information technology resource document (k – 7) · 2013-11-27 · information technology...

Information Technology Resource Document (K – 7) This document is available only as a resource for teachers and is not an IRP. Neither is it listed on the Education Program Guide Order. It is still expected that students will gain the knowledge, skills, and attitudes described in this document but it is expected that the teaching and learning will be integrated across all other subject areas. Information and communications technology is a tool to support and enhance student learning. The learning outcomes described in this document should be incorporated into all of the learning students are engaged in. The K-7 Information Technology resource document can also serve to assist schools and districts with requirements for school and district technology plans.

Integrated Resource Package 1996

IRP 034

Province ofBritish ColumbiaMinistry ofEducation

INFORMATIONTECHNOLOGY

K TO 7

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Please note that any reference in this IRP to ordering videos from the Learning Resources Branch is now obsolete. Videos should be ordered through the BC Learning Connection at: http://www.bclc.bc.ca/

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Copyright © 1996 Ministry of Education, Province of British Columbia.

Copyright Notice

No part of the content of this document may be reproduced in any form or by any means, including electronicstorage, reproduction, execution or transmission without the prior written consent of the Province.

Proprietary Notice

This document contains information that is proprietary and confidential to the Province. Any reproduction,disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing.

Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes withinBritish Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers andadministrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and

other parties providing direct or indirect education programs to entitled students as identified by the School Act.

I

TABLE OF CONTENTS

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

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

INTRODUCTION TO INFORMATION TECHNOLOGY K TO 7

Rationale ............................................................................................................................. 1Aim and Approach of the Curriculum ........................................................................... 2Curriculum Organizers ..................................................................................................... 6Suggested Instructional Strategies .................................................................................. 7Considerations in Information Technology Education ................................................ 9Suggested Assessment Strategies .................................................................................... 12Learning Resources ........................................................................................................... 13

THE INFORMATION TECHNOLOGY K TO 7 CURRICULUM

Grades K to 1 ...................................................................................................................... 16Grades 2 to 3 ....................................................................................................................... 22Grade 4 ................................................................................................................................ 28Grade 5 ................................................................................................................................ 34Grade 6 ................................................................................................................................ 40Grade 7 ................................................................................................................................ 46

INFORMATION TECHNOLOGY K TO 7 APPENDICES

Appendix A: Prescribed Learning Outcomes ................................................................ A-2Appendix B: Learning Resources .................................................................................... B- 3Appendix C: Cross-Curricular Interests ......................................................................... C-3Appendix D: Assessment and Evaluation ..................................................................... D-3

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

III


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

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

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

THE INTRODUCTION

The Introduction provides general informa-tion about Information Technology K to 7,including special features and requirements.It also provides a rationale for the subject—why information technology is taught in BCschools—and an explanation of thecurriculum organizers.

THE INFORMATION TECHNOLOGY K TO 7CURRICULUM

The provincially prescribed curriculum forInformation Technology K to 7 is structuredin terms of curriculum organizers. The mainbody of this IRP consists of four columns ofinformation for each organizer. Thesecolumns describe:

• provincially prescribed learning outcomestatements for Information TechnologyK to 7

• suggested instructional strategies forachieving the outcomes

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

• provincially recommended learningresources

Prescribed Learning Outcomes

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

Suggested Instructional Strategies

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

Suggested Assessment Strategies

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

IV


Provincially Recommended LearningResources

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

THE APPENDICES

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

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

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

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

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

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

• Appendix F contains a glossary of termsspecific to the Information Technology Kto 7 curriculum.

• Appendix G contains a planning guideand suggestions on how to integrateInformation Technology K to 7 into aclassroom setting.

V


SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

the

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Suggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofdifferent assessmentapproaches useful in

evaluating the PrescribedLearning Outcomes.

Teachers should considerthese as examples they

might modify to suit theirown needs and theinstructional goals.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specificlearning outcomes for

each curriculumorganizer or sub-

organizer. These aid theteacher in day-to-day

planning.

Grade

GRADES K TO 1 • FoundationsGrade

GRADES K TO 1• Foundations Curriculum Organizer

In the early primary years, young children begin toexplore technology formally and to acquire fundamentalskills for handling information technology tools. Playinggames and using simple graphics and text programswith partners provide children with the opportunity togain confidence using information technology tools. Byobserving students as they work and listening to theirconversations, teachers can assess knowledge,understanding, and care of information technology tools,as well as ability to work co-operatively with others.

• Listen to students’ conversations as they work withinformation technology tools. Note the extent towhich they use terms correctly (e.g., click, select,space bar, enter, return, escape, cancel, icon, print).

• Observe students as they use graphics software. Notethe extent to which they are able to:- use a mouse to point, select, and drag- access menus and a tool or button bar or palette- select and resize shapes- print documents

• While students are working with a computer, assesstheir knowledge of the basic components of acomputer system. Note the extent to which they areable to:- accurately identify the parts- explain the general purpose or function of each

part- use correct terminology

• Conference with students to discuss their collagesshowing people using information technology tools.To assess their understanding, ask questions such as:- What can you tell me about the information

technology tools you have included in yourcollage?

- What is the purpose of each tool?- Can you think of some information technology

tools that you have not included?- Which information technology tools have you

used before?- How were these tools useful to you?

Curriculum Organizer

Print Materials

• The Technological Classroom

Software

• Microworlds Project Builder• Storybook Theatre• Write: OutLoud

It is expected that students will:

• identify and describe the effects of technology toolsthat communicate information in the home and school

• demonstrate a willingness to use informationtechnology tools

• demonstrate an ability to use a graphics program• enter information on a computer and print it• demonstrate a willingness to work co-operatively

when using informationtechnology tools

• follow a sequence of steps to perform a task usinginformation technology tools

• use appropriate terminology to describe the parts of acomputer system

• demonstrate the proper care and safe use ofequipment

• identify occupations in their community that involvethe use of information technology

Children are surrounded by information technology tools athome and at school. They need to know how to use thesetechnologies so that they can communicate more effectivelywith others.

• In an “All About Me” theme unit, discuss the concept ofthe family with the class. Invite students to createpictures of their families using a graphics program.Have them identify and label their pictures (e.g., Mom,Dad, sister, brother) using the graphics program.

• Have students work individually to identify and matchlaminated picture vocabulary cards with the parts of acomputer (e.g., mouse, keyboard, monitor, printer).Discuss the proper care and safe use of each of thesecomponents with students.

• To help students develop their understanding of howinformation technology is used in the workplace, askthem to create collages showing people using a varietyof information technology tools (e.g., fax machines,telephones, video cameras, computers).

Recommended LearningResources

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

Suggested InstructionalStrategies

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

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The development of this InformationTechnology K to 7 IntegratedResource Package (IRP) has been

guided by the principles of learning.These are:

• Learning requires the active participationof the student.

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

• Learning is both an individual and agroup process.

RATIONALE

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

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

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

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

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

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

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

Preparing for the Workplace

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

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

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

Preparing the Citizen

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

Relevant to Everyone

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

Preparing for Further Education

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

AIM AND APPROACH OF THE CURRICULUM

The aim of the Information TechnologyK to 12 curriculum is to help studentsdevelop information literacy and the lifelonglearning patterns they need to live and workeffectively in an information-richtechnological society. To achieve this, the

curriculum provides a framework forstudents to learn how to solve problemsusing information technology.

The Primary Years

This IRP includes curriculum learningoutcomes and support materials that applyto learners in the Primary Years (K to 3). Theinstructional strategies, assessment strate-gies, and learning resources are intended toupdate or supplement many of the relatedsupport materials currently contained in thePrimary Program Foundations Document andthe Primary Resource Document.

Once all curriculum outcomes pertaining tothe Primary Years have been updated, thePrimary Program Foundations Document andthe Primary Resource Document will berevised and combined with the updatedcurriculum to create a Primary Years IRP.Until the Primary Years IRP is available,teachers are encouraged to implement thenew K to 7 curriculum and continue to useother portions of the Primary ProgramFoundations Document and the PrimaryResource Document.

Reporting on Information Technology

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

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

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Evolving Information Technology

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

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

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

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ExamplesCategory of Tool

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

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

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

Software andComputer Accessories

CommunicationsEnvironments

Information Technology Tools

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Overview

In grades 8 to 10, students:

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

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

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

information technology• apply information technology tools in research

In grades 4 to 7, students:

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

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

information technology

In grades 11 and 12, students:

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

• use information technology tools to increase productivity and to enhancecommunications

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

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

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

In grades K to 3, students:

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

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

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

▼ Grades K to 3

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

▼ Grades 4 to 7

▼ Grades 8 to 10

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

▼ Grades 11 and 12Students use sophisticated informationtechnology tools to increase and refine theirskills, knowledge, and abilities to solvecomplex and varied problems. Studentsprepare for postsecondary and careeropportunities through relevant andmeaningful experiences within their schooland community.

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

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CURRICULUM ORGANIZERS

The prescribed learning outcomes forInformation Technology K to 7 are groupedinto the following three curriculumorganizers:

• Foundations• Process• Presentation

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

Foundations

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

• acquiring skills for using informationtechnology tools

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

• exploring careers and occupations relatedto information technology

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

• developing an understanding of theethical use of information technology tools

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

• integrating and applying these skillsacross all areas of learning

Process

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

• awareness of multiple solutions for aproblem

• evaluating and selecting informationbased on specific requirements

• personal relevance of problems involvingtechnology

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

• understanding the ethical use ofinformation

Presentation

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

• developing an understanding of digitizedmedia

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• applying the principles of communicationand design to develop an effectivepresentation

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

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

SUGGESTED INSTRUCTIONAL STRATEGIES

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

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

Context Statements

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

Strategies

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

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

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

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

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

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

Problem-Solving Models

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

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

IdentifyProblems

ConductResearch

GenerateIdeas

ReviseIdeas

Produce aResponse/Solution

Evaluate

A Simple Linear Model

Some specialized problems are approached in unique ways

Designing, Troubleshooting, and Social Impact Models

DesigningDesigning is a problem-solving method used to

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

ConductResearch

ImplementSolution

DetermineParameters

GenerateSolutions

Choose BestSolution

Test andEvaluate

Redesign andRefine

IdentifyProblem

• Identify purpose of system(inputs and outputs)

• Identify purpose ofsubsystems (inputsand outputs)

• Test subsystems

• Identify cause andimplement solution

• Test solution

TroubleshootingTroubleshooting is a method ofsolving problems used to isolate

and diagnose a malfunction

• Identify consequences and effects

• Develop a value systemthrough critical thinking

• Judge benefits anddisadvantages oftechnological applications

• Make ethical decisions

Social ImpactThis is a method of solving problems

used to appraise the social,environmental, and ethical implications

of technological decisions

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Integration of Cross-Curricular Interests

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

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

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

See Appendix C: Cross-Curricular Interestsfor more information.

CONSIDERATIONS IN INFORMATION

TECHNOLOGY EDUCATION

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

Health and Safety

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

Some models suggest a continuous flow of activity,from problem identification to thedevelopment of a refined product.

Action Model

8. Revise

7. Test Ideas

5. Plan

4. Explore Ideas

2. Research

1. Identify a Need

3. Clarify Problem Design Brief

6. Produce a Response/Solution

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

process in order to figure something out.

Interactive Model

See aProblem

Evaluate theProduct or System Construct the

Product or System

Develop Prototype

Refine theProduct or SystemDevelop Ideas

Research andInvestigate Alternatives

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Adaptations for Students with Special Needs

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

Presentation • Extensions should be made for those students with special gifts or talents.• Provide students with advance organizers of key information technology concepts.• Demonstrate or model new concepts.• Use bilingual peers or volunteers to help ESL students.• Use e-mail to communicate with peers or students in similar circumstances.

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

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

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

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

Materials andEquipment

• Use techniques to make the organization of activities more explicit (e.g., colour code the stepsused to solve a problem).

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

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

Extension andPractice

• Require the completion of only a small amount of work at any given time.• Simplify the way questions are worded to match students’ levels of understanding.

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

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

• Modify assessment tools to match student needs. For example, oral tests, open-book tests, andtests with no time limit may allow students to better demonstrate their learning thantraditional tests.

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

Assessment

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Teachers must address the followingquestions before, during, and after anactivity:

• Have students been given specific instruc-tion about how to operate informationtechnology tools?

• Are the tools and equipment in goodrepair and suitably arranged?

• Has consideration been given to thecorrect height of chairs, keyboards, andmonitors?

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

and ventilation for the activity?

Students with Special Needs

Students with special educational needs mayrequire resources that are different fromthose needed by most students.

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

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

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

For students who have Individual EducationPlans (IEPs), adaptations and modificationsshould be documented on the students’ IEPsand considered in the development of theStudent Learning Plan. This informationmay also become important if adjudicationsfor special considerations on examinationsare sought at the senior grades.

Regular reporting with letter grades isappropriate for students who are expected toachieve the prescribed learning outcomes.When students are not expected to achievethe prescribed learning outcomes, individualgoals should be set and recorded in the IEP.Reporting for students with these modifiedoutcomes should be in the form of structuredwritten comments.

Gender Equity

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

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

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

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

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

• Provide practical learning opportunitiesdesigned specifically to help girls develop

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confidence and interest in informationtechnology and non-traditional roles.

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

SUGGESTED ASSESSMENT STRATEGIES

Teachers determine the best assessmentmethods for their students. The assessmentstrategies in this document describe avariety of ideas and methods for gatheringevidence of student performance. Theassessment strategies for a particularorganizer always include specific examplesof assessment strategies. Some strategiesrelate to particular activities, while others aregeneral and could apply to any activity.These specific strategies may be introducedby a context statement that explains howstudents at this age can demonstrate theirlearning, what teachers can look for, andhow this information can be used to adaptfurther instruction.

About the Provincial Learning AssessmentProgram

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

About Assessment in General

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are working

toward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, plan furtherinstructional and learning activities, setsubsequent learning goals, and determineareas requiring diagnostic teaching andintervention. Teachers base their evaluationof a student’s performance on the informa-tion collected through assessment. They usetheir insight, knowledge about learning, andexperience with students, along with thespecific criteria they establish, to makejudgments about student performance.

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

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

Provincial Reference Sets

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

• Evaluating Reading Across Curriculum(RB 0034)

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

• Evaluating Problem Solving AcrossCurriculum (RB 0053)

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• Evaluating Group Communication SkillsAcross Curriculum (RB 0051)

• Evaluating Mathematical Development AcrossCurriculum (RB 0052)

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

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

LEARNING RESOURCES

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

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

Some selected resources have been identifiedto support cross-curricular integration.The ministry also considers special needsaudiences in the evaluation and annotationof learning resources. As well, special-formatversions of some selected resources (brailleand taped-book formats) are available.

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

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

Provincially Recommended Materials

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

Locally Evaluated Materials

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

A Note on Authorized Materials

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

Information Technology K to 7

CURRICULUM

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

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• identify and describe the effects of technologytools that communicate information in thehome and school

• demonstrate a willingness to use informationtechnology tools

• demonstrate an ability to use a graphicsprogram

• enter information on a computer and print it• demonstrate a willingness to work co-

operatively when using informationtechnology tools

• follow a sequence of steps to perform a taskusing information technology tools

• use appropriate terminology to describe theparts of a computer system


• identify occupations in their community thatinvolve the use of information technology

Children are surrounded by information technologytools at home and at school. They need to know howto use these technologies so that they cancommunicate more effectively with others.

• In an “All About Me” theme unit, discuss theconcept of the family with the class. Invitestudents to create pictures of their families using agraphics program. Have them identify and labeltheir pictures (e.g., Mom, Dad, sister, brother)using the graphics program.

