Catholic District School Board Writing Partnership s2

Course Profiles

Catholic District School Board Writing Partnership

Business Studies

Course Profile Information Technology in Business Grade 12 College Preparation BTX4C

 for teachers by teachers

This sample course of study was prepared for teachers to use in meeting local classroom needs, as appropriate. This is not a mandated approach to the teaching of the course. It may be used in its entirety, in part, or adapted.

Spring 2002 Course Profiles are professional development materials designed to help teachers implement the new Grade 12 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

Acknowledgments This profile was a collaborative effort between the Institute for Catholic Education (ICE) and the London District Catholic School Board.

Lead Board London District Catholic School Board

Project Manager Carolyn McDonald

Catholic Course Profile Writing Team Bob Baran, London Catholic District School Board (Lead Writer) Tim Deslippe, London Catholic District School Board Linda Vandeven, London Catholic District School Board Tim McDonald, London District Catholic School Board (Theology Advisor) Denise Seguin, Professor, Information Technology, Fanshawe College (Destination Reviewer)

 Information Technology in Business – College Preparation Course Overview Information Technology in Business, BTX4C, Grade 12, College Preparation

Policy Document: The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000. Prerequisite: Information Technology Applications in Business, Grade 11, Open

Course Description This course provides students with the opportunity to further develop the information technology (IT) knowledge and skills needed in the business world. Students will develop their understanding of electronic business environments, improve their skills in electronic research and in using business application software in the preparation of business documents, manage information, and apply project team management strategies.

How This Course Supports the Ontario Catholic School Graduate Expectations Students need to understand that when they work as a community, they are far better off than when they work as individuals because “our Catholic tradition teaches that human beings grow and achieve fulfillment in community.” Furthermore, Catholic social teaching emphasizes the need and responsibility to work for the common good. The advancement of technology can present many ethical and moral dilemmas. It is essential that students guide their decisions and activities in the light of the Gospels and are faithful to the principles of Catholic social teaching such as the dignity of the human person, a preferential option for the poor, a commitment to the common good, and the practice of stewardship of God’s creation. They need to learn to communicate with co-workers in a manner that treats others with dignity, value, and justice. Students need to understand that the element of human contact cannot be trivialized; in fact, in a decentralized environment, it is more important than ever. The unit focused on is teamwork. In this topic, it is crucial that the Catholic curriculum expectations be implemented. This unit provides an excellent opportunity to show how these Catholic expectations, when used as guiding principles, enhance students’ lives and work.

Course Notes Information technology permeates the daily routine of many Canadians. The Internet has made information available to many people almost instantaneously and surveys commissioned by Statistics Canada show that the number of people who use the Internet regularly is increasing steadily. Also, the volume of e-mail messages delivered each day rivals the number of letters delivered by regular postal service. The use of e-mail and the Internet as forms of communication are extremely important for businesses, small and large. The proliferation of electronic communication, combined with the decreasing costs of hardware, has allowed for a number of changes in the way a business operates. Many employees are working from offices in their homes, collaborating with co-workers in other buildings or cities, or are self-employed and work from a computerized home office. It is important for these people to have a basic understanding of networks to ensure the reliability of their work environment. An extremely important task in any business is the collection and analysis of data. This data can help business people make appropriate decisions to meet the needs of current and potential clientele. In fact, the amount of data available to businesses today can be overwhelming so it is essential that students learn how to collect and interpret data correctly. The next step is to be able to present their analyses in an appropriate and professional manner that supports a plan of action. The complexity and number of issues found in any current business project necessitates that employees work as part of a team. Even sole proprietors working on large projects often partner with other small businesses in the global community to complete them. Thus, it is crucial for students to experience an environment that develops team and leadership skills. Effective use of electronic communication that clearly expresses the intended message is an essential skill that must also be developed in students.

 Information Technology in Business – College Preparation During this course, students further develop the skills required in the current e-business environment and acquire an appreciation of the relationship between the changes in technology, their impact on business practices, and the ongoing need to update their skills and knowledge. This Course Profile centres on the premise that software applications are integrated throughout all units of the course. The nature of any professional business environment is that deadlines should be met. Therefore, as a college destination course, the teacher is encouraged to implement policies to ensure that assignment submissions meet deadlines. The teacher and administrators should plan to provide suitable facilities to ergonomically accommodate a wide variety of student physiologies. The expectations in this course were grouped according to the following themes: review and extension of desktop organization and applications covered in BTA3O, teamwork and cooperation in the business environment, the use of print and electronic resources to do research, analyse and present a business analysis, the publishing of the findings of the analysis in an appropriate presentation media, and finally, an awareness of career opportunities and educational planning.

Units: Titles and Times Unit 1 Electronic Business Environment 15 hours * Unit 2 Teamwork 15 hours Unit 3 Research and Planning (developed in Public) 25 hours Unit 4 Project Creation and Publication 30 hours Unit 5 Postsecondary Planning 12.5 hours Unit 6 Culminating Activity 12.5 hours * This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Electronic Business Environment Time: 15 hours Unit Description This unit reacquaints students with working in an electronic business environment, familiarizes students with the terminologies and topologies in a networked environment, teaches students the different organizational structures that can be found in business and how IT affects these structures, demonstrates to students how IT software, hardware, and infrastructures affect business operations and environments, and analyses the social, economic, and ethical issues in creating an e-business as compared to the traditional business formats. In Activity 1, students discuss the difference between home computer (stand-alone) and business computer (network) environments. In groups of four, students brainstorm and summarize the advantages and disadvantages of a network environment to both employee and employer. Individually, students in each group use the following categories to organize their thoughts: the social, economic, and ethical implications of a home workplace environment and describe what they feel the Catholic Church’s view of the home workplace environment should be. Students e-mail their findings to the other members of the group and individually create a report summarizing the findings of the group. The report is sent to the teacher for evaluation. In Activity 2, students learn network terminology and various network topologies. Students discuss appropriate equipment arrangements and layouts using case studies describing different business situations, e.g., home, school, corporation. Students draw their school network configuration using appropriate electronic tools, e.g., graphics program, presentation software, or flowchart software, to best illustrate their school’s network topology, and submit it for evaluation.

