motherboard, and install or replace units of RAM. Students should be able to identify different types of slots available on the motherboard (ISA, PCI, AGP) in order to choose proper components to be installed. They should be able to remove and replace cards such as sound cards, video cards, and network cards. Installation or replacement of drives such as CD drives or oppy drives should be practised. Time should be spent identifying the CPU, CPU fan, power supply and connections to the motherboard, and connections from keyboard and mouse ports to the motherboard, but it is not suggested to disassemble and reconnect these unless there is a need for those parts to be changed. Under no circumstances should students be allowed to remove the outer case of a monitor.

143

Learning Objectives

Notes Teachers that are responsible for the maintenance of the computers are encouraged to involve students in the maintenance when possible.

21.4 Remove, install, format a hard drive and install an operating system and software.

Teachers may want to have an older computer designated as a computer that students will perform this function on. Students should be introduced to startup disks, and utilities used for re-formatting hard drives. While this is not commonly done to hard drives being currently used, it may have to be done to new hard drives, and is occasionally done to clean up and start fresh on a hard drive already being used. Teachers are encouraged to discuss options such as partitioning the hard drive, and options available while installing the operating system. Depending on the components and operating system being used, it may also be necessary to install drivers for items such as printers, sound cards or network cards. These may be found on disks that came with the components or on the internet. Students should practice installing and un-installing programs properly.

21.5 Connect and congure a computer to a network and/or congure a modem to use a dialup connection to the internet.

Students should be able to explain various types of network conguration, and explain the role of a server, hub and router on a network. When possible, students should be given an opportunity to take part in the installation of a new computer on a network, or at least observe the procedure. Depending on the network and the operating system, this procedure will range from very simple to somewhat complex. If possible, students should have the experience of conguring and connecting a computer to the internet through a dial up connection, or through other types of connections that are available to users of home computers in the area (for example cable, high speed or satellite). Regardless of availability, discussion of all the options should be discussed.

21.6 Congure and customize the operating system features such as menus, video settings, desktop appearance, security features and power management.

Many student will be familiar with common setting such as changing backgrounds, screen savers and wallpaper, but should be able to determine when it would be necessary or preferable to change number of colors and screen size, and how to perform those changes. Teachers should have the students work through and explore various advanced features that are available within their operating system. Ability to vary the video setting as required for different programs should be developed.

144

Learning Objectives

Notes Students should be given tasks which will require them to organize the start menu/program folders to be logical and efcient. Students could use cooperative learning skills to determine how to best organize their computer to make it user friendly and efcient. Security and power management features will vary with different computer systems, but the capabilities of the computers commonly used by students should be explored. This may include network security and access permissions on the network.

21.7 Identify and evaluate computer related products that are currently on the market.

Students should research current trends, specications and prices for common computer related products. This could include but should not necessarily be limited to personal computers, home networking products, printers, scanners and digital cameras. An emphasis should be on developing the skills to be able to nd out and evaluate this information, since the facts themselves will change rapidly. Students could produce charts or rubrics to help them evaluate and compare various components, a skill that will be transferable to many aspects of their lives. Students could create oral or written reports, slide shows, or web pages demonstrating the information they have researched. This objective should enable students to be aware of the technology available, as well as evaluate the various components in terms of appropriateness for various types of end-users.

21.8 Make informed decisions related to the purchase of computer equipment.

Students should use previously gained knowledge to evaluate computers and related equipment that is currently advertised. They could be given various consumer scenarios and asked to make a purchase decision based on the scenario. Students could role play a situation in which a person is trying to purchase a computer, with various levels of integrity assigned to the salespeople, and various levels of knowledge assigned to the consumers. A bulletin board of advertisements could be created, and if this module is done early in the semester, it could remain in the classroom, with comparisons being made over the remainder of the course to see how much if any change takes place in specications or prices. An alternative would be to nd computer magazines that are not current and make comparisons to the current magazines.

Module 22: Troubleshooting and Technical Assistance (Optional)

Suggested Time: 10-20 hours Level: Advanced Prerequisites: Module 9 or 10

Module Overview
145

During this module, students will identify common problems that users will encounter while using computers. They will research solutions to those problems when necessary develop tools that can be used to assist users when they encounter those problems. They will develop tools that would be useful for a help desk situation, or as an independent resource. Foundational Objectives: Provide step by step assistance to computer users experiencing difculty. Organize information into an accessible, user friendly format that can be made accessible to others in the school and/or community.

Common Essential Learning Foundational Objectives

Identify and analyze problems potentially encountered by computer users. (CCT, TL) Communicate solutions to users experiencing problems. COM Produce tools that can easily be used by users to solve problems. COM Learning Objectives 22.1 Identify and categorize common problems and questions that they have encountered when using a computer and software. Notes Teachers may want to limit the breadth of this module to only hardware, or only one software application, or to have different groups work on different areas, and amalgamate all the information for learning objective 22.4. Students will have had enough experience with computers by this time to be able to identify problems that might occur. They should be encouraged to work in small groups to establish lists of problems, and categorize them as being primarily software, hardware and user issues. The list could include items that they do not feel are problems, but that inexperienced users might need help with. For example, creating new folders to organize les is something that some computer users are not familiar with, but might seem very simple to the students. Tasks that are not commonly done by all people, but would be on occasion will make good examples for this objective. As another example, using the schools scanner might be something that more people would do if instructions were available. 22.2 Create a list of common problems, questions or required procedures that have been encountered by end users in the school and/or community . Students should create a survey that can be used to collect data about problems or questions that other people have encountered. These should be analyzed for recurring questions or problems, and categorized a being primarily software, hardware and user issues. Students could visit a computer repair shop, or have a technician visit the class to talk about the type of work they do, and the common problems that they have encountered that could typically be solved by an experienced user.

146

Learning Objectives

Notes Once students have compiled a list, the teacher may want to supplement it with items that they feel are missing. The lists should be organized into a format that makes locating an individual problem easy.

22.3 Develop written guidelines that will be used to dene the problem or question, and instructions for answering each question or solving each problem.

For each problem, student will be required to search for solutions and develop a plan for dealing with the problem when it arises. They should create a written step-by-step set of instructions for each one, so that anyone experiencing the question or problem would be able to successfully come to a solution. The solutions should be organized in a way that would simulate a help desk service. As the customer describes the problem, there should be dichotomous questions that are asked to help in determining the problem, and once it has been established, the solution or answer is given in simple well dened steps. Students could practise and test their material by working through simulations with other students playing the role of the troubled consumer. They could also use their knowledge and developed solutions to assist younger students in their classes, teachers, or other community members.

22.4 Create a product, either a written manual or a computer based (web) solution set, that can be used either as a standalone product for consumers, or as a call-in help desk manual.

Before completing this task, students should be exposed to other similar manuals. First aid manuals are often arranged in such a manner, in which there are dichotomous questions, with directions depending on the answer. Troubleshooting sections in many manuals may also be organized in such a fashion.

A class trip to a call center that utilizes such a manual or computer system would be a valuable experience, so that students understand the type of procedures they will need to develop. Alternatively, you could invite a help desk operator to visit the class to discuss the procedures they follow, and to demonstrate the resources that are available to them. It will also demonstrate that an effective system needs to be quite complex and thorough. Telephone etiquette and procedures for dealing with unhappy customers should be discussed as well. Students could work as groups or as an entire class on this task, as it has the potential to be a complicated project. If a manual is produced, it should be made available to teachers and students in the school, so that they can solve their own problems when they arise. If a web based solution is produced (which lends itself to the dichotomy of questioning very well) it could be made available on the school network and it could also be placed on a public server so that other members of the community (and entire world) could access it. Not only will students become more knowledgable about the process of troubleshooting, they will also develop and learn skills from each other that will continue to be of value to them as they become more experienced with computers.

147

Learning Objectives

Notes After the rst product is made, during subsequent years teachers and students should be encouraged to document any questions or problems they encounter that are not dealt with, and these will form the foundation for the revisions/update of the original product. This manual, whether in print or electronic form is something that can continue to grow and improve each year. Depending on the demand students could use this module as a stepping stone to a work study module, and could act as the school troubleshooter, or as an assistant for younger classes in the school. This would be particularly useful in elementary classes.