• Have students work individually to identify andmatch laminated picture vocabulary cards withthe parts of a computer (e.g., mouse, keyboard,monitor, printer). Discuss the proper care and safeuse of each of these components with students.

• To help students develop their understanding ofhow information technology is used in theworkplace, ask them to create collages showingpeople using a variety of information technologytools (e.g., fax machines, telephones, videocameras, computers).

GRADES K TO 1 • Foundations

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

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In the early primary years, young children begin toexplore technology formally and to acquire funda-mental skills for handling information technologytools. Playing games and using simple graphics andtext programs with partners provide children withthe opportunity to gain confidence using informationtechnology tools. By observing students as they workand listening to their conversations, teachers canassess knowledge, understanding, and care ofinformation technology tools, as well as ability towork co-operatively with others.

• Listen to students’ conversations as they workwith information technology tools. Note theextent to which they use terms correctly(e.g., click, select, space bar, enter, return, escape,cancel, icon, print).

• Observe students as they use graphics software.Note the extent to which they are able to:- use a mouse to point, select, and drag- access menus and a tool or button bar or palette- select and resize shapes- print documents

• While students are working with a computer,assess their knowledge of the basic components ofa computer system. Note the extent to which theyare able to:- accurately identify the parts- explain the general purpose or function of each

part- use correct terminology

• Conference with students to discuss their collagesshowing people using information technologytools. To assess their understanding, ask questionssuch as:- What can you tell me about the information

technology tools you have included in yourcollage?

- What is the purpose of each tool?- Can you think of some information technology

tools that you have not included?- Which information technology tools have you

used before?- How were these tools useful to you?

GRADES K TO 1 • Foundations

Print Materials


Software



18

GRADES K TO 1 • Process


• use information technology tools to organizeinformation

• create and modify electronic documents• use information technology tools in a variety

of ways to create new meaning

By using information technology tools, studentsdevelop the skills required to manipulate andorganize information in many ways to createmeaningful patterns.

• In a discussion with the whole class, point out thefeatures of different graphics programs. Invitestudents to identify how the different features ofthese programs can be used to make drawings.Ask them to use a graphics program to producedrawings of themselves (three per student) doingactivities that interest them. When they havecompleted their drawings, ask them to change thecolours.

• Suggest that students use a graphics program todraw animals or select them from clip art. Askthem to use copy, paste, and lasso (a cut-and-pastetool) to move the drawings around the documentto classify them. For example, students might eachdraw an elephant, monkey, and squirrel; use thelasso to group the monkey and the squirreltogether; and then explain the reason for thatgrouping (e.g., they both live in trees).

• As part of a larger project on environmentalawareness, have students use a graphics programto create and print posters that illustrate theconcept of reduce, reuse, and recycle.

• When studying addition, suggest that studentsdraw symbols (e.g., circles, squares) using agraphics program. Ask them to use the symbolsthey create to make number sentences to representbasic addition (e.g., ■ + ▲ = 5). What twonumbers can be substituted for the symbols?

• In a language-arts activity, have students, workingin groups, use the cut, paste, and copy features ofa graphics program to create alphabet or numberbooks. Ask each group to compare its book withthose produced by other groups.


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GRADES K TO 1 • Process

Software


By exploring a variety of software, students learn tocreate and modify documents and use informationtechnology tools to organize information. To assessstudents’ knowledge and understanding, invite themto discuss their explorations and share theircreations. Look for growth over time.

• Suggest that students generate and save a varietyof documents and then work with partners toorganize these printed documents into file folders(e.g., pictures, stories, games). Conference withstudents about their work. Assess each student’sability to categorize the documents, name the filefolders, and organize them in some logical way.Ask questions such as:- How did you decide what to put in each

folder?- How did you decide on a name for each folder?- How are these folders helpful to you?

• After students have each created and modified anelectronic document, invite them to discuss theirwork. To assess their understanding, askquestions such as:- What can you do with this program?- What did you enjoy about this program?- Was there anything you couldn’t figure out?- What would you want to tell a friend about the

program?• Have students collect printed samples of their

work in portfolios. Review their workperiodically, looking for evidence of change overtime. Consider:- sophistication of software use- creative use of various software- use of a variety of information technology tools- use of information technology tools in different

curricular areas


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GRADES K TO 1 • Presentation


• present ideas using electronic documents

Students are exposed to many different electroniccommunications tools so that they will be able to usea variety of tools to communicate.

• In an art class, invite each student to create apicture for a special occasion (e.g., Halloween, aseasonal celebration) using a paint program.Encourage students to include specific elements ofcomposition (e.g., houses, trees, people) in theirpictures.

• In the “All About Me” unit at the beginning of theschool year, ask students to create pictures ofthemselves using a paint or draw program.

• In language arts, suggest that students each use aninformation technology tool (e.g., a video camera,a tape-recorder, computer software with sound-recording capability) to record another studentreciting a nursery rhyme, poem, song, or storyabout a special event.

• Ask each student to use a graphics program toselect or create a colouring worksheet. Studentscan then exchange their worksheets with partners,colour them, and then present their creations tothe class.

• Students can use a story-starter program to createand print stories with a multicultural theme.Encourage them to create figures or icons toaccompany their stories. Ask them to produce aslide show from the printouts with the assistanceof a buddy class (e.g., from Grade 6 or Grade 7).They can then present their show to otherstudents.


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GRADES K TO 1 • Presentation

As students become more familiar with computersand software, they learn to use these tools to conveyideas creatively. By observing them and listening totheir conversations, assess their abilities to usesoftware features and to integrate text and graphicssuccessfully.

• Conference with students after they havecompleted a project (e.g., a card or poster for aspecial occasion). Ask questions such as:- How did you use the computer to make this

card (poster)?- How did the computer help you make this card

(poster)?- How did you decide on your picture (border)?

• As students discuss their work, note the extent towhich they can:- explain the creation process in detail- justify their choices (e.g., of graphics, font style,

font size)

Software



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GRADES 2 TO 3 • Foundations


• enter, save, and retrieve information using acomputer or other information technologytool

• use word-processing and graphics software topresent ideas

• demonstrate an understanding of data-storage practices

• describe how a disk is installed and stored• use appropriate terminology when using

information technology tools• demonstrate a willingness to work co-

operatively when using information technol-ogy tools

• identify information technology tools used inthe home, school, and community


At this level, students become more proficient andself-reliant in their use of information technology.They are introduced to the concepts of ergonomics,safety, and security in the use of informationtechnology tools. They become aware of theimportance of developing the skills required to usethese tools in their daily lives.

• Demonstrate to the class the steps used in turningon and off a variety of information technologytools (e.g., computer, monitor, tape-recorder,VCR). In addition, have students role-play inco-operative groups the safe and unsafe uses ofinformation technology tools, includingtelephones, computers, television sets, and faxmachines.

• To help introduce the writing process in languagearts, have each student launch a word-processingprogram, write a story, save it to a disk, and printit. Encourage students to write letters using thecomputer and fax them to pen pals.

• As an opening activity for science, suggest thatstudents create a daily weather report for a week,using a tape-recorder to record it each day. Then,with the assistance of a knowledgeable Grade 6buddy, ask each student to create a calendar of theweek’s weather using a calendar-makingprogram. Have students select graphics torepresent the weather conditions each day.

• As part of a project for a thematic unit in science(e.g., on dinosaurs), first demonstrate how toretrieve information from a CD-ROM and theninvite students to try it.


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GRADES 2 TO 3 • Foundations

Students improve their basic skills as they createelectronic documents such as stories, pictures, andreports. The teacher can assess students’ abilities toorganize, store, and retrieve information byobserving them as they create and manipulate textand graphics and save their data to disks or the harddrive, or as they explore other information technol-ogy tools (e.g., overhead projectors, audio-recordingdevices, VCRs) used at home and at school.

• As students use word-processing and graphicssoftware, note the ease and confidence with whichthey are able to:- launch (open) applications- close (exit) applications- successfully save and retrieve files- access the tool bar and menus- use the features of the program (e.g., align

and format text, move the cursor within thedocument, insert and delete text)

- print documents• Listen to students’ conversations as they work

with information technology tools. Note theextent to which they use accurate terminology(e.g., run, launch, open, save, write-protect,select, icon).

• Observe students as they work and listen to theirconversations. Note the extent to which they:- take turns communicating- share materials- incorporate the ideas of others

Print Materials


Software

• Graph Links• Microworlds Project Builder• Storybook Theatre• Write: OutLoud


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GRADES 2 TO 3 • Process


• demonstrate an understanding that tasks on acomputer can be done in a variety of ways

• identify and use different methods oforganizing information

• identify suitable information technology toolsto express ideas or concepts

• create and modify electronic documents thatexpress ideas or concepts

• locate and retrieve information using infor-mation technology tools

Students begin to develop an understanding of waysto organize information. They explore different waysto use information technology tools in their dailylives and to employ problem-solving techniqueswhen using these tools.

• In a social studies unit on “Community,”encourage students to:- develop ideas for advertising a school event

(e.g., a concert or bake sale)- examine different printed ads as part of a

problem-solving activity and identify theelements in the ads (text, graphics)

- use a computer program to create posters thatinclude several presentation elements

- print two copies of their posters, first using amenu command and then a keyboardcommand

- create a strategy for reaching all members ofthe community by including translations intoother languages or by using graphics

- distribute the posters throughout the schooland the community

• As part of a project on dinosaurs, ask each studentto find a picture of a dinosaur on a CD-ROM orfrom clip art, create a drawing, and then colour orpaint it using a graphics program.

• In a science unit on animal adaptation, invitestudents to import clip art of animals into a paintprogram. Using cut-and-paste commands,students can choose the head of one animal, thebody of another, and the tail of a third to create anew animal. Students can also use a paintprogram to create an environment for the animal.

• In personal planning, have students research andcommunicate school emergency procedures usinga variety of information technology tools(e.g., videos, word-processing programs, the PAsystem).


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GRADES 2 TO 3 • Process

Accessing information is a necessary skill in arapidly changing world. As students gain experiencein using a variety of tools to locate and retrieveinformation, their inquiries become more refined.Assess students’ level of proficiency by observingthem as they solve problems using informationtechnology tools and by examining their work.

• Conference with students to assess abilities inthe area of information retrieval. Pose questionssuch as:- How did you locate the desired information?- How did you decide which information

technology tools to use?- Where else might you find useful information?- What would you do differently next time?

• Observe students as they retrieve informationusing information technology tools(e.g., tape-recorders, VCRs), noting whether they:- use the counter accurately to stop at a desired

location- take advantage of both high- and low-speed

search functions• Have students organize information (e.g., list the

contents of their desks in alphabetical order,develop personal timelines). To assess theirunderstanding, ask questions such as:- How did you decide to organize this

information?- What made you choose this way of organizing

information?- Is there another way to organize this

information?- How did you use the computer to help you?

• Have students conduct surveys to collect data onother students (e.g., age, hobbies, favourite foods)and use computer software to graph theirfindings. To assess their abilities to express ideasor concepts using electronic documents, observestudents as they create their graphs and note theextent to which they are able to:- categorize the information logically- enter raw data into a spreadsheet template- use graphics or integrated software to create

graphs

Software



26

GRADES 2 TO 3 • Presentation


• present ideas using a variety of informationtechnology tools

• describe the components of electronicpresentations

Students need to be able to communicate their ideaseffectively. They learn to identify the components ofelectronic presentations (e.g., text, sound, graphics,and design) and to combine these elements topresent information.

• On a computer, have students open a preparedtext or graphics document (e.g., a poem aboutthemselves, a drawing of the community or theschool). Ask them to modify the information bychanging the style, the font or point size of thetext, or the layout of the text and graphics. Havestudents work with partners to compare theirversions of the document.

• In a language arts activity, discuss with the classthe advantages and disadvantages of print andelectronic versions of a story or book. In thediscussion, have students focus on graphics,sound, and ease of use.

• In an art activity, invite students to plan aninvitation for a special occasion using softwarethat integrates graphics and text. Have themdesign several layouts using the same graphicsand text but altering the placement, size, andstyle. Encourage students to choose the layoutthey prefer and post it for display.


27

As young students continue to explore informationtechnology tools, they are better able to expressthemselves with clarity and emphasis. By viewingand analysing presentations, they develop anappreciation of information technology tools. Whenstudents plan and deliver their own presentations,they demonstrate their abilities to use multimediatools to convey ideas effectively.

• With students, develop a checklist for assessingpresentations. During each presentation, use thechecklist with the rest of the class to assess thepresenter ’s ability to communicate ideaseffectively through the use of informationtechnology tools. Criteria might include:- use an information technology tool

appropriately for the presentation- operate an information technology tool with

confidence- have a clear purpose for using an information

technology tool to communicate a message• Have a class discussion about the ways in which

information technology tools can enhancepresentations, and then ask each student to createa two-column chart such as the one below. Lookfor evidence that students are able to:- generate a variety of ideas- recognize the ways in which each tool can

enhance a presentation

GRADES 2 TO 3 • Presentation

InformationTechnology Tool Advantages

• live pictures allow peopleto understand better

• this tool helps manypeople to see the samething at once

• everyone hears the samemessage

• writing is neater and youcan use a spell checker

• To check on the scope of students’ knowledge ofinformation technology tools, have them work inco-operative groups to make collages ofinformation technology tools.

VCR/TV

Overhead projector

Tape-recorder

Computer

Software



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GRADE 4 • Foundations


• enter, save, and retrieve information using avariety of information technology tools andsoftware

• use suitable keyboard techniques to enterinformation into a computer

• organize and manage stored electronicinformation

• use a variety of software to solve problems• use appropriate terminology while working

with information technology tools• demonstrate a concern for the need to take

care of information technology resources andmaterials

• demonstrate an awareness of health andsafety issues when using informationtechnology

• demonstrate a willingness to be self-reliantwhen using information technology tools

• demonstrate a willingness to workco-operatively when using informationtechnology tools

• identify role models in their community whouse information technology tools, beingcareful to consider all individuals,irrespective of gender, culture, and ability

Students develop strategies for managing electroni-cally an increasing volume of information. As theirunderstanding of technology advances, they becomemore aware of health and safety issues and the needto care for resources. They also become aware of theneed to work accurately with software and tobecome more self-reliant in the use of informationtechnology.

• To apply their understanding of informationorganization and management, as an art projecthave each student create an inventory of his or herfamily’s video or CD collection using a databaseprogram. Encourage them to include informationsuch as the title, year of production, and artists’names.

• In a personal planning activity, suggest that eachstudent create and maintain a personal databaseof vocabulary related to information technologycareers and equipment.

• In science, discuss with the class the uses oftechnology in society. Have students brainstormexisting tools and possible new inventions. Askthem to research the development of informationtechnology tools, using a CD-ROM or technologymagazines. Invite each student to prepare anillustrated timeline for one of the tools identifiedduring the research and present the timeline to theclass.

• Discuss with students the concept of ergonomicsand health and safety related to the use ofinformation technology tools (e.g., eye strain,back injury, wrist injuries). Have students practisecorrect posture and keystrokes as they learn tokeyboard. In an art project, they can synthesizetheir understanding of ergonomics, health, andsafety by designing their ultimate informationtechnology home or office environment.


29


As students continue to explore a variety of soft-ware, they become proficient in entering, saving, andretrieving information. Developing keyboardingskills enables them to enter data more efficiently andaccurately. Observe students as they work withelectronic documents and note the confidence withwhich they approach and use information technol-ogy tools. As students use other types of media, theycan demonstrate their abilities to express their ideasin a variety of ways.

