Riley Munro and Joel Graham Information Processing

Saskatchewan Information Processing 10 (personal focus), 20 (business focus) and 30 (managerial focus) Document created in 2003 Prince Edward Island Information Technology Communication 401, Introductory Computer Studies 521, Computer Studies 621, Computer Literacy 801 All curriculums developed in 2008 or later Ontario Communications Technology, Grade 10 Revised in 2009

 Integrate keyboarding, communication, management and computer applications to assist students in making the transition to adulthood and lifelong learning.

 25 foundational objectives listed in the Info Pro 10, 20, 30 curriculum  Many have a business or job preparation focus  Business Example - demonstrate ability to use word processing and formatting knowledge to produce written business communications for various audiences.  Job Preparation Example - develop information processing skills that will be helpful in one’s personal life.

1. Heavily theoretical at the start, considering aims, goals, philosophy and rationale. 2. Then gets into the module breakdown and the outcomes to be achieved in each module (the meat and potatoes). 3. Followed by the appendices (mostly resource focused).

 The appendices contain some useful information, such as project ideas, record keeping information and teacher instruction notes.  However, most of these ideas are very raw, lacking detail or are simply not well thought out.  Could be a lot more useful if the project ideas were built out further.

 Online (easy to find the curriculum)  Great left hand navigation options

Navigation, organization, accessibility, optional modules get pretty advanced, some quality resources. Created in 2003 (technology changes rapidly), further built out and researched resources, more consideration into what we are teaching students in this area (keying, three modules on word processing, etc.). Pros Cons

Information Technology Communication Introductory Computer Studies Computer Studies Computer Literacy Highly technical, for students interested in pursuing further education in information technology. Focused on students wanting to learn more about computer software for personal and future employment use.

Information Technology Communication Keyboarding, word processing, computer literacy and effective internet and usage. Develop skills for computer literacy and today’s workplace. Covers the basics of Info Pro 10, 20 and 30 in SK. Introductory Computer Studies Computer science course, highly academic. Desktop publishing, visual presentations, literacy, database, spreadsheets and programming. Computer Studies Continuation of the course above. Programming, internet publishing, and operating systems. Computer Literacy Practical course for use in the work place. Help students solve real world problem with desktop publishing, visual presentations, file management, database, spreadsheets, internet research and personal finance.

 Highly dependent on the course being taken.  Foundational objectives relate closely to the focus of the course (whether they are computer science specific or targeted more at general computer use).

 Information Technology Communication features 8 units.  Units/modules are clean, easy to follow  Recommended time spent, necessary software and resources (both internal documents and external websites) are built right into each unit.  Big idea, outcomes (with a breakdown and explanation included) along with specific tasks for instruction and evaluation are included.

1. Theoretical at the start, considers aims, goals, differentiation and student engagement. 2. Then gets into the module breakdown and the outcomes to be achieved in each (the meat and potatoes). Resources are built into each module, rather than being included at the back of the curriculum.

 Both internal and external to the curriculum.  Quality assessment information and specific rubrics.  Like how the resources are located on the same page as the specific objective to be achieved.  Depth of resources lacking.

 Online (slightly more difficult than SK’s curriculum to find)  Very clean and organized document that appears highly usable.

 Varied instructional strategies - “Students need variety, choices and opportunities to take ownership of their learning.”  Focus on experiential, collaborative working environments and inquiry based learning.  All learning outcomes cannot adequately be evaluated with a single type of instrument. Notions about students having different learning styles also apply to student evaluation.

 PEI also has four curriculum guides outlining how technology can be applied to other curriculums (math, science, social studies and English).  Fully developed lesson plans included.

 Technology Competency is a focus in the graduation curriculum for students.  Diversity and gender equality, social and cultural diversity and engaging all learners.  Inquiry based, issues oriented learning is stressed.  Limited amount of “traditional homework”. Home assignments should relate to the students interests in real life.  Authentic performance assessment  Open-ended questions, exhibits, demonstrations, hands on execution of experiments, computer simulations, writing and portfolios of students’ work over time.

Current information, focus on key education issues (inclusion, differentiation), accessibility, organization, different courses offered for different career paths, technology competency a focus for the entire province. Further built out and researched resources, further description or ideas for student activities. Pros Cons

The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.

 Focuses on developing students’ ability to work creatively and competently with technologies that are central to their lives  Attain a level of technological literacy that will enhance their ability to succeed in their postsecondary studies or in the workplace  Can provide knowledge and skills that will enhance their daily lives

The 1994 Royal Commission for Learning, “For the love of learning” states “Keyboarding…will virtually disappear from the curriculum”

 Exploring Communications Technology, 2009 (Grade 9)  Communications Technology, 2009 (Grade 10) Communications Technology – has elements which also makes it the closest fit for all of Saskatchewan’s CPT One course equals six in Saskatchewan??

 Overall Expectations – describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. “Big Idea”  Specific Expectations – describe the expected knowledge and skills in greater detail. Many of these have examples to show how they can be achieved.

 Fundamentals  Skills  Technology, the Environment, and Society  Professional Practice and Career Opportunities

As early as Grade 9 students are encouraged to start looking at their future and take the appropriate courses.  Work Place  College  University

 Teaching Strategies  Resources  Ease of Use  Adaptions and 0ther considerations

 Information processing, best taught through integration in other subjects or stand alone material?  Who should teach it?  How much focus needs to go towards “keying”?

 After seeing all the presentations, what are your thoughts on what makes an effective curriculum?