Module 23: Career Opportunities in Information Processing (Core)

Suggested Time: 2 - 5 hours Level: Introductory Prerequisite: None

Foundational Objective
To be aware of the career and development opportunities in the eld of information processing and business that exist in Saskatchewan and other provinces.

Common Essential Learnings Foundational Objectives

To identify personal interests and aptitudes in order to initiate career exploration. (IL, PSVS) To evaluate ideas related to occupational choices. (CCT) To develop technological skills to access career information. (TL, IL) Learning Objectives 23.1 To develop a list of career development opportunities related to the eld of information processing. Notes Students may list many different career development opportunities in the professional, semi-professional and skilled trade areas related to the eld of information processing and business. They should begin by listing all of the guest speakers who have made presentations throughout the course, then list workers within the eld of information processing in the community or in the province. Students are encouraged to use a variety of sources of information such as guidance counsellors, career software packages, personal interviews and websites.

148

Learning Objectives 23.2 To identify personal skills and interests that may lead to career exploration.

Notes Ask each student to create an inventory of favourite activities and interests. Have students examine their lists to determine how these activities and interests might be job-related. This task of creating an interest inventory may be done using a variety of computer program software packages. Once students have determined areas of interest related to information processing, they should research information processing and business careers using available resources in the library, community or Internet. Using the interest inventory created, students may select two choices of possible occupations for further research. Investigate the career choices including: description of work duties personal qualities an individual must possess to succeed in the occupation process to become certied within the occupation length of education and training school locations cost of education and up-grading trends within the business or career cluster best and worst parts of the job beginning salary opportunities for advancement. If a work study is to be done, the student may investigate links within the community for possible work study placement. The student may interview individuals within the community as part of the career research. Refer to Appendix J, The Interview Project.

23.3 To determine skills and interests that would enhance occupational choices.

Module 24 A, B : Work Study Preparation and Follow-up Activities (Optional)

Note: If students have participated in a work study module in a previous Practical and Applied Arts course, a review of this module is still required but less time is needed. Suggested Time: 5 - 10 hours Level: Introductory Prerequisite: None

Module Overview
Students will prepare for work study in the community. Expectations for the student, the teacher and the employer should be discussed. During follow-up, students will reect on work study experiences.

Foundational Objectives
To develop workplace skills, knowledge and attitudes in the information processing eld that may lead to successful employment. To understand how skills acquired in school may transfer to the workplace.

Common Essential Learnings Foundational Objective(s)

149

 To demonstrate skills and attitudes that contribute to the development of positive human relationships. (IL, PSVS) Learning Objectives 24.1 To be aware of the expectations of each of the partners in the work study component. Notes In order to establish a successful working relationship with all the partners involved in the workplace, it is important to dene the expectations of each partner. For a list of roles and responsibilities of the business, personnel, manager, teacher monitor, school, parent and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook. Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities and extra-curricular participation within the school. Discuss verbal and non-verbal communication. List some ways in which negative and positive non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions and resolving conict. Use case studies, and divide the students into groups to role play how effective communication may be used to resolve conict on the job. Emphasize the Employability Skills (from the Conference Board of Canada) and compare them to the Common Essential Learnings of Saskatchewans curriculum. Make the direct link between skill development in this course and the needs of employers. Development of skills and documentation of the skills leads to employment using those skills. 24.4 To develop a r sum e e that may be forwarded to a potential employer. The student will develop a r sum e e using the correct format. The r sum may be used to introduce the student to the employer e e of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure r sum preparation is e e taught. R sum writing is covered in English Language Arts 20 and e e A30, Information Processing 10 and Career and Work Exploration 20 curriculum guides. Students should save the r sum and update it as changes need to be e e made and as references are added. Skills that have been developed can also be added to the updated r sum . e e 24.5 To create a student guide in preparation for an interview. Students should develop their r sum s and update them during the e e course, as work placement references are accumulated. A discussion with students about the benets of a portfolio of sample work is appropriate at this time. A personal website that highlights the students skills and training might be created and referred to in the r sum . e e

24.2 To determine the factors that may affect the students contribution in the workplace. 24.3 To build good communication skills for the workplace.

150

Learning Objectives

Notes If students have already completed a r sum and cover letter in ane e other course, the teacher may do a review and encourage students to update their information. Each student should submit a r sum e e for teacher approval prior to going to an interview or directly to the workplace.

24.6 To determine student guidelines in preparation for an interview.

Through a classroom discussion or in groups, students should compile a guide for job interviews. After the students formulate their guide, the teacher may prompt them for missing items. Outline and describe the three stages of an interview. Point out to students at which stage of the interview each of the guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the r sum and other matters relating to the e e job. A students portfolio may be examined by the employer as part of the exchange. The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done. Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.

24.7 To discuss the post interview. 24.8 To develop a procedural guide for the work site.

After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion. Discuss the following work site items with students: transportation hours of work absence and tardiness procedures for conict resolution role of the student, teacher and workplace supervisor dress code job description school and employer expectations.

151

Learning Objectives 24.9 To relate feedback from the work placement.

Notes Students provide feedback about work placement including: location, type of business, duties, most rewarding experience, most difcult situation and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety and WHMIS. Use the Career and Work Exploration Curriculum Guide, the Practical and Applied Arts Handbook, the Saskatchewan Labour website (www.readyforwork.sk.ca) and other resources recommended in the accompanying bibliography.

Module 25A, B: Work Study (Optional)

Suggested Time: 25 - 50 hours Level: Introductory/Intermediate

Foundational Objectives
To be aware of the career opportunities in the eld of information processing that exist in Saskatchewan and other provinces. To integrate classroom learning with work-related learning. To increase awareness of employability skills as they relate to the work environment.

Common Essential Learnings Foundational Objectives

To engage in a work study experience and develop entry level workplace skills that may lead to sustainable employment. (PSVS) To expand career research beyond the classroom setting. (IL) For more information about implementing work study in schools, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook. Teachers need to use or design appropriate learning objectives for this module; for instance, to demonstrate ability to follow a Training Plan. The training plan for the student should be designed to relate to the objectives of the course modules chosen in collaboration with the cooperating employer. Also see Appendix J in this guide. Note: Consult Saskatchewan Labour for content about Labour Standards, Occupational Health and Safety and WHMIS. If several work study opportunities are offered, these topics will add more depth to the next experience.

152

Module 99A, B, C: Extended Study (Optional)

Note: The extended study module may be used only once for each 100 hour single credit course. It is important to record the title of the extended study module on the recordkeeping chart. Record 99A for the rst extended study module offered in the course series, 99B for the second extended study module offered, etc. Suggested Time: 5 - 20 hours Level: Introductory/Intermediate/Advanced

Module Overview
Evolving social and personal needs of society, advances in technology and demands to solve current problems require a exible curriculum that can accommodate new ways and means to support learning in the future. The extended study module is designed to provide schools with an opportunity to meet current and future demands that are not provided for in current modules in the renewed Practical and Applied Arts curriculum. The exibility of this module allows a school/school division to design one new module per credit to complement or extend the study of pure, core and optional modules congured to meet the specic needs of students or the community. The extended study module is designed to extend the content of the pure courses and to offer survey course modules beyond the scope of the available selection of Practical and Applied Arts modules. The list of possibilities for topics of study or projects for the extended study module approach is as varied as the imagination of those involved in using the module. These optional extended study module guidelines should be used to strengthen the knowledge, skills and processes advocated in the Practical and Applied Arts curriculum. For more information on the guidelines for the Extended Study module see the Practical and Applied Arts Handbook.