• Ask each student to generate a variety of files andsave them to a disk. Then have students workwith partners to organize their files into folders ordirectories (pictures, stories, games). Conferencewith students about their work. Assess theirabilities to create new folders or directories and tocategorize files appropriately. Ask questions suchas:- How did you create your folders (directories)?- How did you decide on a name for each folder

(directory)?- How did you decide what to put in each folder

(directory)?- How are these folders (directories) helpful to

you?• Have students work in small groups to create skits

illustrating unsafe uses of information technologytools. After each skit, ask audience members toidentify the unsafe practices featured. Note theextent to which students recognize problems andare able to suggest safer alternatives.

• As students work with a variety of informationtechnology tools (e.g., computers, VCRs,tape-recorders) and software, note the extent towhich they are able to:- accurately enter or record information- successfully save files to a disk or hard drive,

or to videotape- efficiently locate and retrieve information

Print Materials

• Computers: A Visual Encyclopedia• The Technological Classroom

Software

• All the Right Type• Graph Links• Microworlds Project Builder• Storybook Theatre• UltraKey• Write: OutLoud


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GRADE 4 • Process


• retrieve data from a variety of informationtechnology sources

• use information technology tools to organizeinformation from different sources

• use information technology tools to create,modify, and explore documents that expressideas or concepts

• demonstrate the ability to draw simpleconclusions from information retrieved fromelectronic and other sources

Students begin to apply their understanding of theways in which information is organized to accessresources. They use information technology toolsand structured problem-solving techniques to solveproblems that occur in their daily lives.

• In social studies, have students complete aresearch project on a First Nations people. As partof the project, ask each student to:- retrieve information from electronic sources

(e.g., CD-ROMs, laserdiscs, automated cata-logues using e-mail)

- retrieve and store an electronic map of BC, andthen modify the map to show the areasoccupied by the First Nations people they arestudying

- use the text retrieved through research to createa first draft using a word-processing programto cut and paste phrases into a logical sequence

- add graphics retrieved through the research- create a poem using First Nations as a theme

and add it to the word-processed document asa final segment of the project

• Invite each student to maintain a reading log bycreating a database that includes the followingelements:- bibliographic information (e.g., title,

author, date)- a brief plot summary- his or her impression of the book, including a

rating scale- a prediction about the plot line of other books

by the same author or of other books of thesame genre


31

GRADE 4 • Process

As students broaden their exploration of informationtechnology tools, they access, retrieve, and sortthrough electronic data. As they research topics andcreate electronic documents to express their ideas,they demonstrate their abilities to locate andorganize information effectively.

• Have students perform a keyword search on adatabase (e.g., a CD-ROM encyclopedia, anon-line service) and retrieve the documentslocated. Note each student’s ability to:- choose an appropriate keyword for the search- correctly enter the keyword- display a document containing the keyword

on-screen- print a document located by the search- use the on-line help function- narrow the search

• Present students with a research task. (e.g., “Findout all you can about a simple machine such as alever.”) Have them generate lists of possible datasources (e.g., CD-ROM encyclopedia, on-lineservices, videotapes). Collect and examinestudents’ lists and consider whether they haveincluded a wide variety of sources and howlogical, relevant, or current their sources were.

• Discuss the ways in which information technologytools may be useful in each subject area. Recordstudents’ ideas and post them in the classroom forreference. Note how often students make use ofinformation technology tools throughout the day.

• While students are researching (e.g., the Haida,simple machines, authors), have them gather anddownload information from a variety of electronicsources (e.g., CD-ROMs, on-line services, videos,laserdiscs, e-mail). Note the extent to which theyare able to:- sort through the data, saving only relevant

information- use the cut, copy, and paste functions to

combine related ideas- use a strategy to organize files effectively

Video

• How To Make Great Videos—With Just aCamcorder

• Virtual Reality

Software

• All the Right Type• Graph Links• HyperStudio• Microworlds Project Builder• Storybook Theatre• UltraKey• Write: OutLoud

CD-ROM

• How Multimedia Computers Work• The Multimedia Workshop


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GRADE 4 • Presentation


• apply information technology to presentinformation to intended audiences

• create multimedia documents• demonstrate their knowledge of the protocol

for crediting sources of information

As students explore different ways to make presenta-tions, they learn to consider the kind of audiencethey are addressing. They also begin to understandhow to recognize sources of information for theiressays.

• In science, ask students to use multimedia tocreate a photographic or electronic slide show oftheir community, field trip, or school, including asoundtrack and credits.

• As part of a class assignment on the culture orhistory of First Nations, suggest that students usea paint or draw program to design a totem poleillustrating a local legend or story. Have studentsbrainstorm the significance of each totem figureand the clan system as they design the totem pole.Ask them to use a word-processing program toimport the totem pole from the paint or drawprogram into their final report.

• In language arts, invite students to review apopular television commercial (e.g., ad for food,toys, clothing, games) and analyse the lighting,sound, special camera effects, and text to decidewhich they respond to most. Encourage studentsto discuss why they like or dislike the commercialand the techniques the creators used to try topersuade them to purchase the product. Recordstudents’ responses on chart paper or an overheadtransparency.

• In language arts, have students work in co-operative groups to create a message about anupcoming school event (e.g., a sporting or culturalevent, a talent show). Encourage them to empha-size the different senses (e.g., sight, sound). Forexample, suggest that students produce anaudiotape for the school announcements, avideotape for viewing at a school assembly, andcomputer-generated posters to display in theschool.


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When students have an opportunity to express theirown ideas using information technology tools, theylearn to communicate clearly to an intendedaudience. Watch students’ multimedia presentationsand note the ease and confidence with which theyeffectively incorporate the use of informationtechnology tools.

• Have students work in groups to design andcreate an advertising campaign (including aposter or an audio or video commercial) for a realor an imaginary product. As students presenttheir advertisements to the class, note the extent towhich they:- use colour, patterns, font size, and font style

effectively to create emphasis- successfully integrate graphics and sound- use information technology tools confidently in

the presentation of ideas• Have students create bibliographies as they use

information technology tools to gatherinformation. Examine the bibliographies and lookfor evidence that students have cited all sourcesand used a standard format correctly.

Video

• Virtual Reality

Software

• All the Right Type• DataWonder! The Organizing, Graphing and

Reporting Tool• Graph Links• HyperStudio• Microworlds Project Builder• Storybook Theatre• UltraKey• Write: OutLoud

CD-ROM

• How Multimedia Computers Work


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Students need to become aware of ethical issuesrelated to the use of information technology(e.g., copyright, plagiarism, privacy, the use ofon-line resources). Their exploration of these issueswill help them understand how to use the toolsresponsibly.

• Lead a class discussion about the problemscreated by computer viruses. Have studentsrole-play the following situations:- a virus freezes a computer system- a virus removes links and stops a set of

instructions• In social studies, discuss with the class some

ethical considerations involved in usingelectronically retrieved information. To confirmtheir understandings, have students create a list ofreferences or a bibliography that credits the worksthey accessed for a project.

• As part of personal planning, have students workin co-operative groups, with each to interview anInternet service provider about passwords andsecurity. Encourage students to create a list ofrules to follow when creating their ownpasswords. Suggest that they post these listsbeside their computers in the classroom.

• In language arts, have students develop a list ofways to find help when faced with a problem inusing information technology tools (e.g., ask apeer, look for help screens, read the manual orguidebook).


• manipulate electronic documents using avariety of tools

• access on-line resources usingtelecommunications tools

• develop an awareness of how programmingis used in information technology

• demonstrate an understanding of the need forthe security and privacy of electronicinformation


• demonstrate a concern for the sociallyresponsible use of information

• identify role models in their community whouse information technology tools, beingcareful to consider all individuals irrespectiveof gender, culture, and ability


35


As students explore career opportunities in the fieldof information technology, they become aware of theneed for sophisticated skills and for the responsibleuse of information technology tools. Studentsdemonstrate their abilities to use software featureseffectively by creating and modifying electronicdocuments. The extent to which they workresponsibly can be assessed through observation asthey use sources such as the Internet and localelectronic bulletin boards.

• With the class, generate and post a list ofsuggestions for problem solving when usinginformation technology tools (e.g., use on-linehelp, ask a peer, refer to a manual). Note theextent to which students are self-reliant and ableto assist others when using informationtechnology tools.

• Discuss the use and potential misuse of informa-tion technology tools, including issues such asprivacy of information, copyright, and plagiarism.To assess students’ understanding, ask:- What are some examples of how information

technology tools can be misused?- What should you do if you find information

belonging to someone else(e.g., computer disks, passwords)?

- Why is it important to cite the sources of yourinformation?

• Discuss proper etiquette or conduct when usingelectronic messaging systems. Have students saveand print their e-mail correspondence and usetheir collections as a basis for self- and peerassessment. Look for evidence of appropriatecontent and language.

• Have students interview people who work invarious information technology fields and uselearning logs to reflect on their experiences. Tofocus students’ thinking, provide sentence starterssuch as:- The most important thing I learned was

__________.- Something that surprised me was __________.- I want to know more about __________.

Print Materials

• Computers: A Visual Encyclopedia• The Technological Classroom

Software

• All the Right Type• The Cruncher• DataWonder! The Organizing, Graphing and

Reporting Tool• Digital Chisel• Graph Links• Looking Ahead: Earning, Spending, Saving• Microworlds Project Builder• UltraKey• Write: OutLoud


36

GRADE 5 • Process


• collect and record information electronicallyusing primary and secondary sources ofinformation

• demonstrate an understanding of how andwhy information is organized

• demonstrate an appreciation of the need forconsistency in data entry

• draw conclusions from information retrievedfrom electronic and other sources

• evaluate information retrieved fromelectronic sources

Students are introduced to the concept of informa-tion analysis and the process of discoveringrelationships in the data they retrieve or create. Theymake connections between their knowledge base andthe information they obtain from electronic sources,helping them to become better learners.

• In math or science, discuss with the class thepurpose and structure of surveys and their uses(e.g., election polls, opinion surveys, marketingsurveys). Invite students to plan, design, andconduct their own surveys (e.g., survey the schoolpopulation to discover students’ favouritepastimes, television shows, future occupations, oreducational aspirations). In preparing the surveys,students should:- devise ways to ensure consistency in collecting

and entering data- create a spreadsheet and enter the raw data

from the survey- create one or several graphs using the spread-

sheet (e.g., bar graph, pie graph, line graph)- use a word-processing program to write a short

paragraph outlining the conclusions they havedrawn after analysing their data

- copy the graph(s) from the spreadsheet, paste it(them) into the word-processed document, andprint the final report

• As part of a research project, ask each student toretrieve and print information from an electronicsource (e.g., an encyclopedia on a CD-ROM, anon-line database, the World Wide Web, e-mail).Suggest that they each find an article on the samesubject in a print source (e.g., an encyclopedia).Have students compare the information from thetwo sources for reliability and timeliness.


37

GRADE 5 • Process

As students gain experience using a variety ofinformation technology tools (e.g., CD-ROMs, theInternet) to conduct a search, their inquiries becomemore focussed and refined. Research projectsprovide opportunities for students to demonstratetheir abilities to access information. By questioningand observing, teachers can assess each student’sability to collect, analyse, and organize electronicdata.

• Conference with individuals or small groups ofstudents about the accuracy and the perspectiveof the information they have gathered about atopic (e.g., the history of First Nations in Canada).Assess students’ understanding by noticing thedepth of their responses to questions such as:- What clues (evidence) did you look for to

indicate that the information you obtained isaccurate or inaccurate?

- How could the originator’s point of view affectthe information?

- How do you decide if information is true ornot?

• Have students perform a search on a database(e.g., a CD-ROM encyclopedia, an on-line service)and retrieve the documents located. To assessstudents’ knowledge of how information isorganized, note the extent to which they areable to:- narrow the search from a general heading to a

specific topic- choose appropriate keywords for the search- use AND/OR commands to narrow the search

• With students, develop a checklist to assess theiraccuracy and consistency in data entry. Have themuse the checklist for peer assessment. The criteriamight include:- data are entered with no typographical errors- data are entered into the correct field- conventional rules of punctuation, spelling,

and capitalization have been applied

Video


• Virtual Reality

Software



CD-ROM



38



• demonstrate an understanding of how specialeffects can be used to influence messages

• create and present multimedia documents• use a variety of information technology tools

in presentations• demonstrate an understanding of how

hypertext can enhance presentations

To be informed and discerning consumers ofinformation, students need to analyse and evaluatetheir responses to increasingly sophisticatedmultimedia messages. They also need to analysethe differences between types of presentations andinteractive and passive involvement.

• In language arts, ask each student to create a“Choose Your Own Adventure” story using ahypertext program.

• In a social studies class, have students analysepublic documents for use of fonts, graphics, styleof presentation, and bias. Suitable documents foranalysis could include:- newspapers- magazines- Internet home pages- restaurant menus- community-events posters- school newsletters- commercial advertisements

• Ask students to use a word-processing program toprepare a class newsletter as part of a languagearts unit. The newsletter should incorporateformatting and design elements such as differentfont sizes and styles, multiple frames of text, andgraphics.


39

Video

• Virtual Reality

Software


Reporting Tool• Digital Chisel• Graph Links• HyperStudio• Looking Ahead: Earning, Spending, Saving• Microworlds Project Builder• UltraKey• Write: OutLoud

CD-ROM



Students demonstrate their understanding ofmultimedia techniques as they design and createpresentations using a variety of informationtechnology tools. Examine students’ work and assessit on the basis of their abilities to integrate text,graphics, and sound successfully to enhance theirpresentations.

• Collect students’ disks containing hypertextdocuments (e.g., stories or research). Examinetheir work and look for evidence that:- the buttons have logical names or functions- the pathways are correctly connected (button to

next card)- there is easy access to the home card or main

menu- any sound and visuals are creatively integrated- special effects (e.g., fading, scrolling to the next

card) are used- ideas are presented or accessed in more than

one way (e.g., linear versus non-linear)• Discuss with the class the ways in which informa-

tion technology tools can enhance presentations.Have each student create a two-column chart suchas the one below. Look for evidence that studentsare able to:- generate a variety of ideas- recognize the ways in which each tool may

enhance a presentation

InformationTechnology Tool Advantages

• live pictures allow peopleto understand better

• this tool helps manypeople to see the samething at once

• everyone hears the samemessage

• writing is neater and youcan use a spell checker

VCR/TV

Overhead projector

Tape-recorder

Computer


40



• work co-operatively using informationtechnology tools

• access information using a variety of on-lineinformation tools

• identify and apply a variety of software basedon specific needs

• apply troubleshooting strategies when usinginformation technology tools

• demonstrate an understanding of softwarecompatibility when using informationtechnology tools

• practise the socially responsible use ofelectronic information

• demonstrate an awareness of the impact ofinformation technology on society

Students need to understand the impact of informa-tion technology both on their own lives and onsociety. They develop the knowledge and skillsrequired to use a variety of on-line information toolsand learn troubleshooting strategies to solveproblems.

• Have students work in co-operative groups tosolve hypothetical hardware or software problems(e.g., loose connections, incorrect disk formats,“lost files”). Challenge them to develop adiagnostic checklist (e.g., make sure the power isturned on, check the cables) that another memberof the group could use when troubleshootingcomputer problems. Have students record theirsolutions in a formal document that they can usewhen problems arise.

• In language arts, have each student demonstratean understanding of the impact of informationtechnology on society by using a word-processingprogram to write a story dealing with worldwidepower outages. To help students stretch theirimagination, prompt them with questions such as:What would happen if you tried to use a bankmachine when there was a power outage?

• Ask students to work in co-operative groups anduse a browser to search the World Wide Web forinformation on a specified topic in science.Suggest that each group present its findings in amultimedia presentation.

• As part of a social studies unit, have students usee-mail to correspond with “key pals” (e-mail penpals) on a particular project (e.g., river pollution).