 Information Technology in Business – College Preparation In Activity 3, students differentiate between the terms “workplace settings” and “organizational structures.” They discuss different organizational structures (hierarchical and horizontal, decentralized and centralized, department-based and project-based) and compare them using teacher-provided examples. The transformation of organizational structures as a result of information technology changes is discussed. Students create notes summarizing the topics discussed and submit them to the teacher for assessment. In Activity 4, students conduct interviews with parents and/or business people to gather the following information: 1) the most predominantly used software packages, 2) the different types of hardware used in different business workplace settings, 3) recent software/hardware changes that have been made, 4) the effect of IT on the workplace setting, organizational structure and specific operations of the interviewee’s business, and 5) the effect on productivity and accessibility. A teacher-led information reporting session occurs with students reporting their findings to the class. Class findings are summarized on the board or using an overhead. Students organize, summarize, and synthesize the results and create a word-processed summary sheet containing a table with the data and a conclusions section. The conclusion should explain how productivity and accessibility can be enhanced by the use of integrated packages and/or standardized software and what impact hardware and software choices have had on business operations and environments. In Activity 5, the teacher defines business operations terminology. Types of Internet tools that exist to facilitate e-business are discussed, as are trends in e-business. Students, working in pairs, research the positive and negative effects of information technology on business operations, e.g., human resources, marketing, production, and sales. Students investigate an e-business, such as an on-line Internet radio station, and compare this to a similar local business (i.e., local radio station). How has information technology affected each business positively and negatively? Long-term and short-term effects on students’ community should be considered as well. Students create a five-slide presentation outlining their findings on the topic. Slide 1 shows the positive and negative effects of IT on the e-business. Slide 2 shows the positive and negative effects of IT on the local business. Slides 3 to 5 explain the social, economic, and ethical implications of the use of IT in these two businesses. Student pairs present their findings to the class. Unit Overview Chart Activity Time Learning Expectations Assessment Categories Focus EBV.01, EB1.02, EB1.05, EB2.05 Knowledge/Understanding Workplace 1.25 1 CGE1d, CGE2e, CGE3b Thinking/Inquiry Settings hours Communication EBV.03, EB3.01, EB3.02, EB3.03, Knowledge/Understanding Network 3.75 2 EB3.04 Thinking/Inquiry Design hours CGE3c, CGE4f Application 1.25 EBV.01, EB1.05, EB1.01, EB1.03, Knowledge/Understanding Organizational 3 hours PM3.01 Thinking/Inquiry Structures EBV.02, EB1.04, EB3.05 Thinking/Inquiry Software and 2.5 4 CGE2a Communication Hardware hours Application Choices EBV.02, EB2.01, EB2.02, EB2.03, Thinking/Inquiry Business 6.25 5 EB2.04, EB2.05 Communication Operation hours CGE2e, CGE3b, CGE4f, CGE5a Application Trends

Unit 2: Teamwork Time: 15 hours

 Information Technology in Business – College Preparation Unit Description In Unit 2, students become familiar with why teams are used so predominantly in business and discover what skills and characteristics facilitate efficient teamwork. They learn the importance of recognizing and resolving conflict in a work environment, work as a team to create shorter and longer business reports based on case study scenarios, and present their reports in an efficient and businesslike manner. In Activity 1, students listen to an article containing many details and answer ten questions based on the story. They record the number of correct answers they received. Students are grouped and, as a team, answer the ten questions based on the article. The number of correct group answers is recorded. Students compare the number of correct responses from each situation and discuss reasons for their results. The benefits of project teams in business situations are discussed, as are roadblocks to group success. Students participate in another team activity called The Obelisk of Zin (Appendix 2.1.1), which promotes communication and cooperation. Students brainstorm why one team was more successful or quicker than another team. The teacher assists by giving observations gathered during the Obelisk activity. Using a word processor, students generate a table of characteristics of effective and ineffective teams. With teacher assistance, the class develops a checklist containing criteria for effective group work that will be used to assess their group activities in the remainder of the unit. In Activity 2, students differentiate between the terms problem, dispute, and conflict. Conflict resolution principles are discussed, as are positive functions of conflict, negative effects of conflict, and common negative responses to conflict. Students participate in an activity designed to promote conflict analysis and resolution. Students are “debriefed” following the activity. Group work is evaluated using the checklist developed in Activity 1. Students describe the importance of resolving employee conflict to enhance business productivity and identify ways to promote effective project teamwork. In Activity 3, students working in pairs consider the following scenario: “You are a real estate agent. Your clients have $50 000 to put down on a house. They have two school-aged children, want a three- bedroom house near a school, but can only afford a mortgage payment of $1200 a month. Shopping on- line, find the nicest house you can in your area and the best mortgage rate currently available. After you have found the best deals, write your client a letter that incorporates a spreadsheet and includes a picture of the house.” In Activity 4, students, in groups of three or four, research and plan a two-week dream tour package designed to be offered to their tour company’s repeat clientele. Students, in their groups, use appropriate IT tools, e.g., spreadsheets, e-mail, shared directories, etc., to plan their proposals, set timelines, and divide responsibilities in order to create their proposed tour packages. Students track their time using time sheets, so that management can compare the actual cost of the development of this project with the projected cost. Each group will work effectively using the teamwork concepts taught earlier in this unit. Consensus must be reached in each group regarding the group’s final proposal. Decisions must be consistent with Catholic social principles, specifically, “the dignity of the human person” and commitment to the common good. In Activity 5, students choose the appropriate integrated software tools to present the tour proposals created during Activity 4 to the class. Required elements for the proposals are: 1) a multi-page report detailing the daily itinerary to be followed during the tour as well as a detailed cost breakdown, and 2) a multi-media slide presentation or webpage promoting their tour and destinations. Reports are to be professionally formatted, printed, and bound. Each group’s slide presentation or webpage is to be “unveiled” at a mock travel exposition with other students in the class representing the agency’s preferred clients. The class is encouraged to critically, but sensitively give feedback on the work of their classmates by pointing out strengths and weaknesses of each proposal. Unit Overview Chart Assessment Activity Time Learning Expectations Focus Categories 1 2.5 PM1.01, PM1.02, PM1.04, ER1.04 Application Introductory