153

Appendices
Appendix A: Acquiring and Developing The Skill of Keyboarding
Sequences of Keyboard Presentation 1. The Horizontal Sequence. In this sequence, sometimes called the bank-by-bank method, the student is taught the home row, the third row, and the rst (bottom) row in turn. 2. The Vertical Sequence. In this sequence, the home row is taught rst; then the remaining letters are introduced nger by nger starting with the index ngers and moving outward to the second, third, and fourth ngers in turn. (This method is also referred to the strongest nger rst method.) 3. The Whole Sequence. In this sequence all letter keys are presented in one or two class periods and their continuous use is required thereafter. 4. The Skip Around Sequence . In this sequence, the home keys are presented rst as a base of operation and are followed by the introduction of some right- and some left-hand reaches, some up and some down reaches, and some easy and some awkward reaches in each of several lessons. The skip-around sequence permits the frequent use of easy, alternate-hand words and phrases for initiating effective keystroking patterns, the early use of meaningful sentence and paragraph material for skill building practice, and the avoidance of grouping difcult reaches by spreading them over several lessons. 5. Alpha-Numeric Reach Combination. Ubelacker (1990, Foreword) believes that students condence with the numbers on the alpha-numeric keyboard is best built by introducing them immediately after covering the guide keys. Her intention is to develop competency on the whole of the keyboard. The alpha-numeric approach in teaching the keyboard...helps students develop procient keyboarding skills on the entire keyboard. The development of these skills is particularly relevant in meeting the increasing demand for speed and accuracy in keyboarding, which is prevalent today. Keep in mind that only the fth sequence outlined above considers the teaching of the top row (numbers and symbols). The other sequences focus on the alphabetic keyboard (including punctuation) only and assume the teacher will deal with the top row only when students have developed their skill on the alphabetic keys. Experience suggests that if you are using a particular textbook for the course, follow the suggested sequence in the text. Students tend to get confused as you dance around the pages. Critical Techniques in Keyboard Learning The following critical techniques should be taught starting with the rst day and improved and rened daily. Centre your observation of student practice more on the pattern of action (the hands and ngers) than on the results of that action (the typed line or page). Position of Body and Hands Correct position is natural, easy and relaxed. The following aspects should be taught (demonstrated), observed and corrected when necessary: 1. The feet should be on the oor, slightly apart for better body balance. 2. The elbows should be in a natural position at the sides of the body. Elbows held too close to the body restrict needed nger movements; elbows held too far away from the body result in excessive fatigue and may prevent the ngers from being in proper alignment with the keyboard. 154

3. The ngers should be well curved over the guide keys. Students should sit one hand span from their keyboards so that by curving the ngers over the guide row the elbows are still in a natural position and the forearms are comfortably extended. Correct Keystroking Technique Proper keystroking involves correct alignment of the ngers with the keyboard, choice of the appropriate nger to make the reach, direction and distance of the reach, quality of the stroke itself, speed of nger movement and the feel of the appropriate motion patterns. The following factors should be demonstrated and checked frequently during the keyboard learning phase: 1. The ngers should be well curved and in an upright position with the ngertips lightly touching the home of guide keys. The hands should be turned in toward each other slightly so that the ngers will be in an upright (not slanting) position. 2. The wrists and arms should be held in a relatively motionless position - most of the keystroking action should be in the movement of the ngers. Bobbing wrists are a detriment to the development of keyboarding skill. The wrists should be held low but not touching the front frame of the machine. 3. The keys should be struck with a direct, quick, snap stroke. Once the reach for a particular key is started it should be quick and continuous with no hesitation of the nger when it strikes the key. The immediate release of the key once it is struck is made by snapping the tip of the nger toward the palm of the hand. Spacing Technique Approximately 20 percent of all strokes are made with the space bar. Therefore, the proper operational technique for the space bar warrants careful teacher/learner attention. 1. Only the right thumb should move. The other ngers should remain curved over their home keys. 2. Strike the space bar immediately after the last letter of the word is struck, just as if it were part of the word. 3. Keep the thumb close to the space bar to avoid excess motion of the thumb. 4. In making the space-bar stroke, let the thumb travel relaxed in a short, loose oval motion down and in toward the palm of the hand. Stress the quick stroke and release of the space bar with minimum movement. Shifting Technique 1. Operate the shift keys with the little ngers, while other ngers remain in position over their home keys. 2. Move the little nger from its position over the guide key outward and downward to the shift key. The nger should be well curved so that the centre of the key will be struck with the tip of the nger. While holding down the shift key strike the letter to be capitalized WITH THE OPPOSITE HAND and then quickly release both keys and return to home row.

155

Return (Enter) Technique 1. The little nger should move quickly to the return or enter key, strike it quickly and return to home-key position instantly while the other ngers remain over their home keys. 2. Emphasis should be placed on keeping the eyes on the copy during the return, avoiding a slow-down or pause before the return, and starting a new line immediately. Procedures For Introducing New Keys Below is a sample procedure to successfully teach new letter keys: 1. Direct students to look at the textbook or wall display keyboard chart and locate the new key to be learned; then have them look at their keyboards and nd that key. 2. Demonstrate on your demonstration keyboard the reach-stroke to be initiated by the students. Call student attention to the quick, snappy sound of the keystroke. 3. Have students place their hands in keying position (ngers curved and upright) and watch the controlling nger move to the new key and back to home-key position a few times without striking the keys (learning direction/distance feel). 4. Have students watch their ngers as you dictate (letter by letter) and they key a tryout drill such as the following one for t, assuming that the home keys and h, e and o have been taught: t tf tf to to the the the t to to dot dot told told 5. Finally, have them type without looking (from word-by-word dictation or self-pacing) the appropriate line. Repetition must be deliberately built into the practice lines, and students should be encouraged to try to quicken the keystrokes as a letter combination or word is immediately repeated. Such repetition permits the rst typing of the combination or word to be a rehearsal for its second or third occurrence. This kind of repetition restricts the number of conicting cues to respond to in early learning and results in reduced interference and quicker keystroking motions in the beginning. After all new keys in the lesson are practiced in this way, students are directed to practice (from dictation or self-pacing) words, phrases, and sentences in which all new letters are intermixed with all other letters learned up to that point. The practice lines should include frequently used 2-, 3- and 4letter combination in common words. Dont forget the need for continuous, positive reinforcement of every correct response. Teaching the Top Row The least mastered section of the keyboard is the gure/symbol (top-row) keys. Some causes for lack of prociency in keying the top row are: (1) insufcient practice at the time of initial learning to develop efcient motion patterns on the gures and symbols; (2) inadequate follow-up practice on gures and symbols in context; (3) inadequate and too infrequent demonstrations of correct motion patterns to the top-row keys; and (4) fear of making errors when keying gures and symbols. Empirical evidence suggests delaying the introduction of gures until good techniques are consistently used in keying alphabetic copy, of presenting two gure keys per class period, and of delaying the introduction of frequently used shifted symbols until students show fair mastery of the gure reaches. Little, if anything, is gained and considerable breakdown in keystroking techniques can result if gures are taught along with letter keys or immediately after. Seldom-used symbols (such as *, & and #) should not be presented until near the time when applica156

tion activities require them. All gures keys, punctuating symbols (such as (),,,- and ) and statistical symbols $ and % should be presented using the method Procedures for Introducing New Keys. They should be practiced intensively according to the strategies you used for the alphabet keys. Once learned, they should be practiced daily. This can be done through dictation and self-paced practice at increasing speeds. Speed forcing may be encouraged by using paragraph writings during which students try to equal their rate when keying copy that doesnt contain symbols. If the statistical copy contains a great many gures and symbols, students will not equal their straight copy rates, but all should aim for statistical rates that are at least 70 percent of their alphabetic copy speeds. As students key statistical materials, the teachers should observe their motion patterns, demonstrate proper techniques as needed for reaching to the top row and isolate gure-and-symbol combinations for special dictation/keying practice. Efcient motion patterns on letter keys were not developed without guidance and much practice. Mastery of the top -row motion patterns will require even more teacher guidance and students practice. Emphases in Keyboard Skill Development Irrespective of the sequence of keyboard introduction used; there are three approaches to skill learning: 1. The Accuracy-First Emphasis. The accuracy-rst emphasis has proven ineffective for a couple of reasons. First, students found it necessary to practice for accuracy at slow speed, and skill learning research has shown that this practice denitely retards the attainment of higher rates of speed. With each change in speed level, students were forced to change the type of control and movement pattern. Secondly, accuracy has proved to be a very unstable factor in keyboarding and training students for accuracy at slow speeds gives them little accuracy advantage at higher speeds. 2. The Speed-First Emphasis. A typist can no more acquire fast motions by practicing slow ones, than an athlete can learn to run by walking. Studies have shown that emphasis on speed was superior to emphasis on accuracy from the beginning of instruction, neither approach brought the combination of speed and accuracy that many teachers believed possible in keyboarding. 3. The Techniques-With-Appropriate-Speed Emphasis. In this approach, students are encouraged by demonstration and imitation to make individual keystroking motions speedily (continuously, without hesitation) from the beginning. Skillful technique is the best guarantee of combined speed and accuracy. Students must be guided progressively through a series of movements of eye, arm, hand, and nger sequences which culminate in the movements or motion patterns they are expected to used in keyboarding. The motion patterns students use are rened progressively throughout the skill-learning program. Students trained with the technique approach develop the kind of neuromuscular control that is essential for high speed; and once the pattern is developed and controlled, it is relatively easy for them to attain a high level of keyboarding skill. A Recommended Stroking Skills Program The superordinate concept for building stroking skills is this: Build more speed than you can control; then release only such speed as you can control. The chief accompaniment of that principle is total individualization of all practice: of practice goals and of practice emphasis (speed and accuracy). Speed Practice Practice objective: Achieve the goal speed, regardless of errors. Type the same copy in repeated timing until you do so; then, move to new copy at the next higher wpm speed. Example; the student who succeeds at 20 wpm on practice materials X next attempts 21 wpm on practice materials Y. Change from Speed to Accuracy Practice