• In language arts, ask students to demonstratetheir keyboarding skills (e.g., keeping their eyeson the copy; making appropriate use of home-rowkeys, key reaches, key combinations, and shiftkeys; using correct punctuation consistently)while entering information into a computer.


41


As students become more familiar with informationtechnology tools and use them frequently, theirproficiency with basic keyboarding skills, usingsoftware features, troubleshooting processes, and themanagement and organization of informationincreases. Students can demonstrate their knowledgeand skills through discussions, performance activi-ties, and their responsible use of electronic data.

• Have students complete learning logs to explaintheir thinking as they work through the trouble-shooting process. Provide students with promptssuch as:- What did you do first?- Why did you choose to try that solution?- Was it successful?- Where or how did you find helpful

suggestions?- What would you do differently next time?

• Have students create bibliographies whileresearching a topic (e.g., a country, spaceexploration, First Nations land claims). Examinetheir bibliographies and note the extent to whichthey have used information technology tools(e.g., CD-ROMs, e-mail, the Internet) effectively toaccess information.

• Introduce students to the features of severalgraphics programs. Have each student create adocument (e.g., a poster, greeting card, sign) usingone of the programs. To assess a student’s abilityto choose an appropriate program, provideprompts such as:- Why did you choose this particular program?- How was this program helpful to you?- What specific features of this program did you

use?- What other programs might have worked?

• With students, develop criteria to assess theirkeyboarding skills, including the use of thenumeric keypad. The criteria might include:- consistent use of home-row keys- correct key reaches- appropriate use of the shift key- correct posture (feet on the floor, back straight,

correct hand and arm placement) and appropri-ate distance of the student from the keyboard

Print Materials

• All About Computers• Communicating With Computers• Computers: A Visual Encyclopedia• Computers Illustrated• Que’s 1996 Computer & Internet Directory,

6th Edition• The Technological Classroom

Software




42

GRADE 6 • Process


• gather information from available resourcesto solve problems using informationtechnology tools

• use a variety of information technology toolsto create, modify, explore, and presentelectronic documents that express ideas orconcepts

• select and apply information technology toolsfor specific tasks

• use a variety of methods to transferinformation using electronic tools

• demonstrate an awareness that allinformation is biassed

Students need to develop critical-thinking skills toanalyse the information they are exposed to in theirdaily lives. They need a structured approach toproblem solving to help them determine informationbias.

• As a personal planning activity, have teams ofstudents each plan a class or school event(e.g., a field trip, potlatch, camping trip, or schooldance). They might proceed as follows:- Each team brainstorms ideas for activities for

the event the team has chosen.- They create a list of jobs and a timeline for the

completion of the project.- They select media tools (e.g., VCRs, computers,

tape-recorders, overhead transparencies) tocreate a presentation to try to convince the restof the class to accept the team’s proposal.

- The class determines a set of criteria to evaluatethe presentations. The criteria could include thesuitability of the media used, the use of correctreferencing of sources, the length of thepresentation, and how well students workedtogether to create the project.

• Ask students to work in small groups to develop aset of criteria (e.g., user-friendly, challenging,engaging) to use to select software for the school.Have them evaluate software in variouscatalogues using their criteria and then proposesoftware purchases. Ensure that students explainand validate their choices.


43

GRADE 6 • Process

As students select and use information technologytools to solve problems and express ideas, they havethe opportunity to practise information-managementskills, choose appropriate information technologytools, analyse information with respect to point ofview, and create and modify electronic documents.To assess students’ level of knowledge andunderstanding, observe them and invite them todiscuss their work.

• Observe students as they complete a project(e.g., a letter, story, report) using a word-processing program. To assess students’ abilitiesto edit their work on-screen, develop a checklistwith criteria such as:- uses edit functions such as cut, copy, and paste- identifies and corrects misspelled words using

the spell-check function- analyses a document for technical errors

(e.g., grammar, omissions, word usage)on-screen before printing

• In conjunction with the personal planningcurriculum, have students set personal goals fordeveloping their information technology skills.Conference with individual students about theirplans, asking questions such as:- What do you see as your current strengths in

the area of information technology?- In which area would you like to develop your

skills further?- What is your plan for achieving your goal?- What resources are available to you?- How will you know when you have reached

your goal?• Discuss point of view with students as they

analyse information gathered on a controversialtopic (e.g., the origin of the universe, an environ-mental issue). Assess students’ understanding bynoticing the depth of their responses to questionssuch as:- What clues (evidence) can you find to indicate

that information may or may not be biassed?- How does the author’s viewpoint affect the

information?- How do you decide if information is accurate,

neutral, and current?

Print Materials

• Communicating With Computers• Computers Illustrated

Video


• Virtual Reality

Software



CD-ROM



44



• demonstrate an understanding of howinformation technology tools can be used toinfluence presentations

• create and present multimedia documents forintended audiences

Students become increasingly sophisticated in theirchoice of information technology tools. They developthe analytical skills they require to determine theneeds of their audience and they tailor theirpresentations to meet those needs.

• In language arts, have each student create a storyor legend (e.g., “How the Monkey Lost Its Tail,”“Why Zebras Have Stripes,” “How the RockyMountains Were Formed”) in a multimediaformat, using sound effects, transitions, and visualeffects. Ask students to share their stories orlegends with partners.

• Suggest that students work in co-operativegroups to prepare multimedia presentations thatinclude video, text, graphics, and sound. Thepresentations can be on current-affairs topics insocial studies or science-fair topics in science, forexample. Students can show their presentations ata school Open House.

• In art, ask each student to use a computer todesign two posters for a specific event(e.g., the Terry Fox run or some other cultural,sporting, or community event) and audience(e.g., a Grade 2 classroom, a Grade 7 classroom).

• In science, suggest that students use multimediato develop an animation sequence based on anatural process (e.g., plant growth from seed, thewater cycle, phases of the moon, life cycles) or astoryline.

• At the completion of a school or community event(e.g., a concert, play, powwow, potlatch), havestudents conduct a survey to obtain feedback fromthe audience. Encourage students to use aspreadsheet to enter and analyse the surveyresults before reporting them in a school or classnewsletter.


45


Audience characteristics influence the design of amessage. Have students create presentations aimedat various target groups, incorporating a widevariety of multimedia techniques into their work.Ask them to provide evidence of their knowledgeand understanding by analysing and discussing theirchoices of tools and processes.

• After students have determined the characteristicsof a target audience, assess their understanding byproviding prompts, such as:- What evidence did you gather to determine

these characteristics?- In what ways will these characteristics

influence the design of your presentation?- Which information technology tools did you

choose for this presentation?- Why did you choose these tools?- What specific things will you do to meet the

needs of your audience?• While students are making their presentations to

specific audiences (e.g., parents at an OpenHouse), look for evidence that:- they have used a variety of appropriate

information technology tools- their presentations are geared to their

audience’s level and interests- they have used information technology tools to

emphasize key points- they have used text, graphics, and sound

effectively• With students, develop a checklist for assessing a

text-based project (e.g., a class newspaper) andthen have students use the checklist to assess theirown or other students’ work. The checklist criteriamight include:- the use of a large, bold, and easy-to-read font

for the title- the use of bolder, larger type for headlines than

the type used for articles- clearly laid-out pages that effectively combine

content, text, and graphics- the inclusion of relevant graphics- the appropriate use of items from the style

menu (e.g., bold, underline, outline, italics) foremphasis

Print Materials

• Communicating With Computers

Video

• Virtual Reality

Software



CD-ROM



46



• enter, save, modify, and retrieve informationusing a variety of software

• use appropriate keyboard techniques to enterinformation into a computer

• describe the basic components of a variety ofinformation technology tools, includingcomputer networks

• practise behaviours that demonstrate self-reliance when using information technologytools

• demonstrate a concern for the responsible useof information technology tools and resources

• demonstrate an understanding of the impactof information technology tools onindividuals, careers, and society

Students develop an understanding of the impact ofinformation technology on their daily lives, careers,and society. They use information technology toolsin their daily lives to solve problems at school and athome. Students become aware of the need tomaintain and manage data as they use informationtechnology tools responsibly.

• Have students practise keyboard operations in acomputer lab or on portable keyboards.Encourage them to keep their eyes on the copyand to make full use of home-row keystroking,key reaches, key combinations, additionalpunctuation keys, and shift keys while inputtinginformation from a number of curriculum areas.

• In social studies, ask students to collectnewspaper and magazine articles that illustratesocially responsible and irresponsible uses ofinformation technology. After students havepresented their examples, choose one or twoarticles and have a class discussion about whetheror not information technology was usedappropriately.

• As part of personal planning, have students workin co-operative groups to survey specific groupswithin different workplaces to determine their useof information technology tools.


47


Students broaden their knowledge as they begin toexplore the internal workings of informationtechnology tools and the basic components of computernetworks. They are expected to use informationtechnology tools responsibly and to consider the impactof these tools on individuals, careers, and society.Students demonstrate their knowledge and under-standing through interviews, research, and performancetasks. To assess students’ thinking, ask questions aboutand discuss the entries in their learning logs.

• Observe students as they use a keyboardingprogram to improve their speed and accuracy. Usea checklist to assess students’ proficiency withspecific skills (e.g., correct posture, eyes on the copy,use of home-row keys, correct finger reaches, use ofthe numeric keypad). Students may use the samechecklist to conduct peer assessments.

• After they have interviewed people who work invarious information technology fields, askstudents to use their learning logs to reflect ontheir experiences. To focus students’ thinking,provide sentence starters such as:- The most important thing I learned

was __________.- Something that surprised me was __________.- I want to know more about __________.

• Have individuals or groups of students eachresearch the development of an informationtechnology tool (e.g., the computer, fax machine,video camera, photocopier) focussing on the impactof that tool on individuals, careers, and society.Conference with students to assess theirunderstanding. Pose questions such as:- How has this tool developed or evolved?- How has this tool made individuals more or

less efficient?- How has this tool affected career opportunities?- What advantages and disadvantages does this

tool present to society?• Have students identify the parts of a computer

network on a diagram or on the actual hardware.Look for evidence that students can:- accurately identify the network components- describe the function of each component- use correct terminology

Print Materials

• All About Computers• Communicating With Computers• Computers: A Visual Encyclopedia• Computers Illustrated• How the Internet Works• How to Use THE INTERNET• How Virtual Reality Works• Que’s 1996 Computer & Internet Dictionary,

6th Edition• The Technological Classroom

Software

• All the Right Type• The Cruncher• Digital Chisel• Graph Links• Looking Ahead: Earning, Spending, Saving• Microworlds Project Builder• UltraKey• Write: OutLoud


48

GRADE 7 • Process


• solve problems using information technologytools and resources

• apply predetermined search criteria to locateand retrieve information using informationtechnology tools

• analyse information retrieved from a varietyof electronic sources

Students must develop analytical skills to evaluatethe authenticity and validity of retrievedinformation. They learn to apply advanced search-and-retrieval skills to locate information that theycan use in their daily lives.

• In language arts, have a class discussion about thenature and structure of a formal debate. After thediscussion, ask students to select a current issue(e.g., a global environmental issue, atransportation issue, a health issue). Then proceedas follows:- Divide students into two teams

(pros and cons).- Have students define criteria for searching and

retrieving information about the topic(e.g., Boolean operators, keywords).

- Have students use their search criteria to accessa variety of information sources (e.g., newsreports, CD-ROMs, on-line information, e-mail,print sources) and use word-processingsoftware to prepare arguments to support theirpositions.

• As a follow-up activity, challenge students tosummarize the key issues of both sides of thedebate and prepare reports using a word-processing program.


49

GRADE 7 • Process

As students become more proficient at manipulatingelectronic information, they are better equipped tosolve problems. By using a variety of informationtechnology tools and resources, they expand theirrepertoire of effective strategies and processes.Observe students as they work, and assess theirabilities to locate, retrieve, and critically evaluateelectronic information.

• After students have researched a topic usinginformation technology tools (e.g., CD-ROMs, theInternet, other on-line services), collect a printedor electronic copy of their information searches toassess their use of on-line resources. Theassessment criteria may include:- the keywords are used to focus the search from

a general heading to a specific topic- the range and number of resources are accessed- the information is relevant- the data are successfully downloaded to a disk

or hard drive• Have a class discussion about the ways in which

information technology tools may be useful ineach of the subject areas and in students’ livesoutside of school. Record students’ ideas and postthem in the classroom for reference. Note howoften students make use of informationtechnology in their work (e.g., creating a databaseof books they have read, using a graphicsprogram to create title pages, using a CD-ROM tolocate information).

• Provide students with a problem to solve usinginformation technology tools. While students areworking, note the extent to which they:- identify a variety of possible information

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

Print Materials

• Communicating With Computers• Computers Illustrated• How the Internet Works• How to Use THE INTERNET

Video

• How to Make Great Videos—With Just aCamcorder

• Virtual Reality

Software

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

CD-ROM



50



• synthesize information from a variety ofelectronic sources for their presentations

• apply the principles of good design whendeveloping electronic documents

• develop interactive hypertext documents forpresentation

• produce multimedia presentations• analyse the impact of presentations on the

intended audiences

Students develop the skills required to determinewhether their presentations effectively communicatethe intended messages. They also develop the skillsand knowledge required to produce effectivepresentations that incorporate the principles of gooddesign and communication.

• In social studies, have students work in co-operative groups to make videos about socialissues (e.g., the dangers of smoking, the harmfuleffects of drugs) and show them to another class.To determine audience reaction, prompt studentsto develop surveys that evaluate the effectivenessof their videos. Have them record the surveyresults on databases and present them to the classin graphic formats.

• In a language arts class, ask students to presentto the class examples from popular media(e.g., magazine articles, video clips, radiosegments). For each example, have studentsidentify the target audience and the centralmessage.

• In social studies, ask each student to make asubmission to an on-line newspaper or electronicbulletin board on a topic relevant to the student’sdaily life (e.g., the use of bicycle safety helmets, anenvironmental or a global issue).


51


Students’ multimedia presentation skills improvewhen they receive constructive feedback on theimpact of their presentations. Through peerassessment, surveys, and questionnaires, they cananalyse and refine their skills. Assessment strategies,including observation and conferencing, shouldfocus on the processes and strategies that studentsare using to develop their presentations.

• After making a presentation to an audience, haveeach student conduct a survey or questionnaireto assess the impact of the presentation. Toassess students’ abilities to evaluate their workobjectively, conference with them about theirfindings. To guide their reflection, ask questionssuch as:- How clearly did the audience receive your

message?- What parts of your presentation did the

audience remember best?- To what extent did your presentation affect the

audience?- What have you learned about making

presentations?- What might you do differently next time?