 Information Technology in Business – College Preparation CGE3c, CGE4b, CGE4f, CGE5a, CGE5e Thinking/Inquiry Group hours Communication Activities PMV.01, PM1.03 Application Conflict 1.25 2 CGE2a, CGE2c, CGE3b, CGE3c, CGE3d, Thinking/Inquiry Resolution hours CGE4a, CGE5e Communication ERV.01, SBV.01, ER1.01, SB1.01 Application Individual 1.25 CGE4b, CGE4f, CGE7d, CGE7e, CGE7i, Thinking/Inquiry Business 3 hours CGE7j Knowledge/ Simulation Understanding PMV.02, ERV.01, ER1.02, ER1.03, PM2.01, Thinking/Inquiry Group PM2.02 Knowledge/ Costing 5 4 CGE1d, CGE3b, CGE3c, CGE3d, CGE4a, Understanding Analysis hours CGE4b, CGE4d, CGE4f, CGE4g, CGE5a, Communication CGE5e ERV.01, SBV.01, PMV.02, ER1.02, ER1.03, Application Multimedia PM2.02, SB1.01, SB1.02, SB1.03 Knowledge/ Presentation 5 5 CGE2c, CGE5g Understanding hours Communication Thinking/Inquiry

Unit 3: Research and Planning Time: 25 hours Unit Description In Unit 3, students use appropriate software to analyse, manipulate, and present data. A variety of scenarios are created that allow students to acquire information and data through traditional survey methods, electronic database sources, case study analysis, and through a dissemination of data from a variety of sources including the Internet. Students utilize and develop expertise with a variety of reporting and presentation tools. In Activity 1, the class develops a business-oriented survey to administer to students within the school that acquires some demographic student data that could be used for a business study. The teacher leads a discussion regarding the characteristics of appropriate questions before students generate potential questions. Student-created questions are reviewed with the class before the final questionnaire is set. Teachers must ensure that board and school policies are followed about conducting surveys. Note: Students must be instructed to accept “no comment” as a valid answer to any questions, and to respect that people may choose not to respond at all. Students create the actual questionnaire complete with appropriate formatting. Students develop a common database structure that facilitates fast and efficient data entry. The teacher leads a discussion regarding the most efficient method of collecting and entering the data. Students acquire and enter the data. The teacher copies all of the records into one common database, which contains several hundred records. Each student interprets and analyses an aspect of the data and presents his/her findings in a small webpage that is shared with the class. In Activity 2, students analyse and summarize data that is available from an electronic database like Statistics Canada. The Statistics Canada website contains a number of exercises for students to work through. Many of the exercises contain printable worksheets. The teacher selects an appropriate exercise for students to do. Students perform the activity from the Statistics Canada website and become familiar with the Statistics Canada website and database. In the next exercise, students find information on a specified topic from the Statistics Canada site. They copy the information to a spreadsheet and produce a relevant graph. In the third exercise, students research a larger topic. They collect information from the

 Information Technology in Business – College Preparation Statistics Canada database and use it to create a multi-page report that contains a cover page, a chart, a table, a graph, enhanced formatting, and a student interpretation of what the data means. In Activity 3, students read through a case, e.g., an introductory university business course case study, containing a mixture of relevant and irrelevant data and information. Students identify the pertinent information and use appropriate software (i.e., spreadsheet or database) to analyse it. Students communicate their results electronically to their classmates via e-mail or small webpages. In Activity 4, students work in small groups and investigate the relationship between two topics. Before students begin, they predict what the relationship is. They then find data to support, or refute, their hypothesis. Some sample topics are basketball salaries and ticket prices, unemployment rates and automotive sales, or community demographics and parish stability. Students share information with their group members via e-mail and present their analysis to the class using a slideshow presentation. Unit Overview Chart Activity Time Learning Expectations Assessment Categories Focus ERV.02, ERV.03, ER2.02, ER2.03, Thinking/Inquiry Data 12.5 ER2.04, ER3.01, ER3.03 Application Collection 1 hours CGE3c, CGE4b, CGE4f Communication Analysis and Presentation ERV.02, ERV.03, SBV.02, ER2.01, Knowledge/Understanding Online 5.5 ER2.02, ER2.03, ER2.04, ER3.01, Application Database 2 hours SB2.01, SB2.02, SB2.03 Communication Usage CGE2b, CGE4f Thinking/Inquiry ERV.02, ERV.03, ER2.01, ER2.02, Knowledge/Understanding Case Study 3 ER2.03, ER2.04, ER3.01, ER3.02, Application 3 hours ER3.03 Communication CGE2b, CGE3c Thinking/Inquiry ERV.02, ERV.03, SBV.02, ER2.01, Knowledge/Understanding Presentation ER2.02, ER2.03, ER2.04, ER3.01, Application 4 4 ER3.02, ER3.03, SB2.03 Communication hours CGE2e, CGE3c, CGE4f, CGE5a, Thinking/Inquiry CGE5f

Unit 4: Project Creation and Publication Time: 30 hours Unit Description In Unit 4, students are introduced to the factors that determine whether a business will prosper in an international economy. Students research, develop, and present a financial proposal to their board of directors using appropriate IT tools and business presentation techniques. In Activity 1, the teacher reviews the issues regarding e-business and the opportunities and issues that it poses (see Resources). Students are given five different products with additional information and they pick one to act as the home company representative. Their intent is to export their locally developed product to another country, e.g., US, Britain, China, etc. Students in groups of three or four cooperatively plan the most appropriate way to present their plan to potential agents in the country of their choice. Each group creates their proposal plan that includes the product they choose, the country or region of introduction, their initial justification of their choices, and a list of specific questions that they have to research before distributing any final proposal. The teacher reviews the plan and suggests other questions, conferences with students to eliminate non-essential questions, and offers other sources of information. In Activity 2, students determine the information that would be expected by an agent considering entering into such an agreement. A formal list of information that would be needed in the proposal to give to these