157

Evidence favours substantial, rather than trivial, speed increases before changing to accuracy practice. Since rst semester keyboarders average about 5 wpm faster when keying all out for speed as compared to keying at normal rate, achieving an increase of 5 or 6 wpm over ones previous best rate may be recommended as the criterion for changing to accuracy practice. Thus, the student whose normal gross rate is 19 wpm practices for speed only from 20 to 24 wpm (1 wpm at a time) and then changes to accuracy practice. Accuracy Practice With stroking accuracy dependent on keying at the right speed and the right speed being one a little below the forced speeds (and high error rates) of speed practice, the student drops back 2 wpm (e.g., from his highest speed-practice rate of 24 wpm to 22 wpm using the same materials as in the immediately preceding speed practice) and practices toward the dual criteria: Type at the desired rate with no more than 2 errors per minute. Accuracy practice continues until success at ones previous highest speed (e.g., progressively at 22, 23, 24 wpm). Again, as many trials as the student may need at 22 wpm are involved before he moves to 23 wpm and then from 23 to 24 wpm. Change from Accuracy to Speed Practice When the student has met the dual goal of keying at his previous highest speed with no more than 2 errors per minute, he returns to speed practice toward another 5-wpm gain (1-2 wpm at a time). The Practice Cycle Up 5, down 2 expresses the practice cycle. Illustratively for the keyboarder whose normal test rate at the outset is 19 wpm: for speed from 20-24 wpm, then for accuracy from 22-24 wpm, then for speed from 25-29 wpm, then for accuracy from 27-29 wpm, and so on cyclically. Following the rst skill building session each student thereafter practices for speed or for accuracy and changes from one emphasis to the other according to his own performance during the skill-building program. Of two students sitting side by side, one could be doing speed practice at 23 wpm and the other accuracy practice at 31 wpm. The program has two accompaniments: 1. Because each student begins each practice session where he left off the time before, he needs to maintain a simple record that show him whether to practice for speed or for accuracy and at what speed. 2. Practice copy must either be marked internally for the various wpm speeds or cut to lengths exactly equivalent to each wpm speed the latter being preferable because is supplies new copy at each new speed. Finally upon each change to a longer timing (e.g., from 30 seconds to 1 minute to 2 minutes, etc.) each student should begin with speed practice based on his gross speed when typing at a normal rate, as measured anew upon each change to a longer timing. Increase in the duration of practice timing should be progressive, without backtracking; e.g., after beginning 2 minute timings, do not regress to 1- minute timings. Basic Considerations in Building Speed 1. Rhythm - variable or metronomic Variable: natural; quickened motion patterns on easy combinations; continuous but slow patterns for more difcult sequences Metronomic: only use in keyboard initiation phase to help students get the feel of properly timed, quick nger movements. 2. Practice - repetitive or non-repetitive

158

There is a time and a place for each - balance it out and always consider goals. Repetitive helps to develop natural rhythm and chaining. Whichever you choose, practice must be motivating, stimulating, purposeful and productive. Students must know the purpose (speed improvement - how much?) of the practice and keep this in mind while practicing. 3. Materials - structured or non-structured copy Structured copy gives the users more information about the text to be keyed. Three types of controls are necessary for real measure of copy difculty. SI - syllable intensity (average no. of syllables per word) AWL - average word length HFW - high frequency words (commonly used words) Most often, timing material is structured. The easier the copy, the higher the speed should be. It is ne to use unstructured copy for practice purposes. It is often used for warm up lines, when building technique or even for accuracy development.

Hints for building the skill of keyboarding with your students. Use media and methods that incorporate as many senses as possible. Vary the activities so that students are involved in many ways with the context and processes. Remember that the keyboarding skill is more controlled by the mind than the ngers. Concentration is necessary for skill development. Practice must not discourage learners. Practice only succeeds when the learner concentrates, knows purpose, practices in the correct way and when he or she know the results of their practice immediately. Goals must be attainable and reasonable for each stage of skill development. Plateaus are normal for students. Skill develops more slowly as higher levels are encountered. Students should have the best possible equipment in the best possible condition. Strategies For Building Keyboarding Speed When the emphasis changes from keyboard learning to speed building, techniques that were initiated during the early weeks must be continually modied and rened into progressively more efcient movement patterns if long-range speed goals are to be realized. Keyboard review exercises and technique-improvement drills, particularly those that emphasize the more difcult reaches, awkward and confusing letter combinations, and those keys taught late in the keyboard unit, should be provided for frequent (preferably daily) practice. These activities should be directed, observed, and often paced by the teacher who should remain vigilant to see that proper keystroking, spacing, shifting and returning techniques are employed. Continuity and speed in keyboarding mean that the pauses between keystrokes are reduced. There is a basic rhythm (continuity), with slower rhythms (letter level of response) below this basic rhythm and 159

with faster rhythms (word-part and word level of response) above it. For best speed-building results, students must learn to identify each of the rhythms and to interweave them into a continuous ow of variable-speed movement patterns. Skill comparison in keyboarding refers to consecutive writings on two or more copy selections of deliberately differing difculty but of the same kind (straight copy, for example) following which performance scores are compared. The purposes of skill comparison are: 1. To establish individualized goals for the next practice efforts; 2. To provide frequent motivating (reinforcing )effects of knowledge of performance (successive approximation of goals) on short-interval (1-minute) writings; 3. To help students identify copy difculty elements for intensive selective practice; 4. To obtain comparative measures of progress on copy selections of increasing (progressive) difculty. For example, by arranging a series of sentences in ascending order of difculty, the performance score on the rst (easy) sentence can become the goal of practice on subsequent (more difcult) sentences, irrespective of the keyboarding speed of individual students. The importance of the comparison of scores lies in what it causes the students (with teacher guidance) to do: to analyze the copy and their practice behavior and to direct subsequent practice effort toward overcoming the difculties inherent in the progressively more difcult copy. The exibility of skillcomparison keying comes from the individualized goal setting that occurs (each student competing with his or her own past performance). One important thing is that students start with what they can do and work toward what they aspire to do. The degree to which they reach their aspirations depends upon the thoughtful effort they expend and upon the teachers ability and willingness to show them by demonstrations and suggestions how to rene their techniques and motion patterns, the only dependable basis upon which high speed can be achieved. Used frequently with proper direction and guidance, skill-comparison activities will help students to develop progressively higher speeds. Paced Paragraph Writing In developing keyboarding skill, students must learn to control the pace of keying at specic speeds (at 20, at 24, at 28 words a minute, and so on). As soon as they know they can control their motion patterns at a specied speed level, they are ready to make the push to the next higher goal. Guided paragraph writing was designed to guide students in reaching for specied increments in speed. The teaching strategy consists of (1) individualized goal setting, (2) demonstrating selected goal rates, (3) time-interval pacing, and (4) supplying immediate knowledge of performance results. Students rst select individually the rate (32, 36, or 40 gwam for example) at which they wish to type for a specied time (usually 1-minute). They then divide their practice copy into four equal parts (8 words for each quarter minute in the case of a 32 gwam goal) and check the appropriate point in the copy (8,16,24,32 words). As they type, the teacher indicates by a signal the time that has elapsed. With the call of each guide, students, by noticing their checkpoints, know precisely whether they have reached their goals, have exceeded them, or have failed to reach them. The checkpoints may be light pencil marks, to be erased after they have served their purpose. Noting the checkpoints need not interrupt the keying since it can be done with a quick glance.