• Collect students’ disks containing their hypertextdocuments (e.g., stories or research). Examinestudents’ work and look for evidence that:- the buttons have logical names or functions- the pathways are correctly connected

(from button to next card)- there is easy access to the home card or main

menu- sound and visuals are creatively integrated- special effects (e.g., fading, scrolling to next

card) are used• With students, develop criteria to be used as a

self- or peer assessment tool for multimediapresentations. The criteria might include:- text, sound, and visual elements are effectively

integrated- appropriate media are chosen for the clear

presentation of ideas- the main ideas are emphasized- the ideas are logically sequenced

Print Materials

• Communicating With Computers

Video

• Virtual Reality

Software

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

CD-ROM


Information Technology K to 7

APPENDICES


APPENDIX A

APPENDIX A: PRESCRIBED LEARNING OUTCOMES

Grades K to 1 Grades 2 to 3 Grade 4

A-2

• identify and describe the effectsof technology tools thatcommunicate information in thehome and school

• demonstrate a willingness to useinformation technology tools

• demonstrate an ability to use agraphics program

• enter information on a computerand print it

• demonstrate a willingness towork co-operatively when usinginformation technology tools

• follow a sequence of steps toperform a task usinginformation technology tools

• use appropriate terminology todescribe the parts of a computersystem

• demonstrate the proper care andsafe use of equipment

• identify occupations in theircommunity that involve the useof information technology

• enter, save, and retrieve infor-mation using a computer orother information technologytool

• use word-processing andgraphics software to presentideas

• demonstrate an understandingof data-storage practices

• describe how a disk is installedand stored

• use appropriate terminologywhen using informationtechnology tools


• identify information technologytools used in the home, school,and community

• demonstrate the proper care andsafe use of equipment

• enter, save, and retrieve infor-mation using a variety ofinformation technology toolsand software

• use suitable keyboardtechniques to enter informationinto a computer

• organize and manage storedelectronic information

• use a variety of software tosolve problems

• use appropriate terminologywhile working with informationtechnology tools

• demonstrate a concern for theneed to take care of informationtechnology resources andmaterials

• demonstrate an awareness ofhealth and safety issues whenusing information technology

• demonstrate a willingness to beself-reliant when usinginformation technology tools


• identify role models in theircommunity who useinformation technology tools,being careful to consider allindividuals, irrespective ofgender, culture, and ability

FOUNDATIONS

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



Grade 5 Grade 7Grade 6

A-3


• manipulate electronic documents using a variety of

tools• access on-line resources using

telecommunications tools• develop an awareness of how

programming is used ininformation technology

• demonstrate an understandingof the need for the security andprivacy of electronicinformation

• demonstrate a willingness to beself-reliant when usinginformation technology tools

• demonstrate a concern for thesocially responsible use ofinformation

• identify role models in theircommunity who useinformation technology tools,being careful to consider allindividuals irrespective ofgender, culture, and ability

• work co-operatively usinginformation technology tools

• access information using avariety of on-line informationtools

• identify and apply a variety ofsoftware based on specific needs

• apply troubleshooting strategieswhen using informationtechnology tools

• demonstrate an understandingof software compatibility whenusing information technologytools

• practise the socially responsibleuse of electronic information

• demonstrate an awareness of theimpact of informationtechnology on society

• enter, save, modify, and retrieveinformation using a variety ofsoftware

• use appropriate keyboardtechniques to enter informationinto a computer

• describe the basic componentsof a variety of informationtechnology tools, includingcomputer networks

• practise behaviours thatdemonstrate self-reliance whenusing information technologytools

• demonstrate a concern for theresponsible use of informationtechnology tools and resources

• demonstrate an understandingof the impact of informationtechnology tools on individuals,careers, and society

FOUNDATIONS

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




A-4

Grade 8 Grade 9 Grade 10

• use information technologytools to organize information

• create and modify electronicdocuments

• use information technologytools in a variety of ways tocreate new meaning

• demonstrate an understandingthat tasks on a computer can bedone in a variety of ways

• identify and use differentmethods of organizinginformation

• identify suitable informationtechnology tools to expressideas or concepts

• create and modify electronicdocuments that express ideas orconcepts

• locate and retrieve informationusing information technologytools

• retrieve data from a variety ofinformation technology sources

• use information technologytools to organize informationfrom different sources

• use information technologytools to create, modify, andexplore documents that expressideas or concepts

• demonstrate the ability to drawsimple conclusions frominformation retrieved fromelectronic and other sources

PROCESS

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




A-5


• collect and record informationelectronically using primary andsecondary sources ofinformation

• demonstrate an understandingof how and why information isorganized

• demonstrate an appreciation ofthe need for consistency in dataentry

• draw conclusions frominformation retrieved fromelectronic and other sources

• evaluate information retrievedfrom electronic sources

• gather information fromavailable resources to solveproblems using informationtechnology tools

• use a variety of informationtechnology tools to create,modify, explore, and presentelectronic documents thatexpress ideas or concepts

• select and apply informationtechnology tools for specifictasks

• use a variety of methods totransfer information usingelectronic tools

• demonstrate an awareness thatall information is biassed

• solve problems usinginformation technology toolsand resources

• apply predetermined searchcriteria to locate and retrieveinformation using informationtechnology tools

• analyse information retrievedfrom a variety of electronicsources

PROCESS

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




A-6

Grade 8 Grade 9 Grade 10

• present ideas using electronicdocuments

• present ideas using a variety ofinformation technology tools

• describe the components ofelectronic presentations

• apply information technology topresent information to intendedaudiences

• create multimedia documents• demonstrate their knowledge of

the protocol for creditingsources of information

PRESENTATION

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




A-7


• demonstrate an understandingof how special effects can beused to influence messages

• create and present multimediadocuments

• use a variety of informationtechnology tools inpresentations

• demonstrate an understandingof how hypertext can enhancepresentations

• demonstrate an understandingof how information technologytools can be used to influencepresentations

• create and present multimediadocuments for intendedaudiences

• synthesize information from avariety of electronic sources fortheir presentations

• apply the principles of gooddesign when developingelectronic documents

• develop interactive hypertextdocuments for presentation

• produce multimediapresentations

• analyse the impact ofpresentations on the intendedaudiences

PRESENTATION

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


Learning Resources

APPENDIX B

APPENDIX B: LEARNING RESOURCES

B-2


B-3

What information does an annotation provide?

WHAT IS APPENDIX B?

Appendix B is a comprehensive list of the recommended learning resources for InformationTechnology K to 7. The titles are listed alphabetically and each resource is annotated. Inaddition, Appendix B contains information on selecting learning resources for the classroom.

Curriculum Organizer(s): FoundationsPresentationProcess

¨

Communicating WithComputers

General Description: Student book and teacher'sresource book provide a general computer literacyoverview for Apple and MS-DOS computers.Students develop skills in word processing,graphics, data management, and spreadsheetprograms through numerous activities. Teacher'sresource provides specific instructional strategies.

Caution: (no cautions in this example)

Audience: General

Category: Student, Teacher Resource

Author(s): Martin, Dave ¨ ¨

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

Year Recommended: 1995

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

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

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

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

Grade Level:

✓ ✓ ✓

¨

¨

¨

¨

¨2. Media Format 4. Cautions

7. Category 8. Audience 9. Supplier

1. General Description

6. Grade Level Grid3. Author(s)

¨

5. Curriculum Organizers


B-4

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

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

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

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

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

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

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

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

disabilities (ID-moderate to severe/profound)

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

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

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

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc, Videodisc

Multimedia

Music CD

Print Materials

Record

Slides

Software

Video


B-5

What about the videos?

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

SELECTING LEARNING RESOURCES FOR

THE CLASSROOM

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

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

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

CRITERIA FOR SELECTION

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

Content

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

Instructional Design

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


B-6

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

Technology Considerations

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

Social Considerations

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

Media

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

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

Funding

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

Existing Materials

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


B-7

SELECTION TOOLS

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

These include:

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

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

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

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

A MODEL SELECTION PROCESS

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

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

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

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

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

5. Identify the strengths and weaknesses ofexisting systems.

6. Examine the district Learning ResourcesImplementation Plan.

7. Identify resource priorities.

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

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

10. Make recommendations for purchase.

FURTHER INFORMATION

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

APPENDIX B: LEARNING RESOURCES ¥ Information Technology K to 7

Foundations

1995Year Recommended:

Curriculum Organizer(s):

ISBN/Order No: 1562761668

Price: $22.95

Audience: General


All About Computers

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126

✓

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

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

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

Author(s): Atelsek, Jean

FoundationsPresentationProcess



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

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

ESL - keyboarding tutorialsLD - keyboarding tutorials


All the Right Type

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

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

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

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

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

Author(s): Beaucamp, Ernest




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

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

Audience: General


Communicating With Computers

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9 10 11 126

✓

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

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

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

Author(s): Martin, Dave

B-9


Foundations




Price: $22.08

Audience: GeneralESL - visual emphasisLD - visual emphasis


Computers: A Visual Encyclopedia

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

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

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

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

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

FoundationsProcess




Price: $21.41

Audience: General


Computers Illustrated

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126

✓


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

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

Author(s): Gertler, Nat




ISBN/Order No: (not available)

Price: (not available)Audience: General


The Cruncher

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

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

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

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

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

B-10





ISBN/Order No: 01-86311-1/86311

Price: $53.35

Audience: General


DataWonder! The Organizing, Graphingand Reporting Tool

Grade Level:

K/1 2/3 4

✓

5

✓

7 8 9 10 11 126

✓

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

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

General Description: This software program allows students to enteror change data and watch the program create or modify acorresponding graph. Graph types range from bar graphs to stem andleaf, circle, line, scatter, and range graphs. A user's guide accompaniesthe software.

System requirements: System 6.0.7 or later; 2 Mb RAM. Windowsversion has not been evaluated.




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

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

Audience: General


Digital Chisel

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

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

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

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

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





Price: $149.99

Audience: General


Graph Links

Grade Level:

K/1 2/3

✓

4

✓

5

✓

7

✓

8

✓

9 10 11 126

✓

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

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

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

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

B-11


PresentationProcess



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

Price: $49.99

Audience: General


How Multimedia Computers Work

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

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

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

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

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

FoundationsProcess



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

Price: $49.95

Audience: General


How the Internet Works

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11

✓

126


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

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

Author(s): Eddings, Joshua

Process




Price: (not available)

Audience: General


How To Make Great Videos - With Just aCamcorder

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10 11 126

✓

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

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

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

B-12


FoundationsProcess



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


Audience: General


How to Use THE INTERNET

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126


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

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

Author(s): Butler, Mark

Foundations




Price: $34.95

Audience: General


How Virtual Reality Works

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6


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

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

Author(s): Eddings, Joshua

PresentationProcess



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

Price: $120.00

Audience: General


HyperStudio

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

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

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

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

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

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

B-13






Price: $104.55

Audience: General


Looking Ahead: Earning, Spending, Saving

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9 10 11 126

✓

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

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

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

System requirements: System 6.0.7; 2 Mb RAM.




ISBN/Order No: Macintosh: 89-371-410-2IBM: 89-371-432-3

Price: Macintosh: $129.00IBM: $129.00

Audience: GeneralESL - opportunities for different levels of instruction and interactionGifted - opportunities for different levels of instruction and interactionLD - opportunities for different levels of instruction and interaction


Microworlds Project Builder

Grade Level:

K/1

✓

2/3

✓

4

✓

5

✓

7

✓

8 9 10 11 126

✓

Supplier: Logo Computer Systems Inc.3300 Cote Vertu, Suite 201Montreal, PQH4R 2B7

Tel: (514) 331-7090 Fax: (514) 331-1380

General Description: Resource package for developing multimediaprojects consists of Macintosh or MS-DOS program installation disks,teacher's resource guide, "how to" book, project book, and referencebook. The Logo-based program allows students to build projects in anycurricular area incorporating text, graphics, music, and animation.

System requirements for Macintosh: System 7; 4 Mb RAM; colourmonitor. System requirements for MS-DOS: 386 PC; DOS 3.3; 4 MbRAM; SVGA.

Process



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

Price: Macintosh: $129.95Windows: $129.95

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


The Multimedia Workshop

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

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

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

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

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

B-14


Foundations



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

Price: $14.04

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


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

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓


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

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

Author(s): Pfaffenberger, Bryan




ISBN/Order No: 780523482/6474HM

Price: $129.00

Audience: GeneralID (Moderate to Severe/Profound) - adaptable word processing programDependent Handicaps - adaptable word processing programDeaf or Hard of Hearing - adaptable word processing programPhysical Disabilities - adaptable word processing program


Storybook Theatre

Grade Level:

K/1

✓

2/3

✓

4

✓

5 7 8 9 10 11 126

Supplier: Sunburst/Wings for Learning920 Mercer StreetWindsor, ONN9A 7C2

Tel: 1-800-321-7511 Fax: (914) 747-4109

General Description: Macintosh software program allows students tocreate animated stories with text, sound, and colour. Thecomprehensive teacher's guide contains start-up information and lessonplans.

System requirements: System 6.0.7 or later; 4 Mb RAM with MacintoshLC II; System 7 or later; 12" RGB display monitor recommended;microphone and colour printer recommended.

Foundations



ISBN/Order No: 7725-21417

Price: $29.95

Audience: GeneralSpecial Needs - chapter devoted to strategies for inclusion

Category: Professional Reference

The Technological Classroom

Grade Level:

K/1

✓

2/3

✓

4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11 126

✓

Supplier: Irwin Publishing1800 Steeles Avenue WestConcord, ONL4K 2P3

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

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

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

B-15





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

Price: UltraKey: $495.00UntraKey Enhancer: $195.00

Audience: GeneralESL - tutorialLD - tutorial


UltraKey

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10 11 126

✓

Supplier: Media Duplication275 Steelcase Road EastMarkham, ONL3R 1G3

Tel: (905) 940-5115

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

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

PresentationProcess





Audience: General


Virtual Reality

Grade Level:

K/1 2/3 4

✓

5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

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

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

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




ISBN/Order No: J30

Price: $99.00

Audience:ID (Moderate to Severe/Profound) - talking word processorDependent Handicaps - talking word processorPhysical Disabilities - talking word processor


Write: OutLoud

Grade Level:

K/1

✓

2/3

✓

4

✓

5

✓

7

✓

8 9 10 11 126

✓

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Cross-Curricular Interests

APPENDIX C

APPENDIX C: CROSS-CURRICULAR INTERESTS

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

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

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

The areas of cross-curricular interest are:

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

APPLIED FOCUS IN CURRICULUM

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

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

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

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

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

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

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

Some examples of an applied focus indifferent subjects are:

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


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

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

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

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

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

CAREER DEVELOPMENT

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

Students develop:

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

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

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

• an understanding of the relationshipbetween work and learning

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

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

• an ability to prepare for multiple rolesthroughout life

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

In the Primary Years

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

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

one’s personal interests, and one’s abilities

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

In Grades 4 to 8

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

• interests, aptitudes, and possible futuregoals

• technology in the workplace and in ourdaily lives

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

one another)• lifestyles• external influences on decision making

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

In Grades 9 and 10

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

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

keep a job)• the importance of lifelong education and

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

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

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

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

In Grades 11 and 12

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

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

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

• occupational health issues and accessinghealth support services

• funding for further education• alternative learning strategies and

environments for different life stages• mandatory work experience (minimum

30 hours)

Work Experience

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

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

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

• explore career directions identified in theirStudent Learning Plans

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


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ENGLISH AS A SECOND LANGUAGE (ESL)

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

Students in ESL

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

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

Optimum Learning Environment

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

Good practices to enhance the learning ofstudents include:

• using real objects and simple languageat the beginning level

• taking into consideration other culturalbackgrounds and learning styles at anylevel

• providing adapted (language-reduced)learning materials

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

• allowing students to practise andinternalize information before givingdetailed answers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

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

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ENVIRONMENT AND SUSTAINABILITY

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

• students learning about their connectionsto the natural environment through allsubjects

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

• students making decisions about andacting for the environment

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

Value of Integrating Environment andSustainability Themes

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

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

• Direct experience is the basis of humanlearning.

• Analysis of interactions helps humansmake sense of their environment.

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

Some organizing principles are:

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

• Human decisions and actions haveenvironmental consequences.

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

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

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

ABORIGINAL STUDIES

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

Value of Integrating Aboriginal Studies

• First Nations values and beliefs aredurable and relevant today.

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

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

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


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

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

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

• demonstrate an understanding of andappreciation for unique First Nationscommunications systems

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

• recognize dimensions of First Nations artas a total cultural expression

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

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

Some examples of curriculum integrationinclude:

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

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

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

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

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

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

GENDER EQUITY

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

Principles of Gender Equity in Education

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

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

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

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

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

General Strategies for Gender-EquitableTeaching

• Be committed to learning about andpractising equitable teaching.