 Information Technology in Business – College Preparation agents, is created and organized under appropriate headings. Students also plan a marketing message that is appropriate for the new market. Accurate financial information is prepared and presented to help the agent make their decision. The teacher reviews the plan and suggests other questions, eliminates non- essential questions, and offers other sources of information. In Activity 3, students research their questions and create a proposal for their board of directors to demonstrate the benefits of venturing out to other countries based on the questions and information from Activity 1. The proposal should be organized, well documented, professional in appearance and logical. This proposal should be in print format complete with tables of contents, title pages, sectioned information, and appendices. In Activity 4, students research and present the information deemed appropriate in Activity 2. This External Proposal is detailed and promotional and includes the creation of a potential marketing campaign idea. Students plan out the most effective method of presenting this information to the agents, e.g., Internet, video conferencing, print media, visitations, etc. Proper presentation skills for management presentations are discussed. In Activity 5, students take the reports created in Activities 3 and 4 and present the proposals that are given to each of the respective groups (Board of Directors, outside agents). These presentations are presented to the class to allow all students to share in the learning that has resulted from the exercise. Unit Overview Chart Activity Time Learning Expectations Assessment Categories Focus SB3.01, SB3.02, ER1.02, PM3.02 Communication The Internal 2.5 1 CGE2a, CGE2c, CGE4f, CGE5a, Thinking/Inquiry Plan hours CGE7d, CGE7e, CGE7i, CGE7j ERV.02, ER1.01, ER1.02 Communication Determining 2.5 2 CGE3c, CGE4d Thinking/Inquiry the External hours Information SBV.01, SBV.02, SBV.03, SB1.01, Application Preparing the SB1.02, SB1.03, SB2.01, SB2.02, Communication Internal 10 SB2.03, PM2.03, PM2.04, EB2.01, Thinking/Inquiry Proposal 3 hours EB2.05 CGE1i, CGE2a, CGE2c, CGE3b, CGE3d, CGE4f, CGE5f, CGE5g PMV.03, SB1.01, SB1.02, SB1.03, Knowledge/Understanding Preparing the SB2.01, SB2.02, SB2.03, SB3.01, Application External 10 4 SB3.02, PM2.03, PM2.04 Communication Proposal hours CGE1i, CGE2a, CGE2c, CGE3b, Thinking/Inquiry CGE3d, CGE4f, CGE5f, CGE5g PMV.03, PM3.03, PM3.04 Knowledge/Understanding Presenting 5 CGE2c, CGE4a, CGE4f Communication the Internal 5 hours and External Proposals

Unit 5: Postsecondary Planning Time: 12.5 hours Unit Description In Unit 5, students determine and summarize their strengths and technological skills, plan a personal portfolio to demonstrate these skills, create a database of postsecondary IT programs available in Canada, utilize on-line research resources to forecast emerging employment opportunities, and develop a three- year personal educational plan that includes a projected financial needs/resources budget. Students should be given the option to develop this plan for a fictional person

 Information Technology in Business – College Preparation In Activity 1, students assess their own information technology skills and competencies using a teacher- prepared checklist (see http://www15.hrdc-drhc.gc.ca/english/readers_guide.asp?section_number=66 for complexity levels of computer skills). Students summarize their IT skills using a word processor and include these in their resumes, which they update at this time. Students review samples of their own work and choose examples to be included in a personal portfolio. (A teacher-provided checklist provides assistance.) Students may conference with the teacher and other students who assist in the selection of individual work for inclusion in a personal portfolio. In Activity 2, students use the Internet to search for and identify career areas that require postsecondary education in IT. Students create a database listing postsecondary IT programs available in Canada (also continuing education programs) using common field names designated by the teacher, e.g., Postsecondary Program Name, Type of Program (2, 3, 4 year or Continuing Ed.), Name of Institution (College/University Name), IT Skills Required (in value lists), Number of IT Compulsory Courses, Number of Optional Courses, Yearly Tuition, Jobs For Which You Will be Qualified, etc. Records are sent to the teacher who merges them into a common database. Students use the combined class database to check if their current IT skills qualify them for any jobs at this time. In Activity 3, students use on-line research to forecast emerging employment opportunities for IT graduates. They interview a person with a job in the IT sector to determine the continuing education that the interviewee has participated in over the last several years. Using word processing software, students share the results of their on-line research and interview in a report. In Activity 4, the teacher introduces students to the components of an education plan. Students use the class database created in Activity 2 to identify two or more postsecondary programs related to information technology in which they are interested. Using appropriate software, students create an education plan that allows them to gain entry into one of these postsecondary programs. In Activity 5, students prepare a three-year personal educational financial plan. Using the IT career selected in Activity 4, students research the costs of tuition, books, food, clothing, entertainment, sundries, accommodation in the town that their College/University is located, travel to and from this location, etc. Students also determine such things as savings on hand, anticipated parental contribution (based on consultation with parents), loans, grants, bursaries, scholarships, and part-time job income while at school to project how they will pay for their proposed IT program. Consultations with local school guidance personnel and regional college/university financial aid officers are beneficial. Students use spreadsheet software with linked sheets to present their financial plan. Unit Overview Chart Activity Time Learning Expectations Assessment Categories Focus PSV.03, PS3.01, PS3.02, Thinking/Inquiry IT Skills and 2.5 PS3.03, PS3.04 Competencies 1 hours CGE2b, CGE3c, CGE4g, Assessment and CGE5g Portfolio Preparation PSV.01, PSV.02, PS1.01, Application Postsecondary Programs 2.5 PS1.02, PS1.03, PS2.01, and Employment 2 hours PS2.02 Opportunities in IT CGE4b, CGE4f, CGE5h PSV.02, PS2.03, PS4.03 Application IT Employment 1.5 3 CGE2a, CGE2c, CGE2e, Communication Opportunities hours CGE4f Thinking/Inquiry PSV.04, PS4.01, PS4.02 Knowledge/Understanding Education Plan 2.5 CGE2b, CGE3c, CGE4b, Thinking/Inquiry 4 hours CGE4f, CGE4g Communication Application 5 3.5 SBV.03, SB3.03 Thinking/Inquiry Three-Year Personal

 Information Technology in Business – College Preparation CGE4b, CGE4f, CGE4g Application Educational Financial hours Knowledge/Understanding Plan