160

Teaching Procedure 1. Administer a 1-minute writing on paragraph 1; have students determine a gwam for a base rate. 2. Have each student add 4 gwam to his or her base rate to determine a goal rate for the next writing. 3. Have students choose quarter-minute checkpoints. 4. Have students note from the work-count gures above the lines in paragraph 1 the checkpoint for each quarter minute for their goal rate. 5. Demonstrate how slow selected rates sound (20,24,28,etc.). 6. Administer two or more 1-minute writings on paragraph 1 with each student trying to reach each check point exactly as you call the guide 91,2,3,Time) each quarter minute. 7. Between writings offer suggestions for improvement. 8. Have paragraph 2 typed in the same way. In conducting guided paragraph writings for speed, encourage students to set a new higher goal as soon as they reach the immediate goal. Although 4-gwam speed increments are suggested in the foregoing teaching procedure, the size of the increments should be geared to the skill level of the individual students. The goal selection for guided writing is student centered, short term and clearly identied. There is immediate knowledge of results quarter minute by quarter minute so that the students know just how much to speed up or slow down to maintain precisely the overall pace they have set for themselves. Speed building is individualized in that each student chooses a goal rate that is appropriate for his or her own performance level. Although a set speed is maintained for each quarter minute, the students varies the speed during each quarter minute to accommodate differences in keystroking difculty of letter combinations and words. Because speed built in 30-second and 1-minute efforts does not transfer at the 100 percent level to longer writings, students need to learn to cope with the periodic sobering effect of progressively lower rates on 3- and 5-minute writings. Students must learn through practice to sustain the short-interval rate to the eventual 5-minute effort that is the customary length of writing for measuring performance after the rst ten to twelve weeks of instruction as well as in the employment testing situations. Although the predominant speed-building emphasis is desirably implemented by short-interval writings, each speed drive can protably end with a 3- or 5-minute writing to measure the skill gained through the 30-second and 1-minute efforts. Using 5-minute writings to build speed, however is not recommended because (1) knowledge of performance results is delayed too long, (2) goals cannot be adjusted often enough, and (3) speed-forcing rates cannot be maintained so long without undue tension and fatigue at early stages of skill development. It is recommended that 3- and 5-minute writings at a slight drop-back in rate are the culminating activity in a drive for increased speed.

161

Appendix B: The Information Processing Cycle

162

Appendix C: Daily Log

Date Activity Time Started Time Completed Job Code Form of input Total Lines Time Used

163

Appendix D: Employability Skills Prole

164

Appendix E - Some Ideas for Keyboarding Instruction, Projects, and Activities

Keyboarding skills may be used for many writing activities. Students may key their journal entries, key a passage from a favourite story, poem or book, and then illustrate it and present it to the class. Students may prepare a simple biography. The subject of the biography could be a student of the same school or a classmate. The document may be entitled The Life Story of ............. In preparing the biography, the students can apply their touch keyboard and introductory formatting skills. In addition to information that students may gather about topics such as family background, hobbies, favourite things, and birth information, students could include pictures, photographs, and perhaps a section entitled About the Author. The biographies can be printed. An autobiography may be composed, keyed, formatted, and printed by students. Students may explore and research current issues or topics of concern from science, mathematics, social studies, or other areas of study. A summary of the research can be composed, keyed, and printed for a classroom presentation. Students may plan,process, and produce a classroom newsletter. Once reporters have completed their interview and research, they may compose individual newsletter articles at the keyboard. After the nished articles are processed, students may compile their classroom newsletter. The newsletter could include artistic touches such as cartoons that have been designed on the computer. Students may complete story starters with a partner. One example of a story starter is It was a dark and stormy night. Suddenly.... Each student would alternate the roles of composing and keyboarding. The students may alternate roles after each sentence or paragraph. This activity could be adapted so that students could key and compose new story endings or new story beginnings for previously prepared stories. Students can combine touch keyboarding and word processing skills to compose and produce stories or legends. Cultural differences may be recognized by encouraging students to relate their family history or a cultural legend in story or poem format. The project can be extended to include graphics on the cover or title pages of the nal work. Students could document the oral history of an First Nations Band, their personal culture, or their community. Students may compose and produce stories, songs or poetry highlighting their own lives and their experiences growing up in a multicultural environment. These stories can provide insights for fellow students and teachers. If available, crossword puzzle programs may be created using English terms that apply to various cultures. Teachers could create a crossword puzzle containing English clues but cultural language words. Students will work on language skills while solving the puzzle. Students could create their own crossword puzzles with words describing their cultures. If there are students from many cultures in the class, students could try to identify which culture is being described in the puzzle. Students could pinpoint a certain time period in history and create a newspaper that highlights the tribal or cultural history of that period. They could also modernize an older tribal newspaper recreating it with todays technology.

165

 Words that students learn in vocabulary and spelling may be used for keyboarding practice during keyboarding skill development drills. Students may keyboard rhyming words, synonyms, antonyms, or homonyms. Poetry and limericks students are studying in English Language Arts may be copied. Alternatively, when given a theme, students may compose their own poetry and limericks. Students may key the days of the week, months of the year, their favourite colours, avours of ice cream, or all the holidays they can think of within a certain time period. Advice Letters. Following an acceptable format, ask students to write a letter to Dear Gabby. When letters are submitted, the most appropriate or the most outlandish letter can be copied and distributed to the students to respond as Gabby. The response would be in the form of a personal letter. (Scaglione, 1989). Post Ofce. Students place their names and addresses on any piece of paper. These are collected and placed in a basket. Each member of the class retrieves one name, other than his/her own. Students then compose and key a personal letter, introducing themselves to the other student. Two or three paragraphs are suggested. Letters can be printed and delivered before the end of class. (Scaglione, 1989). Bingo. Choose a category, such as Holidays. Ask students to key the category title and then any ve items that would t into that category. For example, Teachers may be chosen as the category, with the students keying the category title followed by the names of any ve teachers. Select a second category and repeat the process. Four or ve categories should be sufcient. Then place the list of categories on the board. Ask the rst student to pick a category. Select another student to determine any answer appropriate to that category. Continue the process. The student that has a category completed would be the winner. Develop a bulletin board display illustrating proper care and handling of the equipment (hardware) and/or software students will be using. Develop a display illustrating the basic parts of the equipment. Show a lm or a video illustrating proper technique while keyboarding. Demonstrate proper and improper technique while keyboarding. Technique is extremely important in the development of keyboarding skill and must be continuously encouraged. Keyboarding should not be taught sitting down but rather by moving around the room motivating and praising students. Written evaluations of students techniques are important, but verbal encouragement and reinforcement of the aspects of good technique on a daily basis will be benecial to learners. Videotape students so they can evaluate their own technique. Use brightly coloured wall charts and/or overheads of the keyboard when teaching touch keyboarding. Introduce a new key to the students by having them nd it on their keyboards. Encourage them to look down at their hands only during the introductory stage of learning each new key. Vocalize the strokes while the students key, using rhythm and a suitable pace. For example, call out J space J or J U J as the students key. For a change of pace, have students be the callers as they key. For the purposes of key location, allow your students to look down at their hands during the keying of one or two introductory lines accompanying each new key. Once the new key has 166