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

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

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

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

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

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

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

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

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

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

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

• Do not assume that all students areheterosexual.

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

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

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

• Be consistent over time.

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

INFORMATION TECHNOLOGY

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

Value of Integrating Information Technology

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

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


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

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

• demonstrate basic skills in handlinginformation technology tools

• demonstrate an understanding ofinformation technology structure andconcepts

• relate information technology to personaland social issues

• define a problem and develop strategiesfor solving it

• apply search criteria to locate or sendinformation

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

relevance• arrange information in different patterns

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

appearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:

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

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

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

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

MEDIA EDUCATION

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

Value of Integrating Media Education

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

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The key themes of media education are:

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

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

• media and society (control, scope)

Examples of curriculum integration include:

English Language Arts—critiquingadvertising and examining points of view

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

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

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

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

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

MULTICULTURALISM AND ANTI-RACISM

EDUCATION

Multiculturalism Education

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

Multiculturalism education involves:

• recognizing that everyone belongs to acultural group

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

• affirming that all ethnocultural groups areequal within our society

• understanding that multiculturaleducation is for all students

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

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

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

Anti-Racism Education

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

Anti-racism education involves:

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

• understanding what causes racism in orderto achieve equality

• identifying and addressing racism at boththe personal and institutional level

• acknowledging the need to take individualresponsibility for eliminating racism

• working toward removing systemicbarriers that marginalize groups of people

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

Value of Integrating Multiculturalism andAnti-Racism Education

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


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

The key goals of multiculturalism andanti-racism education are:

• to enhance understanding of and respectfor cultural diversity

• to increase creative interculturalcommunication in a pluralistic society

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

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

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

• to include the experiences of all students inschool curricula


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

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

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

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

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

SCIENCE-TECHNOLOGY-SOCIETY

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

The study of STS includes:

• the contributions of technology toscientific knowledge and vice versa

• the notion that science and technologyare expressions of history, culture, anda range of personal factors

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

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

Value of Integrating STS

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

The study of STS in a variety of subjectsgives students opportunities to:

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

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

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

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

• explore scientific processes andtechnological solutions

• contribute to responsible and creativesolutions using science and technology

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


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

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

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

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

SPECIAL NEEDS

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

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

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

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

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

• references to specialized learningresources, equipment, and technology

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

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

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

• participation in physical activity

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


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Adapted Programs

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

Modified Programs

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

Ministry Resources for Teachers of Studentswith Special Needs

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

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

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

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

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

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

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

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

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

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

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

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

Assessment and Evaluation

APPENDIX D

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APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

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

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

ASSESSMENT AND EVALUATION

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

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

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

Evaluation may take different forms,depending on the purpose.

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

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

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent’s performance is compared toestablished criteria rather than to theperformance of other students. Evaluationreferenced to prescribed curriculum requiresthat criteria are established based on thelearning outcomes listed under the curricu-lum organizers for Information TechnologyK to 7.

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

D-4

APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

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

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

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

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

Step 2 Identify the key objectives for instruction and learning.

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

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

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

Step 6 Provide examples of the desired levels of performance.

Step 7 Implement the learning activities.

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

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

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

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

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▼▼

▼▼

▼

Criterion-referenced evaluation may be based on these steps:

D-5

Assessment and Evaluation Samples

APPENDIX D

D-7

APPENDIX D: ASSESSMENT AND EVALUATION • Samples

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

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

HOW THE SAMPLES ARE ORGANIZED

There are four parts to each sample:

• identification of the prescribed learningoutcomes

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

performance


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

Planning for Assessment and Evaluation

This part outlines:

• background information to explain theclassroom context

• instructional tasks• the opportunities that students were given

to practise learning• the feedback and support that was offered

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

students for the assessment

Defining the Criteria

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

Assessing and Evaluating StudentPerformance

This part includes:

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

dents• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

the student performance

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-refer-enced evaluation in Information TechnologyK to 7.

• Sample 1: Grades K to 1Plants(Page D-8)

• Sample 2: Grades 2 to 3Quilting(Page D-11)

• Sample 3: Grade 4Picture Book(Page D-15)

• Sample 4: Grade 5Diseases that Affect Body Systems(Page D-19)

• Sample 5: Grade 6Travel Brochure(Page D-22)

• Sample 6: Grade 7Hypertext Presentation of aResearch Project(Page D-27)

D-8


▼ SAMPLE 1: GRADES K TO 1

Topic: Plants

Prescribed Learning Outcomes:

Foundations


• demonstrate a willingness to useinformation technology tools

• demonstrate an ability to use a graphicsprogram

• enter information on a computer andprint it


Process


• create and modify electronic documents• use information technology tools in a

variety of ways to create new meaning

Presentation


• present ideas using electronic documents

PLANNING FOR ASSESSMENT AND

EVALUATION

The class was studying plant and animalcharacteristics in science. They completed anumber of activities, such as observing seedgermination, charting plant growth, andcomparing a variety of plant types. As partof the culminating activities for the unit, theyused a graphics program to create represen-tations of their favourite plant.

• Students were introduced to a graphicsprogram and worked with partners toexplore its features. They learned to

choose drawing tools (e.g., pencil,paintbrush, eraser) from the toolbox, andpractised using the mouse to createdrawings. After completing a picture,students used menu or button commandsto print and save their work to a disk.

• In the next few lessons, students becamefamiliar with the lines and shapes in thetoolbox. They learned to resize theseelements and move them within thedocument.

• Working with partners, students used agraphics program to draw and label theirfavourite plant. They were encouraged tocreate captions for their pictures andworked with buddies to add text to theirdocuments.

DEFINING THE CRITERIA

Using a Computer

To what extent does the student:

• approach the computer with confidenceand a positive attitude

• use software to successfully communicateideas

• save and print files

Working Co-operatively with a Partner


• share the keyboard and mouse• contribute ideas• listen to partner’s ideas• encourage partner• persevere with the task

D-9

Using Graphics Software

To what extent is the student able to:

• open and close files• save and retrieve files• use appropriate terminology• choose and use appropriate tools from the

software program• integrate text

ASSESSING AND EVALUATING STUDENT

PERFORMANCE

Using a Computer/Working Co-operativelywith a Partner

While students worked on their pictures, theteacher used a checklist to assess theirwillingness to use the computer and theirabilities to work co-operatively with theirpartners. Students used a similar checklist asa self-assessment tool.


To assess students’ abilities to use graphicssoftware effectively, a three-point scale wasdeveloped.


D-10


Criteria

• looks forward to using the computer

• approaches the computer with confidence

• shares mouse and keyboard fairly with partner

• listens to partner’s ideas

• encourages partner

• contributes ideas

• perseveres with the task

Using a Computer/Working Co-operatively With a Partner

• opens and closes files with ease• saves and retrieves files successfully• is aware of and uses tools (e.g., shapes, patterns, lasso)

effectively• integrates text (e.g., title, labels) to clarify drawing

• opens and closes files with ease• saves and retrieves files successfully with little support• is aware of and uses some tools effectively• asks for assistance in integrating text

• requires assistance when opening and closing files• saves and retrieves files with assistance• is unaware of tools and their use to assist or enhance drawing• uses little or no text


Rating Criteria

Capable

Developing

Beginning

D-11

▼ SAMPLE 2: GRADES 2 TO 3

Topic: Quilting


Foundations


• enter, save, and retrieve information usinga computer or other informationtechnology tool

• use word-processing and graphicssoftware to present ideas

• demonstrate an understanding ofdata-storage practices

• use appropriate terminology when usinginformation technology tools


Process


• demonstrate an understanding that taskson a computer can be done in a variety ofways

• identify suitable information technologytools to express ideas or concepts

• create and modify electronic documentsthat express ideas or concepts

Presentation


• present ideas using a variety ofinformation technology tools


EVALUATION

The class was investigating patterns andrelationships in math and in art. Studentsobserved and responded to patterns found athome and in the classroom (e.g., wrapping

paper, fabric, wallpaper). The teacher usedseveral lessons designed to help studentsexplore geometric shapes (e.g., square,trapezoid, triangle). Students had anopportunity to create the shapes using avariety of materials (e.g., drawing tools,Plasticine, straws, cutouts, pipe cleaners,beads). In math, students created andcompleted number, shape, and colourpatterns.

• The teacher introduced the students togeometric quilts in literature and pictures,and by showing examples of authenticquilts. In class discussions, studentsnamed the shapes used and noticed theway shapes and colours were organized.

• A graphics program was provided for thestudents to explore, and they learned touse the shapes in the tool bar to createpatterns on-screen. Students practisedsaving their work and retrieving it forsubsequent lessons. They also printedtheir work and spent time sharing theirideas with peers.

• The teacher asked the students to workwith partners to create a quilt square witha geometric pattern using a graphicsprogram. With teacher guidance, studentsphotocopied their printed work onto atransparency so each group could presentits geometric pattern to the class. Theyused markers to show a colour pattern.


Creating a Pattern

To what extent are students able to:

• create a pattern• build on or change a pattern


D-12

Using a Graphics Program


• open and close files• save and retrieve files• use appropriate terminology• choose and use appropriate tools from the

software program• integrate text

Working Co-operatively in a Group


• participate willingly and constructively inthe group

• initiate, develop, and sustain groupinteractions

• contribute ideas and build on the ideas ofothers



PERFORMANCE

Creating a Pattern

Before starting the task, the teacher andstudents developed a list of criteria for thequilt square. Students used a chart to assesstheir work.


While students were working on theirprojects, the teacher used a checklist to assesstheir abilities to effectively use a graphicsprogram.

• opens and closes files

• saves and retrieves files

• is aware of and uses tools (e.g., shapes, patterns, lasso)

• uses correct terminology

Criteria WithConfidence


With MinimalSupport

WithGuidance

• We used geometric shapes only.

• We created a repeating pattern.

• We used the whole page.

• We changed our shapes and pattern to make it more interesting.

Criteria

Creating a Pattern

D-13



The teacher used two sections (“Social” and “Ideas”) from the reference set Evaluating OralCommunication Across Curriculum to assess the way individual students contributed to theirgroups. The teacher collected information about student performance by observing students asthey worked and by collecting their group work self-evaluations.

Rating Social Interaction Ideas Development

4


.../continued

5

▼ shapes the way the group works

The student is able to initiate, develop, andsustain interactions so the group is able to worktogether harmoniously. The student frequentlyencourages the efforts of other group members,often asking them questions. The student iscomfortable providing leadership when needed,but doesn’t feel compelled to do so. In addition,the student attempts to resolve conflicts amongother group members, is able to let go ofpersonal ideas to further group progress, andapproaches the task with obvious enjoyment,

often accompanied by humour.

▼ develops and extends thegroup’s work

The student participates in all phases of theactivity, although contributions may varyaccording to levels of relevant information orexperience. The student provides constructivefeedback, offers predictions and hypotheses, andposes intriguing questions. The student is able tooffer clarification, elaboration, or explanation asneeded, and builds upon—and in some casessynthesizes—the ideas others offer. The studentmay use comparisons, analogies, examples, orhumour to illustrate or emphasize a point.

▼ comfortable and well-developed

The student is comfortable working in a groupand contributes to the social dynamics. Thestudent may take a leadership role in organizinghow the group will interact. The student takesresponsibility for group processes by facilitatingand extending discussions and by perseveringbeyond initial solutions. The student is respon-sive to other group members and their ideas.While the student tends to interact effectively,he or she may not have much effect on how theother group members work with each other.

▼ flexible and well-developed

The student contributes ideas, experience, andinformation that the group is able to use. Thestudent may help to develop ideas by providingdetails, examples, reasons, and explanations. Thestudent often makes suggestions, asks questions,or adjusts personal thinking after listening toothers. The student may also rephrase, para-phrase, or pose questions as a way of challengingor building on ideas from other group members.The student is able to make relevant connectionsto other situations or ideas.

D-14


Rating Social Interaction Ideas Development

▼ ideas are appropriate andrelated to the task

The student contributes some suggestions andideas to the group. The student responds andsometimes adds to suggestions others make,participates in brainstorming activities, showsinterest in others’ ideas, and adds information.The student may not defend personal ideas andtends to give in quickly when someone disagrees.

▼ inconsistent social interactions

The student may begin to show some awarenessof the responsibilities of contributing to a group,sometimes recognizes and responds to theneeds and ideas of others, and may showappreciation or support. At other times, thestudent may have difficulty taking turns oraccepting suggestions from other students. Thestudent may remain uncommitted, focussing onpersonal needs rather than the group’s task.

▼ ideas often disconnected

The student contributes ideas that address thetask, but these may be unconnected to the ideasof others. The student may offer severalsuggestions but appears unable to elaborate,explain, or clarify ideas. The student oftenrelates the activity to personal experiences bytelling stories. The student may think out loud,judge others’ ideas quickly, or drift off-taskeasily.

▼ largely unaware of others’ needs

The student may not understand how personalbehaviour affects others and may be disruptive,aggressive, uninvolved, or easily frustrated.

1

2

3

Working Co-operatively in a Group (continued)

▼ limited contribution of ideas

The student may remain silent throughout theactivity, contribute one idea repeatedly, orrecount personal experiences unrelated to thegroup task. The student may not acknowledgeor add to the contributions of other groupmembers, but may respond to direct questionsor other prompts from adults.

▼ socially engaged

The student takes part in the group discussionand follows the basic rules for working withothers: taking turns, listening while others speak,and sometimes offering recognition or support.The student may ask for or offer neededinformation, is willing to accept group decisions,and may share some responsibility for how thegroup works.

D-15

▼ SAMPLE 3: GRADE 4

Topic: Picture Book


Foundations


• enter, save, and retrieve information usinga variety of information technology toolsand software

• use suitable keyboard techniques to enterinformation into a computer

• use a variety of software to solve problems• demonstrate a willingness to work

co-operatively when using informationtechnology tools

Process


• use information technology tools to create,modify, and explore documents thatexpress ideas or concepts

Presentation


• apply information technology to presentinformation to intended audiences

• create multimedia documents


EVALUATION

• The teacher provided students withopportunities to investigate picture booksin detail by listening, reading, viewing,and discussing them. The class exploredthe elements of story structure: setting(where does the story take place?); motive(what does the character want or need?);action (what happens to the character?);resolution (how is the problem solved?);

and theme (what is the story trying to tellus?). Their responses were recorded onchart paper under the appropriateheadings.

• With partners, students read a picturebook and filled in a chart using headingssimilar to those developed in the classwork. They also created illustrations toreflect their favourite part of the book.Each group shared its findings with theclass.

• Students chose several books toinvestigate, making personal responses intheir reading logs. Focus questionsincluded:- Why did you choose this book?- How did the story capture your

attention?- How did the pictures enhance the story?

• Using the story structure headings,students created plans for their ownpicture books.

• Students spent several lessons becomingfamiliar with the features of graphics andword-processing programs. They exploredseveral options for collecting images forillustrating their stories (e.g., clip art,scanned images, digital camera images,original images).

• When students were comfortable integrat-ing text with graphics, they createdoriginal picture books using the computer.

• Students worked with the teacher todevelop criteria for assessing their abilitiesin a variety of areas.


D-16


Using Computer Software


• open, close, and save files• use basic features of a word-processing

program effectively• use basic features of a graphics program

effectively• integrate text and graphics to create an

electronic document• use correct terminology



• share the keyboard and mouse• contribute ideas• listen to partner’s ideas• encourage partner• persevere with the task

Keyboarding Skills


• use correct posture• keep eyes on the copy• keep fingers on home-row keys• use correct finger reaches



PERFORMANCE


While students worked on their picturebooks, the teacher noted their abilities to usethe features of basic text and graphics pro-grams. These observations and the students’final products were assessed using a perfor-mance scale.