Unit 6: Culminating Activity Time: 12.5 hours Unit Description In Unit 6, students analyse a comprehensive business case study. They create a report and presentation based on their analysis using the techniques, skills, and knowledge acquired in Units 1-5. Students update their portfolio to include this experience. In Activity 1, students, in groups of three, are given a case study outlining the needs of a potential start-up enterprise. Students determine a recommended organizational structure, a proposed network structure, and the IT system needs for this organization. As part of this proposal, since they are responsible, caring members of a Catholic community, students consider the short-term and long-term social implications of their proposal. In Activity 2, student groups cost out the start-up and operational needs of the enterprise from Activity 1. Students work efficiently and only use electronic communication with group members for the completion of this activity. The result is a common comprehensive costing from each group. In Activity 3, each group considers the demographics of the potential clientele that they propose to serve. They use statistical databases to support any of the information that is questionable. A summary of this demographic research is created. In Activity 4, each group selects the style of the report/presentation that is most appropriate and creates it using the most appropriate application software. The group presentations make effective use of the skills developed during this course. In Activity 5, students individually create a resume designed for the web that reflects the experience gained through this course. A brief listing of the skills acquired through this course is included on their resume. They must also indicate on their resume their educational and career objectives for the next five years. (Note: Student web resumes should not be posted to the Internet [Freedom of Information], but students need to be aware of the advantages and disadvantages of web resumes.) Unit Overview Chart Activity Time Learning Expectations Assessment Categories Focus EBV.01, EBV.03 Knowledge/Understanding Assessing E-Business 1.25 1 CGE2a, CGE2c, CGE2e, Thinking/Inquiry Needs hours CGE3b, CGE3d, CGE4a Application SBV.01, SBV.03, EBV.02, Thinking/Inquiry Costing out the Needs 3.75 ERV.01, ERV.02, ERV.03, Communication 2 hours PMV.01, PMV.02 Application CGE5a, CGE5e ERV.02 Thinking/Inquiry Determining 1.25 3 CGE2b Communication Clientele hours Demographics SBV.01, SBV.02, PMV.01, Knowledge/Understanding Selecting 5 PMV.03, ERV.03 Thinking/Inquiry Presentation Media 4 hours CGE4f Communication and Producing the Application Report PSV.01, PSV.02, PSV.03, Communication Self-Promotion via 1.25 5 PSV.04 Application the Web hours CGE4g, CGE5h

 Information Technology in Business – College Preparation Teaching/Learning Strategies  Guest Speakers: Guest speakers from a community business who use the latest computer technology could be invited to share examples of how they use software to achieve their business objectives. Examples include the use of a spreadsheet to project future earnings or the use of an electronic presentation to market a product or idea.  Conferencing: Discussions are held with each student on a one-to-one basis concerning the progress of independent work.  Independent Study: Students research a topic of interest from either a list submitted to students by the teacher or student-conceived and teacher-approved topics.  Brainstorming: Students are encouraged to generate many ideas in the belief that their ideas will not be analysed or criticized.  Cooperative Learning: Small-group participation occurs where teamwork is stressed in order to prepare students for their future work environments.  Presentation: Students create electronic presentations of researched subjects and present these to the entire class.  Whole Group Instruction: The teacher instructs the class as a unit.

Assessment & Evaluation of Student Achievement Seventy per cent of the grade is based on evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation. Course assessment and evaluation includes the following four categories, and some examples are listed: Knowledge/Understanding  Written tests at the end of each unit  Written quizzes throughout the course  Question and answer sessions for review of previous material Thinking/Inquiry  In-class assignments  Independent research  Performance tasks Communication  Written assignments  Presentations Application  Presentations  Newsletter  Computer programs Assessment tools include:  checklists;  rubrics with the use of exemplars to outline clear criteria. Final Evaluation Final activities include the revision of students’ business cases. These activities could be done over the last two weeks of the course. All the activities are assessed based on software application and research skills, office procedures, the application of the knowledge of work environments, and the application of the knowledge of Catholic teachings.

 Information Technology in Business – College Preparation Accommodations The teacher should consult individual student IEPs for specific direction on accommodations. The following are suggested strategies used in this course:  inclusion of recommendations from students’ IEPs such as provision of adaptive hardware devices (e.g., large screen monitors, larger fonts, specially designed keyboards, voice-activated equipment, reading machines);  provision of word lists, glossaries, definition of terms, and visuals where available;  flexibility with timelines;  reinforcement of written instructions with verbal instructions;  repetition of demonstrations and the use of visual aids to assist students where possible;  adjustment of expectations for written work and the number of assignments required;  provision of alternative assessment methods such as oral testing, taped answers, and scribing for students with writing difficulties;  provision of opportunities for enrichment purposes (e.g., enrichment students could become mentors to peers or staff requiring extra assistance).

Resources Human Resources Computer site administrator from the board office or the school Computer technicians (from the board office and/or community) Guidance counsellors Library staff and special education teacher School chaplain Parents employed in the information technology industry Software Ministry issued application software (OESS) Application software not purchased by the Ministry that provides the teacher with the ability to meet the Ministry course expectations and also operates on the school hardware. The application software used should be consistent with that used in local industry whenever possible. A planned path for language skill development in Grades 10, 11, and 12 that takes into account the most likely postsecondary destinations and required preparation within the school community. District standards/conventions/policies and available supporting resources Books Bendely, Leslie. Games Teams Play. Whitby: McGraw-Hill Ryerson Limited, 1996. ISBN 0-07-552718-9 MaranGraghics. HTML in an Instant. New York: Hungry Minds Inc., 2001. ISBN 0-7645-3627-3 MaranGraghics. Teach Yourself FrontPage 2000 Visually. Foster City: IDG Books World Wide Inc., 2000. ISBN 0-7645-3451-3 Scannell, Edward and John. Newstrom. Even More Games Trainers Play. New York: McGraw Hill Inc., 1994. ISBN 0-07-046414-6 Websites The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use. Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teacher needs to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their