been located, extensive drill work can be assigned with eyes on copy to promote condence in key location. Use a variety of resources including textbooks, examples of other copy material (such as handwritten drafts, overheads, chalkboard), guest speakers, student demonstrators, videos, lms, and computer software to supplement learning in the classroom. Ensure that all resources are evaluated to be appropriate and free of bias. Use the overhead, board, or ash cards to focus student eyes on copy while teaching key location in touch keyboarding. The alphabet written on the board or on ash cards, a list of words written backwards (letters of a word spelled in the opposite direction and requiring the students to key them in the correct order), and writing the names of class members on the overhead are some of the ways that keying activities that focus attention away from looking at the keyboard can be used to keep students interested and challenged. Students may work in pairs if the number of keyboards is limited. One student could assess the partners touch keyboarding technique using a checklist. Roles would be reversed. Time the students for one minute while they copy a passage in longhand. It is desirable for the keyboarding rate of students to be at least equal to their handwriting speed by the conclusion of Module 2. This will emphasize the usefulness of keyboarding to the student. Thinking and composing at the keyboard can begin as soon as the keys have been introduced. Call out a word and have students key a one-word response. Ask one student to call out a word and have the class key as many rhyming responses as possible in a given time period. As abilities progress, students may enjoy composing and keying limericks or other short poems. Write all letters that students can key by touch on the board. Ask students to create words using only those letters. Test students powers of concentration. Allow students to view a collage for two or three minutes, mentally identifying the objects it contains. Students may key a list of all the items that they can remember from the collage. Distribute a photograph to the students. Allow time for students to view and collect information about the photograph. Students may key sentences in response to a few questions about the photograph that are presented by the teacher. When students are learning the alphanumeric keys by touch, divide the class into two groups of equal numbers. Choose any line or lines from a resource, or use an overhead with the information provided. Allow a short time period (30 seconds or less) for students to key the selected copy. Students must continue to key for the entire time period. During the timing, students may be encouraged to correct keyboarding errors as they key. Corrections are not allowed once time has expired. Allow students to proofread their own work or each others copy. Those students who have perfect copy will score two points for their team. Those students who have one error will score one point for their team. Keep a cumulative score for both teams on the board. After a predetermined number of timings, the team with the highest score is announced the winner. Ask each student to begin a composition with a common sentence, such as Once, when I was little, ..... Allow two or three minutes for students to compose at the keyboard. Once time has elapsed, students move to the next computer station, read the story on the screen, and continue the story in the direction of the plot. This could continue for four or ve sessions. At the conclusion of this exercise, students return to their original computer station and read the story. Compositions may be proofread, edited, spell checked, and printed for display on the bulletin board. 167

 Prepare a class list of students rst and last names in scrambled form. The students can decipher and key the student names from the scrambled class list in proper form, capitalizing as necessary. The activity can be adapted for names of sporting events, characters in a play they are studying, or science vocabulary.

168

Appendix F: Keyboarding Relay

This is a keyboarding skill development game that can be played throughout the year. A variety of keyboarding drills may be used. Some teachers may choose to follow a variety of themes when selecting the keyboarding practice. Students will be jumping out of their seats with excitement! Game Objective: To key as many lines as possible in a given timed interval. Skill Objectives: To develop keystroking skill through repetition (drill and practice). To reinforce the use of touch keyboarding skills. To make the drill and practice of keystroking drills fun. To encourage the development of team-building skills. Instructions: 1. Divide the class into teams of equal numbers (i.e. by rows). 2. Select the copy (textual information, drill lines) that will be used. 3. In a predetermined time frame, such as 30 seconds, each student will key the text as many times as possible in the time interval. 4. When time is up, students will quickly proceed to the next computer, nd where the previous student stopped keying, and continue keying the text/line from that position. 5. Repeat steps 3 and 4 until the nal timed interval is called. 6. Total the number of lines produced by each team (total lines from each team members computer). 7. The team with the largest number* of lines produced is declared the winner. *Relay may be adapted to consider the largest number of accurate lines. The skill objective would then reect keyboarding accuracy.

169

Appendix G: Building Skill in Proofreading

Proofreading is the skill of checking work to ensure its accuracy. Proofreading is a skill that can be developed. The following are some tips for developing good proofreading skill. Reading Tips 1. Read the work slowly, word for word. 2. Read for spelling and keystroking errors. 3. Read for correct punctuation and grammar. 4. Read for meaning. Eight Characteristics of Effective Proofreaders He or she: 1. Is a good speller. 2. Knows the basics of punctuation and applies them. 3. Pays attention to detail. 4. Uses various methods of proofreading. 5. Recognizes frequently overlooked types of errors. 6. Takes the time to proofread. 7. Is conscious of errors. 8. Uses the dictionary and other reference materials when in doubt.

170

Appendix H: Commonly Used Proofreaders Marks

171

Appendix I: Letter Planning Chart

A letter planning chart may be used to plan and organize thoughts for composing at the keyboard or in preparation for dictation. Although this chart specically assists in the preparation of a letter, the phases may also be used when creating other correspondence.

Letter Planning Chart

Phase Phase 1: Primary Purpose Identify and record the primary purpose of the letter. Keep the secondary purpose in mind. Phase 2: Details Keeping the primary purpose of the letter in mind, brainstorm and include all the points to be covered in the letter. Remember to include items that may seem unimportant at this time. Phase 3: Edit Reect on the points to be covered. Delete any unnecessary points, if there are any. Phase 4: Organize Arrange the remaining items in the order that you wish to present them to the reader. Last Paragraph. Develop the last paragraph. This paragraph often summarizes the message of the letter, striving to obtain the desired action of the reader. Notes

Dictate (Compose).

172

Appendix J: The Interview Project

This project will allow you to visit a work site to interview someone who is employed in a career area that is of interest to you. You may choose someone that uses the computer to process information. For example, people you may be interested in interviewing could be a producer, banker, doctor, accountant, pharmacist, engineer, or clerk. Note to Teachers: It is suggested that the date of the interview be established well in advance - preferably one month from the introduction of the project. Students may collaborate on a calendar of timelines that will assist with the planning and completion of arrangements and tasks, in order of priority. The design and maintenance of To Do lists may be helpful in assisting with the completion of projects and covering all the required items during students contact with the interview candidates. Some of the considerations involved in the Interview Project are offered below. Identication of Interviewee : Make a list of all the candidates that you may like to interview. Establish your priorities and contact the candidate at the top of your list. Introduce yourself and explain the project. Ask the candidate if he or she is willing to participate. Most interviews require no more than thirty minutes. Keep working through your list until you get a positive response! Once a candidate has agreed to participate, establish the date, time, and location of the interview. Your teacher may provide a form to record the interviewees name, title, work place, address, telephone number, date and time of the interview. Be sure this information is correct! Letter of Conrmation : Send a personal-business letter of conrmation to your interviewee. The letter should conrm the day, date, location and time of the interview appointment. You will need to prepare an envelope, too. Dont forget to sign your letter! Consult your reference manual for format. Questions: Think about what you would like to know about this career. Prepare a set of questions to ask during the interview. (Note: If time is limited, teacher-prepared questions may be provided to the students*. Students should be encouraged to revise, add, or substitute questions as required, depending upon the individual situation. If time is not limited, teacher and/or student prepared questions could be generated and produced by class members.) Interview: During the interview, ask your questions and clarify as necessary to get the detail required. Record the answers that the interviewee provides. You may wish to make a tape recording of the interview. Make a few notes about the work site itself. Thank-you Letter: After returning to the classroom, send a thank-you letter or note thanking the interviewee and any other individuals who were involved in arranging the interview. Presentation: Share what you have learned, either in a presentation to the entire class or with small groups of students. Report: Prepare an unbound multiple-page report detailing the Interview Project. Refer to your reference manual for correct format if necessary. *The following offers sample interview questions for this project. Sample Interview Questions The following are some questions that you may ask during an interview with someone who is employed in a career area that is of interest to you. 1. What is your name, title, business or company name, mailing address, and telephone number? 2. What are your normal job duties? 3. What are your normal working hours? 173

4. Is working overtime required in your job? How often? 5. Do you ever work nights or weekends? 6. What aptitudes and abilities are needed for your career? 7. What education and training requirements are needed to enter and advance in your career area? 8. Can you give an approximate beginning salary for someone in your career area? What is the average salary after ve years? 9. Does your company have a dress code for employees? What is considered suitable? 10. What are some things you enjoy about your job? 11. What are the fringe benets of your career area? (sick leave, dental plans, life insurance) 12. Are there any disadvantages to your career area? 13. Do you think the demand for workers in your career will increase or decrease over the next ve years? Why? 14. What advice would you offer to a young person making a career choice? Conclusion: Students Opinion In conclusion, do you think you would like to work full time in this type of career? In this particular organization? Why or why not? If not, why did you choose this particular interviewee?