A checklist was used to record observationsand assess students’ abilities to workco-operatively with their partners.

Keyboarding Skills

A checklist was used to record observationsand assess students’ keyboarding skills. Boththe keyboarding and partners checklistswere also used for peer and self-assessment.

D-17


Criteria

• opens, closes, and saves files with ease• effectively uses word-processing program features

(e.g., font, font size and style, spell checker, thesaurus)• effectively uses basic features of a graphics program

(e.g., shapes, patterns, gradients, lasso)• attempts to use more advanced features

(e.g., resize, rotate, group and ungroup, layer)• positions and resizes elements (text and graphics) to achieve an

effective layout• successfully copies and pastes images (clip art, scanned images, digital

camera images, original images) to another document• uses correct terminology (e.g., copy, paste, capture, handles)

• opens, closes, and saves files with ease• is able to use most features of a word-processing program• effectively uses basic features of a graphics program

(e.g., shapes, patterns, gradients, lasso)• asks for assistance when integrating text with graphics• copies and pastes images to another document with little support• uses some correct terminology

• able to open, close, and save files• requires assistance to use features of a word-processing program• unaware of tools and their use to assist or enhance drawing• creates original drawings, but is unable to integrate graphics from

another document• uses little correct terminology

Rating

Beginning

Capable

Developing


D-18


Criteria

• shares mouse and keyboard fairly with partner

• listens to partner’s ideas

• encourages partner

• contributes ideas

• perseveres with the task


• uses correct posture

• keeps eyes on copy

• keeps fingers on home-row keys

• uses correct finger reaches

Criteria Consistently Rarely

Keyboarding Skills

Sometimes

D-19


Topic: Diseases That Affect Body Systems


Foundations


• manipulate electronic documents using avariety of tools

• access on-line resources using telecommu-nications tools


Process


• collect and record information electroni-cally using primary and secondary sourcesof information

• evaluate information retrieved fromelectronic sources

Presentation


• create and present multimedia documents• use a variety of information technology

tools in presentations


EVALUATION

Students were investigating respiratory,circulatory, and sensory body systems inscience. They completed several introductoryactivities involving the basic structure andfunction of the organs, and compared humanand animal systems. As one of the culminat-ing activities, students researched a diseasethat could affect one of the systems.

• Students were introduced to a variety ofinformation sources, including CD-ROMs,the Internet, the World Wide Web, and an

on-line library catalogue. They spentseveral lessons using these electronicsources to search for specific information.The teacher helped students use keywordsto streamline their searches. Studentslearned how to save information to a diskand how to retrieve it for later use.

• Throughout the lessons, the teacherprovided support. Students kept a journalof their explorations, commenting on whatthey had learned and what they wouldwork on next time.

• The teacher asked students to completethis assessment task:

Research a disease that affects therespiratory, circulatory, or sensory systemusing information technology tools(e.g., CD-ROMs, on-line catalogues,databases, the Internet). Create amultimedia presentation that communicatesyour understanding of the nature of thatdisease. This should include prevention,surgical and medical interventions, andrehabilitation options. The multimediapresentation must include graphics, andmay also include sound, animation, or both.

• Students created and submitted apresentation plan on a disk.


Accessing Electronic Information


• use appropriate electronic-informationsources

• use key words to search for information• access on-line help when needed• download and save electronic information

to a disk• evaluate electronic data for relevance,

timeliness, and bias


D-20

Manipulating Electronic Data


• open and close files with ease• effectively use program features (e.g.,

editing, formatting, drawing tools)• successfully save files to disk or hard drive• access on-line help functions when needed

Multimedia Presentations


• use information technology toolseffectively in a presentation

• use visual elements for emphasis• present ideas in a logical order• use body language and voice effectively


PERFORMANCE


The teacher created a checklist to assessstudents’ abilities to access a variety of

electronic information sources and toevaluate, collect, and record data. Thestudents used the same checklist as a self-assessment tool.


To assess students’ abilities to manipulate anelectronic document, the teacher observedstudents as they worked and recordedinformation on a checklist.


The teacher used a performance scale toassess the multimedia presentations. Stu-dents were given the performance scale atthe beginning of the project to help themplan their presentation. This scale was alsoused during the presentations for peerassessment.


• uses appropriate electronic-information sources

• uses key words to search for information

• accesses on-line help when needed

• downloads and saves electronic information toa disk

• evaluates electronic data for relevance,timeliness, and bias

Criteria ConfidentDevelopingBeginning


D-21


• opens and closes files with ease

• effectively uses program features (e.g., editing,formatting, drawing tools)

• successfully saves files to disk or hard drive

• accesses on-line help functions

Criteria Rarely AlwaysUsuallySometimes


Criteria

• several types of information technology tools were effectivelyused (e.g., overhead projector, computer, TV and VCR,tape-recorder)

• visuals (e.g., pictures, charts, slides, graphs, models) were includedto emphasize key ideas

• ideas were presented in a logical order• body language and voice were used effectively

• a variety of information technology tools were used• some visuals were included to emphasize key ideas• ideas were presented in a logical order• body language and voice were used effectively

• some information technology tools were used• at least one visual was included for emphasis• ideas were presented in a logical order• body language, voice, or both were used effectively

• few information technology tools were used• few visuals were included• ideas were difficult to follow• body language and voice were not considered


Rating

Outstanding

Good

MinimallyAcceptable

Satisfactory

D-22


Topic: Travel Brochure


Foundations


• work co-operatively using informationtechnology tools

• access information using a variety ofon-line information tools

• identify and apply a variety of softwarebased on specific needs

Process


• gather information from availableresources to solve problems usinginformation technology tools

• use a variety of information technologytools to create, modify, explore, andpresent electronic documents that expressideas or concepts

Presentation


• demonstrate an understanding of howinformation technology tools can be usedto influence presentations

• create and present multimedia documentsfor intended audiences


EVALUATION

Students had investigated and researchedseveral cultures in social studies as a class,and the teacher prepared lessons to guidethem in an independent exploration.

• Working in small groups, studentssurveyed their school peers to determinewhich countries they found interestingand what questions they would wantanswers to before visiting those countries.Students used the survey data to select acountry to investigate and to guide theirresearch. Class discussions were held, andrelevant research questions were chosenfor each group.

• The class decided that oral presentationsand travel brochures would be created byeach group to represent students’knowledge. Working with the teacher,students developed assessment criteria forthe presentations and brochures. Beforebeginning their research, students wereintroduced to—and practised using—resources, including the Internet,CD-ROMs, on-line library catalogues, andlocal electronic bulletin boards. They alsobecame familiar with word-processing andgraphics programs.

• Students spent several class sessionsresearching their countries, ensuring thatthe survey questions were answered. Theyhad several opportunities to informallypresent their findings to the class and toreceive feedback about the quality andquantity of relevant informationpresented. The effective use of presenta-tion tools (e.g., overhead projector, TV andVCR, slides, film) was also discussed.

• Students were expected to develop a plan(task breakdown, timeline, list of possibleinformation sources) for their brochureand presentation to be used in a pre- andpost-presentation conference with theteacher.


D-23

• As students engaged in the activities, theteacher used checklists to recordobservations about the students’ abilitiesto access a variety of information sourcesusing on-line tools, and to demonstrate awillingness to work co-operatively.Conferences were also held to assess theeffectiveness of the students’ plans.


Travel Brochure

The teacher and students identified thefollowing criteria for the brochure.

To what extent do the students:

• accurately enter data, using the spellchecker for the final copy

• use the columns feature to create arealistic-looking brochure

• integrate graphics to enhance thedocument

• use program features to create an effectivelayout

• include relevant information for theintended audience

• include information technology tools in anoral presentation

Presentation

To what extent do the students:

• provide relevant and detailed information• present information in a logical order• effectively use information technology

tools (e.g., overhead projector, TV andVCR, film, computer)



• participate willingly and constructively inthe group

• initiate, develop, and sustain interactionsin the group

• contribute ideas and build on the ideas ofothers


D-24

ASSESSING AND EVALUATING STUDENT PERFORMANCE

Travel Brochure

The teacher collected students’ travel brochures and used the performance scale below to assesstheir abilities.


Criteria

• presents relevant and detailed information that reflects the guidingresearch questions developed earlier

• includes evenly spaced columns positioned for clarity• successfully integrates a variety of relevant graphics from outside

sources (e.g., scanned images, other documents, clip art,digital camera images)

• effectively positions elements of the document (text and graphics)indicating the use of program features (e.g., rotate, resize, group andungroup, layer)

• is free of spelling errors (indicating use of spell checker)

• presents relevant information that reflects some of the guidingresearch questions

• includes evenly spaced columns• includes some relevant graphics• positions elements of the document (text and graphics) for clarity• is free of spelling errors (indicating use of spell checker)

• includes a limited amount of relevant information that represents afew of the guiding research questions

• does not use columns, but the text is evenly spaced and easy tofollow

• includes few graphics• pays little attention to the position of the elements (text and

graphics) on the page• contains some spelling errors

Good

Outstanding

Satisfactory

Rating

Travel Brochure

D-25

Presentation

While students were presenting, their peers used a rating scale to guide their assessment of eachpresenter’s ability to use information technology tools to meet the needs of the intended audience.


Criteria

• provided relevant and detailedinformation

• presented information in a logical order

• effectively used information technologytools (e.g., overhead projector, TV andVCR, film, computer)

Key: 0—Not Evident1—Minimally Acceptable2—Satisfactory3—Good4—Very Good5—Excellent

Rating Comments

Presentation

Topic: __________________________________________________________________________

Presenters: ______________________________________________________________________

Rate the presentation using this scale.

Complete the following sentences thoughtfully.

Three things I learned about the country and its culture are: • ____________________________________________________________________________ • ____________________________________________________________________________ • ____________________________________________________________________________

A question I still have is: _________________________________________________________________________________________________________________________________________________________________________________________________________________________

The presentation was useful to me in the following ways: _______________________________________________________________________________________________________________________________________________________________________________________________

D-26


The teacher collected information aboutstudents’ abilities to work co-operatively byobserving them as they worked. The teacherused two sections (“Social” and “Ideas”)from the Evaluating Oral CommunicationAcross Curriculum reference set to assess theway individual students contributed to theirgroups. (See the Working Co-operatively in aGroup performance scale in Sample 2:Quilting.)


D-27


Topic: Hypertext Presentation of aResearch Project


Foundations


• enter, save, modify, and retrieveinformation using a variety of software

• use appropriate keyboard techniques toenter information into a computer

Process


• apply predetermined search criteria tolocate and retrieve information usinginformation technology tools

• analyse information retrieved from avariety of electronic sources

Presentation


• synthesize information from a variety ofelectronic sources for their presentations

• apply the principles of good design whendeveloping electronic documents

• develop interactive hypertext documentsfor presentation

• produce multimedia presentations


EVALUATION

• The teacher planned lessons to introducestudents to the concept of organizinginformation. Students sorted and classifieda series of word and picture cards on aspecific topic. They used coloured yarn toshow how these cards could be arrangedinto stacks and how the stacks themselves

could be linked together. Students had theopportunity to organize several sets ofcards on different topics and to share theirstrategies and processes with others. Thestudents also created “table of contents”cards to serve as an overview to the stacks.

• Students spent several lessons exploringand creating stacks using a hypertextprogram. They were introduced to thehome card, linking buttons, and specialeffects (e.g., fade, checkerboard screen,animation).

• The students learned how to collectpictures and sounds using informationtechnology tools (e.g., camera, scanner,microphone) to enhance theirpresentations.

• Following guidelines discussed in class,the students created hypertext stacks andused a rating scale to evaluate their ownwork. They compared their self-assess-ment with the teacher’s feedback, andused the results to modify their work.


Accessing Information


• make use of a wide variety of informationsources

• develop and apply search criteria• evaluate information for relevance, bias,

and timeliness

Hypertext Document


• integrate text, graphics, and sound• use special effects• develop an effective main menu, home

card, and linking buttons• develop logical pathways


D-28

Keyboarding Skills


• use correct posture• keep eyes on the copy• keep fingers on home-row keys• use correct finger reaches• use the numeric keypad accurately


PERFORMANCE


The teacher observed students and heldconferences to assess their abilities to use avariety of information sources to access,retrieve, and evaluate information. Theirabilities to access information were recordedusing a performance scale.



• recognizes and makes use of a wide variety of information sources(CD-ROMs, the Internet, e-mail)

• successfully applies search criteria to streamline a search from abroad category to a specific topic

• consistently and accurately examines information for relevance totopic, bias, and timeliness

• recognizes a wide variety of information sources, but only accessesfamiliar resources

• uses some keywords to streamline search from a broad category to aspecific topic

• examines information for relevance, but may have difficultydetermining its relevance, bias, or timeliness

• uses a limited variety of information resources• has difficulty using keywords to streamline a search• requires assistance when evaluating information for relevance, bias,

or timeliness

Beginning

Developing

Capable

Rating Criteria

Hypertext Document

Evaluation criteria for the effectiveness of thepresentations were developed co-operativelyby the teacher and students.

Keyboarding Skills

The teacher and the students developed a listof criteria to assess keyboarding skills. Achecklist was created and used for teacher,self-, and peer assessment.

D-29


• text, graphics, and sound creatively integrated• sophisticated use of special effects• easy access to home card and main menu• buttons function correctly• pathways logically organized

• text, graphics, and sound successfully integrated• appropriate use of special effects• easy access to home card and main menu• buttons function correctly• pathways logically organized

• some integration of text, graphics, or sound• few special effects used• limited access to home card and main menu• buttons function correctly• most pathways logically organized

• little integration of text, graphics, or sound• no special effects used• limited access to home card and main menu• most buttons function correctly• pathways may be confusing

3Good

4Outstanding

2Satisfactory

1Minimally

Acceptable

CriteriaRating

Criteria

• uses correct posture

• keeps eyes on copy

• keeps fingers on home-row keys

• uses correct finger reaches

• accurately uses the numeric keypad

Hypertext Document

Keyboarding Skills

SometimesConsistently Rarely

Acknowledgments

APPENDIX E

E-2

APPENDIX E: ACKNOWLEDGMENTS

E-3


Many people contributed their expertise to this document. The project co-ordinators wereRoyce Shook and Doug Halladay of the Curriculum Branch, working with Ministry personneland our partners in education. We would like to thank School District No. 39 (Vancouver) andothers who participated in this process.

LEARNING OUTCOMES WRITING TEAM

Graham Arts School District No. 75 (Mission)

Vicki Bebbington School District No. 36 (Surrey)

David Brear School District No. 39 (Vancouver)

Joan Eaton School District No. 23 (Central Okanagan)

John Hewson School District No. 62 (Sooke)

Alvan Maxwell School District No. 36 (Surrey)

Mike Silverton School District No. 68 (Nanaimo)

Larry Yamaguchi School District No. 14 (Southern Okanagan)

John Fawcett School District No. 61 (Victoria)

INTEGRATED RESOURCE PACKAGE WRITING TEAM

Peter Andres School District No. 76 (Agassiz-Harrison)

Bruce Barnes School District No. 36 (Surrey)

Kay Treadgold School District No. 23 (Central Okanagan)

Mike Gilbert School District No. 81 (Fort Nelson)

Doug Gillett School District No. 23 (Central Okanagan)

Pat Henman School District No. 34 (Abbotsford)

Bruce Kiloh School District No. 43 (Coquitlam)

John Maschak School District No. 37 (Delta)

Randy McBride School District No. 36 (Surrey)

Ted McCain School District No. 42 (Maple Ridge-Pitt Meadows)

Linda Rossler School District No. 18 (Golden)

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APPLIED SKILLS OVERVIEW TEAM

David Adams BC Federation of Labour

Bruce Barnes BC Teachers Federation

Judy Dallas BC Principals’ and Vice-Principals’ Association

Keith Gray Business Council of BC

Clive Hall Northwest Community College

Bryan Hartman University of Northern British Columbia

Dierdre Laforest BC Confederation of Parent Advisory Councils

Jill McCaffery BC Teachers Federation

Linda Peterat University of British Columbia

Dr. Gordon Springate Okanagan University College

Everette Surgenor BC School Superintendents Association

Glossary

APPENDIX F

APPENDIX F: GLOSSARY

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application Software designed to accomplish a specific tasksuch as desktop publishing or word processing.