 Information Technology in Business – College Preparation board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner. Workplace Settings http://iwsp.human.cornell.edu/pubs/pdf/IIW.PDF (Implementing Innovative Workplaces) http://netec.mcc.ac.uk/WoPEc/data/Papers/wpawuwpla9402003.html (“Employee Involvement in Australia: Workplace Transformation or the Disposable Workplace?” by Robert Drao) Crandall, N.F., F. Crandall, and M.J. Wallace. Work & Rewards in the Virtual Workplace: A 'New Deal' for Organizations & Employees. AMACOM, June 1998. ISBN 0814403751 Igbaria, Magid and Margaret Tan. The Virtual Workplace (Series in Information Technology Management). Idea Group Publishing, 1998. ISBN 1878289470 Network Design/Configurations McCabe, James D. Practical Computer Network Analysis and Design (Morgan Kaufmann Series in Networking). Morgan Kaufmann Publishers, March 1998. ISBN 1558604987 Organizational Structures Hall, Richard H. Organizations: Structures, Processes, and Outcomes. Prentice Hall, 1998. ISBN 0139033947 Business Operation Trends Moore, Stephen and Julian Lincoln Simon. It's Getting Better All the Time: 100 Greatest Trends of the Last 100 Years. Cato Inst., 2000. ISBN 1882577973 Popcorn, Faith and Lys Marigold. Clicking: 17 Trends That Drive Your Business – And Your Life. Harperbusiness, 1998. ISBN 0887308570 Teamwork http://www.act.org/workkeys/assess/teamwork/index.html (Teamwork assessments) http://www.amazon.com/exec/obidos/ASIN/1893320235/qid=1008612752/sr=1-6/ref=sr_1_75_6/107- 4723332-1760529 (True Colors) Conflict Resolution http://www.capnhq.gov/nhq/aeroed/ACSC_Prof_Dev_Modules/CAP/cap_lesson_16/lesson16_html/lesson16.htm (Includes a lesson plan and short PowerPoint slide presentation) http://www.amazon.com/exec/obidos/ASIN/1893320235/qid=1008612752/sr=1-6/ref=sr_1_75_6/107- 4723332-1760529 (Activities for Conflict Resolution) Business Simulation Francesco, Anne Marie and Barry Allen Gold. International Organizational Behavior at http://www.prenhall.com/francescogold/index.html (Exercises and Links) Electronic Research Butler, John A. Cybersearch: Research Techniques in the Electronic Age. Penguin USA, 1998. ISBN 0140513876 Business Documents Blake, Gary and Robert W. Bly. The Elements of Business Writing: A Guide to Writing Clear, Concise Letters, Memos, Reports, Proposals, and Other Business Documents. Longman, August, 1992. ISBN 0020080956 Electronic Communication Duarte, Deborah L. and Nancy Tennant Snyder. Mastering Virtual Teams: Strategies, Tools, and Techniques That Succeed, 2nd ed. Jossey-Bass, 2000. ISBN 0787955892

 Information Technology in Business – College Preparation Business Ethics http://onlineethics.org/keywords/keywds.html (The On-line Ethics Center for Engineering and Science) Burkett, Larry. Business By The Book Complete Guide Of Biblical Principles For The Workplace. Thomas Nelson, May 1998. ISBN 0785271414 Newton, Lisa H. and David A. Schmidt. Wake Up Calls: Classic Cases in Business Ethics. Wadsworth Pub Co., November 1995. ISBN 0534253385 Copyright http://strategis.ic.gc.ca/SSG/rp01099e.html (Consultation Paper On Digital Copyright Issues) http://www.mcgrawhill.ca/copyrightlaw/cclfaqs.html (Copyright FAQ’s) National Research Council. The Digital Dilemma: Intellectual Property in the Information Age. National Academy Press, 2000. ISBN 0309064996 Surveys http://www.uml.edu/centers/CFWC/ts27.html (“Collecting Evaluation Data: Knowing Enough About the Types to Decide What’s Right for Your Program” by Hilary Lloyd) http://www.creativeorgdesign.com/10things.htm (10 Things To Know About Surveys) Fink, Arlene and Jacqueline B. Kosecoff. How to Conduct Surveys: A Step by Step Guide. Sage Publications, April 1998. ISBN 0761914099 Business Proposals http://www.webpagecontent.com/corp_archive/70/6/ (Checklist for Writing Business Proposals) Hamper, Robert J. and L. Sue Baugh. Handbook for Writing Proposals. McGraw Hill – NTC, March 1996. ISBN 0844232742 Lutovich, Diane and Janis Fisher Chan. How to Write Reports and Proposals. Advanced Communication Designs, Inc., June 1998. ISBN 0963745557 Porter-Roth, Bud and Ralph R. Young. Request for Proposal: A Guide to Effective RFP Development. Addison Wesley Professional, Dec. 2001. ISBN 0201775751 Postsecondary Planning http://www.canlearn.ca/English/eng.cfm (Education and Career Planning) http://on.cx.bridges.com (Bridges – Career Explorer) IT Skills Assessment http://www2.conferenceboard.ca/nbec/eprof-e.htm (Employability Skills Profile – Conference Board of Canada) http://www.thetech.org/revoultionaries/ (The Tech – The Revolutionaries interviews) http://www.mainfunction.com/ (Resources for Educators and students – articles, quizzes, etc.) http://cdp.mde.state.mi.us/MCF/ContentStandards/CareerEmployability/5.html (Career and Employability Skills – Michigan Dept. of Ed.) Personal Portfolios http://www.education-world.com/a_tech/tech111.shtml (Electronic Portfolios in the K-12 Classroom) http://curriculumfutures.org/assessment/a04-05.html (Discusses different types of portfolios) http://school.discovery.com/schrockguide/assess.html#portfolios (Multiple Links on electronic portfolios and their assessment) Educational Financial Plans http://www.tvdsb.on.ca/oakridge/guidance/gradguid.htm (Financial Planning for Postsecondary Education) http://canadaonline.about.com/cs/educationfinances/ (Multiple links on tuition fees, student loans, financial assistance, budgets and planning, scholarships, debt-free guide, awards, income taxes, educational calculator, etc.)