174

Appendix K - Sample Student Projects

Student ProjectA Whirlwind Trip The following is a sample project involving the application of airline timetables and the twenty-four hour clock. Students will be actively involved in organizing and managing their air travel plans for a whirlwind trip. Students may work independently or in pairs. They could present their information in the form of a written document or an oral presentation. Although locations are identied for the whirlwind trip, they may be adapted to suit individual needs. The activity could be extended to include considerations for night accommodations. The Whirlwind Trip of (Student Name) Welcome to the corporate world. What a busy week you have coming up! You will be travelling all across Canada and into the United States to give company presentations and complete other workrelated duties. Make the necessary airline reservations for your trip (see questions 1-6 below) and prepare a schedule of your airline ights. For each question, provide the following information: Departureplace and time Name of Airline Flight Number Local Time Zoneat place of departure Arrivalplace and time Local Time Zoneat place of arrival Number of Stops Name of Airportonly if more than one is in the city 1. This Sunday, you will need to be in Victoria and you decide to take the earliest ight. 2. On Monday and Tuesday, you need to work in the branch ofce in Victoria. On Wednesday, you have to travel to Montreal but need the earliest ight as you will need time Wednesday evening to set up your materials for Thursdays presentation. 3. Fridays meetings will be over before noon. On Saturday and Sunday, you are registered for an international convention in Los Angeles, California and plan to get some rest and relaxation in the sun. You determine that a Friday afternoon ight to Los Angeles is preferred. 4. The following Tuesday morning, you have an appointment with the regional manager in Calgary and will spend Wednesday working in the branch ofce there. A Monday evening ight is ne. 5. Thursday evening, you are the guest speaker at a dinner banquet in Saskatoon and need to stay in Saskatoon on Friday until mid-afternoon. You prefer a Wednesday evening ight. 6. Friday evening you travel home to see your family for the weekend!

175

Student ProjectTravel Itinerary Once students have been introduced to travel itineraries and have formatted one, they may be challenged to prepare their own. The following is a sample project that involves students researching and preparing an itinerary for a trip to a destination of their choice. A limited time frame for travel is suggested in the sample project. However, students may choose to visit Disney World in Florida for a week, travel to the Orient for a month, or take a weekend ski trip to British Columbia. Teachers are encouraged to adapt the sample project as needed. Your Dream Trip! Plan a getaway weekend for yourself. Take along a friend or two, your family, or go alone. Cost is no object. If you wish, feel free to y rst class to your destination, rent a limousine . . . hire a personal tour guide! When planning and preparing your itinerary, allow for three days at your vacation destination, in addition to travel time. Schedule activities and visits to tourist attractions, restaurants, etcetera but be sure to allow time for rest and relaxation. Some things to include in the itinerary are: names of travellers; dates of travel; times of all events; air/land/water transportation, dates, and times; accommodation; and, activities/attractions.

176

Appendix L: Suggestions for Assessing Production Prociency

An emphasis in Optional Module 9: Business Word Processing and Optional Module 18: Effective Business Writing is to provide students with the opportunity to develop effective keyboarding and word processing skills that will enable the efcient production of business documents. Students must strive to prepare error-free documents in minimal time. The use of production tests and the calculation and recording of production lines a minute are offered as instructional and assessment ideas that may be adapted or used in Information Processing to assist students to gain production efciency. Teachers may use or adapt these guidelines to suit individual needs. Administering Production Tests A production test can be considered to measure the accurate production of work under timed conditions. Production tests may be used as one tool to heighten student awareness of the expectations for document production in the business world. Business expects rapid and accurate production of documents. The information that is to be processed can originate from a variety of sources. The following is one suggestion for administering production tests. Teachers may use or adapt these guidelines to suit individual needs. Prior to a production test, the students could be provided with an example (advance organizer) of an accurately completed document. The document may be annotated by the students and retained for future reference, such as the review of the theory for formatting the document. Each new section of a document that requires attention to specic formatting practice would be introduced individually so that students may practise to master the formatting concept before moving on to another section of a document. Once each individual section of a document requiring formatting attention is mastered, students could progress to producing the entire document. Each section of a document may be practised under short timed intervals. These timed intervals, practised repeatedly, can assist students to automate the procedures necessary to format that section of the document. For example, the opening or closing lines of a letter could be practised beginning with 30-second timed intervals and progressively decreasing the timed intervals to 15 seconds. When the same timings are repeated, students should strive to complete more work each time. Before production timed intervals are given, students should be informed of the purpose and objective of the timing. If students are aiming to automate the processes for formatting, students may be instructed to accurately format and complete as much work as possible, disregarding any keyboarding misstrokes. If the timed interval will focus on efcient and accurate production of work, students need to be informed so that they may strive to meet that objective. Once students have completed short-interval timed trials of all the various sections of a document, a production timed test requiring students to strive to produce an entire document accurately within a prescribed time limit may be given. For example, the timed interval may progress from two-minute to ve-minute to ten-minute timings depending on the nature of the document. As previously mentioned, copy used for a production test may originate in a variety of forms; however, it is recommended that printed, arranged copy be used initially, progressing to the use of unarranged, handwritten, rough draft, or prerecorded copy. As part of a production timing, students could be expected to plan and proofread the documents produced. Documents to be produced during production timings should progress to being as realistic as possible. For example, teachers may select a copy with handwritten, unarranged text with little or no formatting instructions for a production timing. Students may access reference material during the production timing when necessary. However, students should know that productivity decreases if time is used to consult reference materials unnecessarily. 177

Assessing Production Skills The ongoing recording of information about production skills provides valuable data for student and teacher evaluation. The calculation of production lines a minute may be recorded and used for assessing production skills. The quantity of production work may be measured by recording the number of lines in a task and the time required to complete that task. To calculate the production lines a minute rate, the number of lines produced is divided by the time interval in minutes as indicated below. lines produced/time (minutes) = production lines a minute rate The production lines a minute rate may be calculated on an ongoing basis to provide information on the development of production skills. The number of lines produced, the time interval, and the production lines a minute rate may be recorded. Like the determination of keyboarding skill improvement suggested in the core module for Information Processing 10 (Module 1), students improvement in production skills may be developed and assessed following the three phases as suggested for assessing keyboarding skill development. These three phases are: determination of an entry rate, development and improvement, and determination of an exit rate. The difference in the production lines a minute rate determined for an entry and exit rate could form part of the assessment information used to evaluate production skill development assessment. The following is a production skill building plan offered by Hicks, Hepburn, and Rooney (1990) that could be used. Ten-Step Production Skill Building Plan (Reprinted with permission from Teachers Resource Guide: Keyboarding: Information Processing Applications by Nancy Hicks, Mhora Hepburn, and Margaret Rooney, published by Nelson Canada, Scarborough, Ontario, Copyright 1990, p. 17.) Here is a Ten-Step Production Skill Building Plan that will promote both efciency and effectiveness: 1. Build a conceptual framework and purpose of the new task, along with understanding of relationships to previous learnings. These conceptual understandings are crucial to eventual use of efcient procedures on real-world applications. Use visual illustrations, examples, analogies, and any other learning aids you can devise to help students develop these understandings. 2. Establish standard procedures,demonstrate techniques for efcient production of the task, and have students imitate these as you check their progress. Sometimes student pairs can check each others work. 3. Time parts of the task, e.g., the opening and closing parts of a letter, including procedures for getting ready to key. Use repetitive timings of 15, 30, and 60 seconds. 4. Time the whole production task. Direct students to disregard errors and to record their time to the nearest quarter minute (mark the quarter minutes on the board). When students nish, they should practice another task as noted elsewhere on the board until you tell them to stop. This procedure will also apply to the subsequent timings. 5. Time the whole task again with students disregarding errors. This time, students try to complete the task a quarter of a minute faster than last time. 6. Time the whole task again with students correcting errors as they detect them as well as proofreading their work. They should record their time as above, to the nearest quarter minute. 7. Time the whole task again with students correcting their errors as before, but trying to complete the mailable task a quarter of a minute faster than last time.

178

8. Set a time limit of 15 minutes and instruct students to produce as many mailable tasks as possible within that time. Provide enough similar materials so that all students are keying the entire time. 9. Repeat Step 8 for a period of 20 minutes. 10. Repeat Step 8 for 30 minutes.

179

Appendix M: An Example of Concept Mapping a Word Processing Document Cycle

180

Appendix N: Concept mapping Illustration: Microcomputer and Word Processing Terminology

181

Appendix O: Designing and Using Stationary

Objectives: To provide opportunities for students to: design and produce letterhead stationery; apply problem-solving skills; use word processing software applications; and, compose business correspondence.