Boolean operators Words (e.g., AND/OR, NOT) that help focus aninformation search.

browser or web browser An application that allows a user to accessinformation on the World Wide Web.

card The basic unit of organization in a hypertextdocument.

CD-ROM (Compact Disc-Read Only A device that uses a rigid disc to store informationMemory) in a form that can be read by a computer.

clip art Digitized pictures that can be copied and used inother documents.

database A collection of data that is structured andorganized into a chosen format. A computerdatabase makes it easy to create, retrieve, and sortdata stored electronically.

digital camera A camera that digitizes images and stores them ona computer disk.

digitize A process in which information is converted into aformat that allows it to be stored and retrieved by acomputer.

directory An organization structure that allows files to bestored on and retrieved from a disk.

disk A device on which information is stored for laterretrieval on a computer.

download Retrieve information from one computer and saveit on another.

e-mail (electronic mail) Messages typed into computer terminals orcommunications networks and sent electronicallyto other computer users.


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electronic document Any information that is stored in an electronicformat (e.g., a computer file, videotape).

electronic slide show A series of images (e.g., pictures, text) that arecreated and presented using informationtechnology tools.

ergonomics The science that studies the relationship of humansto their working environment and seeks to improveworking conditions and increase efficiency.

field A category of information in a database.

file folder An organizational structure that allows files to bestored on and retrieved from a disk.

font A complete set of type of one size and style.

format a disk Prepare a disk for storing information.

graphics bank A collection of digitized pictures.

graphics program An application used to create and manipulatepictures.

hard drive Computer hardware on which information isstored for later retrieval.

hardware A term used to refer to the components of acomputer system.

home page The opening or title page on a World Wide Website.

HTML (hypertext markup language) The computer language that is used to formatdocuments for use on the World Wide Web.

hypertext A method of organizing text that allows it to beaccessed in a non-linear fashion.

icon A graphic symbol used to represent an idea orelectronic document.

information highway A term used to describe the Internet.

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information literacy The ability to access, evaluate, organize,manipulate, and present information (includingelectronic information).

information technology Electronic equipment that stores, sends, retrieves,or manages information. It includes computers,networks, electronic databases, CD-ROMs,laserdiscs, video cameras, tape-recorders, and faxmachines.

integrated software Software that combines the features of severaldifferent applications in a single program(e.g., word processing, database, spreadsheet,graphics, and communications).

Internet (the) A global information network linking computersand computer networks.

keyboard commands Commands selected using a keyboard toaccomplish tasks on a computer.

keyword A word used to search for information on aparticular topic.

LAN (local area network) A local collection of interconnected computers,printers, modems, and other devices.

laserdisc A disc on which sound and visual images arerecorded.

link A connection between two parts of a hypertextdocument or two separate hypertext documents.

menu commands Computer commands selected from a menu or listusing a mouse or a keyboard to accomplish taskson a computer.

multimedia The combination of text, sound, and video used topresent information.

network A connected system of hardware and software thattransmits data.


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numeric keypad A built-in number pad on a computer keyboardthat is used to enter information into a computerprogram.

on-line When one is connected to the Internet or a networkof computers.

on-line help function A feature built into many applications thatprovides on-screen help for the user.

on-line services Services and resources that can be accessed bysubscribers using a modem and a computer.

paint program An application that permits users to “draw” on acomputer.

password A secret combination of characters that a user mustenter to access a computer application or network.

pathway A connection between two parts of a hypertextdocument. See also link.

point size The size of the characters of a typeface.

software A computer application or program.

spell checker Software that checks the accuracy of spelling in adocument.

spreadsheet An application that can manipulate, calculate, andanalyse numerical information.

stack Several cards in a hypertext document that areconnected or linked together. See also card.

telecommunications tools Hardware and software that permit users to com-municate with one another.

template An empty or generic document that can easily beadapted to specific user needs.

tool palette A collection of tools available in a program. Thesetools allow a user to modify, draw, or select objects.

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tool or button bar A portion of the screen (in some applications) thatcontains buttons for common commands.

troubleshooting Strategies used to define and solve problemsencountered while using information technologytools.

Unix An interactive time sharing operating system invented in 1969.

undo A feature of many applications that allows a user toreverse the last command.

virus A program that destroys or alters files. Virusesspread from computer to computer viacontaminated disks or applications.

WAN (wide area network) A collection of networks connected bycommunication lines to a central computer.

web browser See browser.

word processor An application that allows text documents to beedited and formatted on-screen before beingprinted.

World Wide Web A part of the Internet that allows users to accesslinked text, graphics, video, and sound via a webbrowser.

write-protect A way of ensuring that the contents of a disk or filecan be read but not altered.

Planning an IntegratedInformation Technology Program

APPENDIX G

APPENDIX G: PLANNING AN INTEGRATED INFORMATION TECHNOLOGY PROGRAM

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The prescribed learning outcomes ofthe Information Technology K to 7and 8 to 10 Integrated Resource

Packages (IRP)s have been designed forintegration into other curricular areas. Whilethere are significant skills, levels of knowl-edge, and attitudes to be learned in the areaof information technology, it is importantthat students apply these skills to facilitatelearning in other areas of study.

ACHIEVING SUCCESSFUL IMPLEMENTATION

Co-ordinators, schools, and districts canassist in the successful implementation of theInformation Technology K to 7 curriculumby:

• supporting and encouraging teachers toidentify their individual strengths, needs,and interests in the use of informationtechnology tools and resources

• developing school and district goals thatcan be used as a framework to directtechnology acquisition and implementa-tion, and teacher in-service models

• developing and communicating strategiesto support teachers before and duringimplementation of the curriculum

• promoting a climate for teachers to explorea variety of approaches and teachingstrategies to incorporate essential informa-tion technology skills

The Role of the Teacher

When planning for the implementation ofInformation Technology K to 7, teachers,schools, and districts should ensure that allprescribed learning outcomes are met. Thisappendix includes a suggested checklist fordesigning a lesson (or series of lessons) thatintegrates information technology into othercurricular areas. A suggested lesson-design

template is also provided. This lesson-designtemplate will help teachers to:

• ensure that learning outcomes from eachof the curriculum organizers are ad-dressed

• provide students with opportunities toexplore and feel comfortable with a rangeof information technology tools (e.g.,video camera, sound equipment, com-puter peripherals) and processes (e.g.,constructing flow charts, storyboarding,writing documentation)

• set developmental objectives appropriateto student needs

• plan learning activities that provide forindividual and group work

• acknowledge and plan for a range ofstudent learning styles

• include activities and strategies relevant tostudents and their communities

CONSIDERATIONS PRIOR TO INSTRUCTION

There are several education, social, andtechnical issues that teachers should considerbefore starting an information technologyprogram. Thinking through the followingissues will help teachers to get new pro-grams off to a good start.

Integration

The key to successfully implementing Infor-mation Technology K to 7 lies not in teachingit as a separate subject, but in using it toenhance student learning in other curricularareas. If information technology is integratedsuccessfully, students will complete thelearning outcomes of this curriculum as wellas those of other subjects.


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Exploring Information Technology

Learning can be more meaningful whenteachers and students collaborate. Exploringinformation technology learning strategiesmay involve some risk for teachers andstudents, but the potential rewards are worththe effort.

Awareness

Information technology is a part of our dailylives. Today’s students require informationtechnology skills to participate in society.The importance of information technology isevident in all curricular areas. Teachersshould be aware of information technologytools and their effect on their lives, theirstudents’ lives, and on society in general.

Personal Skills and Interests

Teachers should do a personal inventory oftheir information technology skills. In doingso, they will be able to identify theirstrengths and weaknesses in the areas ofinformation technology processes andrelated tools.

Teachers are aware that self-improvementand professional development must occur ona continuing basis. The rapid rate of changein information technology makes it espe-cially important for teachers to keep updat-ing their skills in this area.

Awareness of Equipment, Software,Concepts, and Skills

Since Information Technology K to 7 is aprescribed curriculum to be integrated intoall subject areas, teachers need to assess theresources available in their school. Arecomputers configured as stand-alones or inpods, or is there a networked lab? Whatsoftware is available to students andteachers? Does the school have specialized

equipment that students can use (e.g., digitalcamera, scanner, printers)?

It is also essential for teachers to have anawareness of the technological capabilitiesavailable in the school. In many cases,information technology tools and resourceswork together to produce results, so that aweakness in one link of the chain may affectthe entire process. For example, computerswith insufficient memory may not allow acertain software package to function cor-rectly; as a result, the software package maynot be suitable for purchase by the school.Likewise, the teacher does not need to be akeyboarding expert but may need to beaware of research on learning proper key-boarding at an early age.

Community

The community offers many opportunitiesfor teachers to increase their informationtechnology skills. Teachers can often usecommunity-based resources. Business andcorporate partnerships may provide resourcepeople to bring information technology toolsto the classroom. Retail outlets might also bewilling to provide equipment and otherresources on a review or demonstrationbasis. In many schools, parents can provide apool of information technology users whoare willing to offer their expertise to theteacher and class.

Extended Education Community

Many postsecondary organizations haveexpertise, facilities, and resources that theymay share with the public school system. Byparticipating in community education, creditand non-credit courses, and specializedworkshops provided by postsecondaryinstitutions, teachers can increase theirinformation technology skills.

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Platforms

There are a variety of computer platformsand operating systems (e.g., Windows, Unix)that teachers should consider when theybegin to determine their program needs. Thenewer generations of software are capable ofworking on multiple platforms such asMacintosh and Windows, and teachers mayneed to be aware of these variables.

Assessing Information Technology as anIntegrated Program

The Information Technology K to 7 learningoutcomes can be used to enhance students’work in many curricular areas (e.g., English/language arts, social studies, science, math-ematics) and to increase the relevance ofthese subjects and improve student perfor-mance. As well, information technologytools can provide a powerful addition to thevariety of learning resources available totoday’s students.

Assessment strategies should recognize theextent to which information technology toolsand processes have enhanced student learn-ing. In addition, teachers must evaluate theachievement of learning outcomes that arespecific to Information Technology K to 7.

Teachers might use the following strategiesto assess the integration of informationtechnology learning outcomes:

1. Evaluate students’ achievement of learn-ing outcomes specific to each curriculum.

2. Evaluate students’ achievement of theInformation Technology K to 7 learningoutcomes.

Assessing the integrated learning outcomesfor Information Technology K to 7 willimprove the level and quality of learning bystudents who use information technologytools. In the end, the use of informationtechnology tools and processes will enhancethe quality of students’ learning and decisionmaking.

Models for Integration

The following table and templates will helpthe individual teacher to answer the question“How do I integrate information technologyinto my subject area?”


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The following chart provides a sample lesson design that could be used to develop a lesson plan forintegrating Information Technology K to 7 learning outcomes into other curricular areas.

Step 1. Select curriculum learning outcomes.• Identify learning outcomes and concepts to use in a curriculum (e.g., science, language arts, math,

career and personal planning).

Step 2. Select appropriate Information Technology K to 7 learning outcomes.• Relate the concepts and learning outcomes of the preceding step to the three Information

Technology K to 7 curriculum organizers: Foundations, Process, and Presentation.• Balance the selection of learning outcomes from each of the organizers.• Choose learning outcomes that will augment, support, and enhance those from the curricular area

selected in Step 1.

Step 3. Determine specific instructional objectives.• Teachers may want to identify additional criteria for what students should demonstrate at the end

of the lesson (derived from the prescribed learning outcomes of Information Technology K to 7and other curricula).

Step 4. Identify available facilities, software, hardware, and equipment.• In selecting resources, locations, and facilities, teachers should include their own contacts, parent

groups, local businesses, and school and district resources. Use the checklist below as a guide:

❏ Internet Access ❏ E-mail Access ❏ Newsgroups ❏ Desktop Publishers❏ Desktop Imaging ❏ Digital Video ❏ Video/Audio ❏ Video Camera❏ Software ❏ Facility Arrangement ❏ Video Conferencing ❏ Class Location

Step 5. Identify available learning resources.• Preview recommended software.• Identify resources available in the school.• Select resources that enable integration of multiple learning outcomes.• Explore the World Wide Web to find resources in the content area.

Step 6. Develop appropriate instructional strategies.• Develop a variety of learning activities that encourage the use of information technology tools and

processes to explore learning outcomes. (Refer to the suggested instructional and assessmentstrategies in the IRP for additional learning activities.)

Step 7. Set criteria for assessing learning outcomes.• Identify criteria and establish the standard of achievement for student learning.• Provide opportunities for students to demonstrate their learning.• Refer to Appendix D for more information.

Step 8. Extend learning.• Develop activities to extend learning, and check for students’ understanding through

demonstrating, inquiring, and explaining.

Suggested Lesson Design for Integrating Information Technology

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Suggested Lesson-Design Template for Integrating Information Technology

Subject: _________________________________________________________________________

Grade: __________________________________________________________________________

Topic: __________________________________________________________________________

Step 1. Select curriculum learning outcomes.

Step 2. Select appropriate Information Technology K to 7 learning outcomes.

Step 3. Determine specific instructional objectives.

Step 4. Identify available facilities, software, hardware, and equipment.

Step 5. Identify available learning resources.

Step 6. Develop appropriate instructional strategies.

Step 7. Set criteria for assessing learning outcomes.

Step 8. Extend learning.


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A Sample Lesson Design for Integrating Information Technology

Subject: Physical Education

Grade: 4

Topic: Active Living

Step 1. Select prescribed learning outcomes from the physical education curriculum.It is expected that students will:

• identify the nutritional needs related to physical activity• describe and record changes in personal growth and development

Step 2. Select appropriate Information Technology K to 7 learning outcomes.It is expected that students will:

Process• use information technology tools

to organize information fromdifferent sources

Presentation• apply information technology to

present information to intendedaudiences

Foundations• enter, save, and retrieve

information using a variety ofinformation technology toolsand software

Step 3. Determine specific instructional objectives.Students will learn how to:

• use a video camera, graphics program, and word-processing program• work in co-operative groups to develop a movement activity that will develop cardiovascular endurance

Step 4. Identify available facilities, software, hardware, and equipment.Before starting this unit, the teacher should book the computer lab and video camera.

Step 5. Identify available learning resources.The teacher should work with the teacher-librarian and district or school-based computer teacher to determinewhat learning resources are available in the school.

Step 6. Develop appropriate instructional strategies.Students should do the following activities:• use a word-processing program to list their personal fitness goals in an electronic journal• use a calendar-making program and activity calendar to record daily participation in activities in and out of

school• use a graphics program to create a poster about active living and use a word-processing program to write a

poem on the topic• videotape each other as they demonstrate a movement sequence that indicates their understanding of active

living, and then show the video at a parent night

Step 7. Set criteria for assessing learning outcomes.Criteria to be determined by the teacher in collaboration with students.

Step 8. Extend learning.Students present their video to a grade K to 1 “buddy class” as part of the physical education class.

information technology resource document (k – 7) · 2013-11-27 · information technology...

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