 Information Technology in Business – College Preparation http://www.canlearn.ca/English/eng.cfm (CanLearn Interactive – Human Resources and Development Canada) Issues Regarding E-Business Opportunities http://www.brint.com/ (Global eBusiness Resources) http://www.g7e.com/ (Global Business Strategies) http://www.ecommercetimes.com/perl/story/15860.html (A Junkyard of Bad E-Commerce Ideas) http://globaledge.msu.edu/ibrd/ibrd.asp (Resource information on potential financial markets) Financial Plan http://laurence.canlearn.ca/English/find/college&university/tuition.cfm (Tuition Fees Database) http://www.canlearn.ca/English/fin/debtfreeguide/planner/student.shtml (Student Financial Planner – Including Cost Calculators) http://www.canlearn.ca/English/fin/financial2.html (access to Student Loans Information, Debt Management, Scholarship Search) Canadian Statistics http://www.statcan.ca (Main page for Statistics Canada) http://www.statcan.ca/english/kits/teach.htm (Lessons for the Stats. Canada database) http://www.statcan.ca/english/Estat/licence.htm (Access to Census data - register, but no fee) http://www.strategis.ic.gc.ca/sc_ecnmy/sio/homepage.html (Industry Statistics from Industry Canada) http://www.nrcan-rncan.gc.ca/inter/index_e.html (Statistics for Natural Resources Canada) http://businessgateway.ca/Statistics.cfm (Business statistics from the Gov. of Canada) http://www.cccb.ca (Parish Statistics from the C.C.C. Bishops) Team Building http://web.cba.neu.edu/~ewertheim/teams/ovrvw2.htm (Working in Teams Issues and Hints) http://www.analytictech.com/mb021/teamhint.htm (Short manual for working in teams) http://www.Source4Quality.com (Team Operations and Processes - free to log on and use) World Statistics http://www.geohive.com (Population Statistics of a large number of countries in the World) http://www.statistics.com (Statistical Trends in the World by Population, customs etc.) http://moneycentral.msn.com/investor/market/rates.asp (Currency Exchange Rates) http://ibi.cbe.wsu.edu/Tansuhaj/Ibus580/country.htm (Guidelines for Foreign Investment) Terminology http://nilesonline.com/Statistics/ (Defines statistical terms etc.) Data http://lib.stat.emu.edu/DASL/ (Wide variety of tables of Data) Social Justice http://www.osjspm.org/cst6prin.htm (Major principles of Catholic Social Teaching) http://www.osjspm.org/cst/csted.htm (Resources for Catholic Educators) Catholic Links http://www.pcj.edu/pcjlibrary/moral.htm (Multiple links on Ethics and Moral Theology) http://catholicism.about.com/(Multiple Issues on Living the Catholic Faith) http://www.nd.edu/~ndethics/inside_page.htm (Notre Dame Centre for Ethics and Culture) Parishes http://www.cccb.ca/english/default_e.htm (List of Dioceses and Parishes) Course Evaluation After the initial offering, evaluation of the course may be carried out through interviews with a sampling of students who have completed the course. Sample questions include:  Did this course meet your expectations? Explain.

 Information Technology in Business – College Preparation  Do you have better ideas of possible careers in this area?  Would you take another course in this area? Why, why not?  Would you recommend the course to other students? Why, why not? OSS Considerations Resources to support anti-discriminatory education, equity/social justice issues, career goals, cooperative education, and community partnerships support many of the Ontario Secondary School Policies.

 Information Technology in Business – College Preparation Coded Expectations, Information Technology in Business, Grade 12, College Preparation, BTX4C

The Electronic Business Environment

Overall Expectations EBV.01 · identify and describe a variety of workplace settings and organizational structures from an information technology perspective; EBV.02 · assess the impact of information technology on business operations such as the growth of e- business, virtual enterprise, data warehousing; EBV.03 · solve problems relating to various network configurations.

Specific Expectations Workplace Settings and Organizational Structures EB1.01 – differentiate between the terms “workplace setting” and “organizational structure”; EB1.02 – compare a variety of workplace settings (e.g., home office, large corporation, cooperative); EB1.03 – compare a variety of organizational structures (e.g., hierarchical and horizontal, decentralized and centralized, department-based and project-based); EB1.04 – describe the software and hardware used in a variety of workplace settings (e.g., health care facility, bank, travel agency); EB1.05 – analyse the ways in which workplace settings and organizational structures have changed as a result of information technology. Business Operations EB2.01 – explain how specific business operations (e.g., human resources, marketing, production, sales) can be affected, positively and negatively, by information technology; EB2.02 – explain business operations terminology related to information technology (e.g., e-business, virtual enterprise, data warehouse); EB2.03 – identify and describe emerging technologies and systems that are used to manage and disseminate information; EB2.04 – forecast trends in conducting business electronically; EB2.05 – present arguments on the social, political, economic, and ethical implications of the use of information technology for individuals and businesses. Network Configurations EB3.01 – explain terminology related to computer networks (e.g., configuration, topology, network); EB3.02 – describe a variety of network topologies (e.g., star, ring, bus, tree); EB3.03 – analyse appropriate equipment arrangements and layouts for specific business situations; EB3.04 – create a plan to map appropriate equipment arrangements using electronic tools (e.g., flowchart software, drawing software, design software); EB3.05 – solve problems related to the use of information technology tools in order to enhance productivity and accessibility in all business functions.

Software Applications and Business Documents

Overall Expectations SBV.01 · create integrated customized documents using appropriate software; SBV.02 · integrate a variety of software applications in the preparation of multipage business documents; SBV.03 · use appropriate electronic financial planning tools for personal and workplace applications.

 Information Technology in Business – College Preparation Specific Expectations Business Document Creation SB1.01 – determine how to produce suitable business documents for particular purposes (e.g., a multimedia document requiring text, flowcharts, images, sound, and tables); SB1.02 – determine the most appropriate software application for creating customized business documents; SB1.03 – create customized business documents (e.g., formatted and integrated documents, original graphics, multimedia documents). Business Report Preparation SB2.01 – select the appropriate integrated software for the preparation of a multipage report; SB2.02 – demonstrate the appropriate use of the software features and functions required for multipage business reports (e.g., headers, footers, footnotes, endnotes, headings, page numbers, cover pages, tables of contents, bibliographies, indexes); SB2.03 – create, electronically, a multipage report that includes a chart, a table, a graph, clip art, and enhanced font styles and designs. Financial Planning SB3.01 – summarize, electronically, the financial planning tools (e.g., currency exchange rate information, mutual fund reports, income statements) available on a global network (e.g., the Internet); SB3.02 – create financial documents (e.g., a bank reconciliation statement, an expense report, a price list, an income statement) using software templates; SB3.03 – demonstrate the appropriate use of software in preparing a three-year personal financial plan.