Part One: Design and Produce Letterhead Stationery

Imagine that you are the owner or manager of a small business that offers a service or markets a product (your choice). Apply problem-solving strategies to design and produce letterhead stationery for your small business. Suggestions for Incorporating the Problem-Solving Model Work through the stages of a problem-solving model to design and produce your letterhead. An example follows. Identify the problem by producing a simple written statement. Explore alternatives by examining several samples of business stationery. If you want, combine concepts you nd from the samples with your own design. Use computer graphics, fonts, clip art, borders, calligraphy, hand-drawn art work, or other devices to enhance the design of the stationery. Gather and organize information to generate ideas and develop rough drafts of several alternative letterhead designs. Use your imagination and creativity to select and design the letterhead that includes the name of your business, the street address, city, province, postal code, telephone number, and business logo or trademark. Act by producing your letterhead design. Evaluate by reecting upon your product and considering whether your letterhead design is suitable for the business world. Are there changes that you would like to make? Note: Include your company name, street address, city, province, postal code, and telephone number on your letterhead. You will need to design and place a logo or trademark, too. It may be necessary to limit the space used for the letterhead to the top ten lines of a standard sheet of paper. Side and bottom margins may also be used for displaying letterhead information. Remember that a letter will need to be attractively placed on the stationery. Clear and relevant logos or trademarks should be used. They should be eye-catching and interesting.

182

Part Two: Composition of an Accompanying Letter

Using the word processor, compose a letter announcing the opening of your new business, encouraging readers to attend the opening-day celebrations. Use a letter-planning chart (see Appendix I) to assist in planning and composing your letter. Be sure to schedule some exciting activities to help draw attention to your new business. For example, door prizes, free merchandise, discount coupons, complimentary beverages and snacks, or guest appearances by local celebrities may be offered. Prepare the nal copy of the letter on your letterhead stationery. Suggestions for Assessment and Evaluation The following are some suggestions for assessing and evaluating this activity. Students should be aware of the criteria that will be used for assessment. Teachers are encouraged to adapt these suggestions as needed. Teacher, peer, or self-assessment of the activities may be used. *Suggested Criteria for Assessing the Letterhead Stationery Content. Does the letterhead contain the name of the business, the street address, the city, province, postal code, telephone number, facsimile number and any other data network communication numbers, if available, as well as a logo or trademark? Placement. Is the letterhead appropriately placed on the paper within the guidelines given? Design. Is the logo or trademark relevant and clear? Is the letterhead eye-catching and interesting? Effort. Has the student included an extraordinary amount of detail deserving special recognition? *Suggested Criteria for Assessing the Application of the Problem-Solving Strategies in Designing the Letterhead Did the student clearly identify the problem? Did the student explore all relevant alternatives by examining several samples of business stationery to assist in idea generation? Did the student consider a variety of display techniques and tools? Did the student gather and organize all relevant information, considering all sources of information? Did the student apply the process of evaluation to eliminate alternatives and choose the best option? *Suggested Criteria for Assessing the Composed Letter Did the student identify the purpose of the letter? Did the student develop the rst paragraph to capture the readers attention and interest? Did the student include all points to be covered in the letter? Is there no evidence of redundant information? 183

 Did the student organize the important information in a logical sequence? Does the last paragraph indicate the desired action and summarize the ideas expressed? Has the letter been formatted in an acceptable business letter style? Has an acceptable punctuation pattern been used in the letter? Is the text of the document free of errors? *Criteria may be listed on a checklist or rating scale template.

184

Appendix P: Writing Strategies, Suggested Activities, and Assessment Techniques

(Optional Module 18: Effective Business Writing)

Business Letters and Memoranda

What are some simple writing strategies that students could incorporate into their business letters and memoranda? The order in which the writer presents information in a business letter or memorandum may depend on the expected reaction of the reader. When writers expect their audiences reaction to be neutral or positive, the writer should communicate the message as clearly and briey as possible. The following are some suggestions for using this approach: State briey the main purpose of the letter or memorandum (usually in the rst paragraph). Provide all the information and details that the reader needs (usually in the middle paragraph[s]). Close the document with positive reinforcement and a request for action (when appropriate). Communication in this category may include letters or memoranda: of request or inquiry; ordering goods; for reservations; offering expressions of thanks, congratulations or sympathy; and acknowledging a request or an order. The following writing strategies may be used when the writer anticipates that the receiver may resist the suggestions and information provided (a negative reaction): Begin the communication with a goodwill paragraph that touches on the negative subject but does not directly refer to it. Provide detailed information regarding the reasons for resistance of the request. State that the request has been refused in a positive tone. End with a goodwill conclusion. Suggest an alternative proposal (if possible) or a request for action. Communication in this category may include letters or memoranda complaining about products or services, refusing a request, and dealing with credit and collection.

Reports
How are reports used? How can students adapt their knowledge of the writing process to produce reports for business? Reports may be used for sharing or presenting information, for the presentation of recommendations to solve problems, or to assist in decision making. Reports usually require research. Reports can be formatted as a bound or unbound manuscript. They usually include a cover page, a table of contents, and a bibliography. Endnotes may be included. Appendices, charts, graphs, lists, diagrams, maps and other visuals may be included. When writing reports, students may incorporate the following guidelines: Choose a specic topic. 185

 Prepare questions. Ask what the receiver wants to know about the topic. Collect data. The complexity of the questions to be answered and the time limitations will determine the amount of data that will be collected. Methods of collecting data may include manual and electronic means. Organize information. Delete any redundant information. Pertinent information should be organized to prepare an outline for the writing. Compose and prepare the report, applying the stages of the writing process. Considerations should be given to formatting the report as a bound or an unbound manuscript.

Suggested Instructional Approaches and Assessment Techniques

Business Letters and Memoranda The following are some suggested activities that may be adapted or used to facilitate the incorporation of writing strategies to produce business letters, memoranda, and reports. Working in pairs or small groups, students could examine several samples of business letters and interofce memoranda. Imagining themselves as writers, they could identify the following for each communication: the purpose; the intended audience; special characteristics of the audience; the topic; and, the format. They could discuss the message of each document and sort the correspondence into two categories, depending upon the expected reaction of the reader to the message. One category could include those communications that expect a neutral or positive reader reaction. The other category could be comprised of those documents that expect a negative reaction on the part of the reader. Student contribution and attention to the task may be recorded using anecdotal notes. Working in pairs or small groups, students may be provided with a communication that expects a neutral or positive reaction on the part of the reader, such as a letter granting a credit adjustment or a letter thanking an interviewer. Didactic questioning may be used as students examine the letter, and discuss and record answers to questions similar to the following: What is the main purpose of the letter? Is the purpose clearly stated in the rst paragraph? Has all the necessary or pertinent information been provided? If so, in which paragraph(s)? Has the letter closed with positive reinforcement, showing goodwill? How? Is there a request for action? If so, is it clearly stated? Provided with a communication that expects a negative reader reaction, such as a letter of complaint or a letter refusing a request, students may examine the document and discuss questions similar to the following: Has goodwill been demonstrated in the opening paragraph? How? What details have been provided justifying the refusal of the request? Is it clearly stated that the request has been refused? How? In your opinion, has the receiver been treated fairly? Why or why not? Has the sender created goodwill in the concluding paragraph? How? Is an alternative or a request for action suggested? Content and process skills may be assessed. Case studies or simulations may be used to provide students with the opportunities to write business communications that expect the readers reactions to be positive, neutral, and negative. Peer, teacher, and self-assessment may take place using the Sample Criteria for Assessing the Application of the Writing Process checklist provided in this guide.

186

Reports Students can integrate and combine the stages of the writing process and writing strategies experienced in this module to plan, research, write, and produce a report. Although they may use any range of subject areas, they may select from business topics such as careers, dress codes, entrepreneurship, law and the ofce worker, or occupational health hazards. Students may be reminded to narrow their topic to one major idea. When editing and proofreading, students may check for, and correct, errors in grammar, sentence structure, spelling, punctuation, capitalization, format, and attractiveness of presentation. Students may conduct peer or self-assessment of their writing by considering the following questions: Is the topic specic enough? Is the purpose clearly stated in the introduction? Are pertinent questions answered clearly? Are the facts clearly presented? Are the facts reliable? Is all the information pertinent? Are sources indicated? Have headings and subheadings been used to organize the information? Is the report formatted correctly? Does the report achieve its purpose? The criteria listed on the Sample Criteria for Assessing the Application of the Writing Process template provided in this guide may also be adapted and used to assess the writing.

187