Electronic Research and Communication

Overall Expectations ERV.01 · solve business problems by using electronic tools; ERV.02 · assess data electronically to solve a specific business problem; ERV.03 · communicate research results electronically.

Specific Expectations Electronic Research ER1.01 – use electronic tools to collect information required to solve a specific business problem (e.g., investment decisions, mortgage rate choices, real estate purchases); ER1.02 – assess collected information in terms of its validity, bias, copyright protection, appropriateness, accuracy, and confidentiality; ER1.03 – demonstrate an understanding of copyright and licensing rules and regulations; ER1.04 – demonstrate an understanding of the importance of classifying research results based upon relevance to the specific problem. Electronic Data Analysis ER2.01 – identify appropriate software used in the business community to analyse primary data; ER2.02 – select an appropriate software tool to analyse the primary data; ER2.03 – analyse, electronically, the primary data collected; ER2.04 – summarize, electronically, the primary data collected and the results of the analysis. Electronic Communication ER3.01 – determine the appropriate type of document needed to communicate specific information (e.g., presentation, abstract, summary); ER3.02 – select appropriate electronic tools (e.g., multimedia, e-mail, web-based communication) to communicate information to a specific audience;

 Information Technology in Business – College Preparation ER3.03 – communicate their research results electronically.

Electronic Project Management and Teamwork

Overall Expectations PMV.01 · manage a multitask team project in an electronic environment; PMV.02 · demonstrate the use of electronic tools to manage a multimedia team project; PMV.03 · create a multimedia production for a virtual enterprise.

Specific Expectations Project Team Management PM1.01 – explain the concept of a project team as it applies to business; PM1.02 – compare effective and ineffective teams and explain how they differ; PM1.03 – describe how businesses resolve employee conflict to enhance productivity; PM1.04 – demonstrate the appropriate use of an electronic tool for evaluating team process and productivity. Electronic Project Team Tools PM2.01 – identify and describe the electronic tools used by business to facilitate project team activities (e.g., e-mail, intranet, newsgroups, software features that enhance joint productivity, fax, video conference); PM2.02 – summarize the appropriate use of electronic tools used by business to manage a multimedia team project; PM2.03 – assess technologies to identify those that will facilitate the attainment of team objectives and productivity; PM2.04 – demonstrate the use of appropriate electronic tools to enhance team productivity. Virtual Enterprise Creation PM3.01 – identify and describe the components of a virtual enterprise; PM3.02 – identify possible external partners that use information technology for virtual enterprise purposes; PM3.03 – create a multimedia product by using appropriate software; PM3.04 – communicate the finished product to an external partner.

Postsecondary Education

Overall Expectations PSV.01 · evaluate postsecondary education programs in information technology; PSV.02 · analyse employment opportunities in the information technology sector; PSV.03 · assess their information technology skills and competencies; PSV.04 · create, electronically, an education plan to take them from secondary school to employment.

Specific Expectations Evaluation of Postsecondary Programs PS1.01 – summarize career areas that require postsecondary education in information technology; PS1.02 – describe the components of postsecondary information technology programs; PS1.03 – analyse continuing education programs related to employment in the information technology sector. Analysis of Employment Opportunities PS2.01 – summarize employment opportunities in the information technology sector that require the successful completion of related postsecondary programs;

 Information Technology in Business – College Preparation PS2.02 – describe specific postsecondary programs that will prepare them for employment in the information technology sector; PS2.03 – forecast, electronically, emerging employment opportunities for information technology graduates. Assessment of Skills and Competencies PS3.01 – analyse their development of information technology skills (e.g., animation skills, graphics skills); PS3.02 – summarize, electronically, their information technology skills (e.g., skills in electronic research and analysis, multimedia presentation, electronic project team management); PS3.03 – demonstrate their information technology skills in samples of their work; PS3.04 – demonstrate an understanding of the importance of keeping records and samples of exemplary work (e.g., electronic financial documents, multimedia programs) in a portfolio that may be required for admission to college programs. Creation of an Education Plan PS4.01 – describe the components of an education plan; PS4.02 – create, electronically, an education plan to gain entry into two or more postsecondary programs related to information technology; PS4.03 – assess the importance of continuing education in the information technology sector.

 Information Technology in Business – College Preparation Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith; CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story; CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures; CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good; CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith) CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship; CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey; CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will; CGE1i -integrates faith with life; CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who CGE2a -listens actively and critically to understand and learn in light of gospel values; CGE2b -reads, understands and uses written materials effectively; CGE2c -presents information and ideas clearly and honestly and with sensitivity to others; CGE2d -writes and speaks fluently one or both of Canada’s official languages; CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; CGE3b -creates, adapts, evaluates new ideas in light of the common good; CGE3c -thinks reflectively and creatively to evaluate situations and solve problems; CGE3d -makes decisions in light of gospel values with an informed moral conscience; CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience; CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 Information Technology in Business – College Preparation A Self-Directed, Responsible, Life Long Learner who CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; CGE4b -demonstrates flexibility and adaptability; CGE4c -takes initiative and demonstrates Christian leadership; CGE4d -responds to, manages and constructively influences change in a discerning manner; CGE4e -sets appropriate goals and priorities in school, work and personal life; CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills; CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities; CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who CGE5a -works effectively as an interdependent team member; CGE5b -thinks critically about the meaning and purpose of work; CGE5c -develops one’s God-given potential and makes a meaningful contribution to society; CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good; CGE5e -respects the rights, responsibilities and contributions of self and others; CGE5f -exercises Christian leadership in the achievement of individual and group goals; CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others; CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who CGE6a -relates to family members in a loving, compassionate and respectful manner; CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended; CGE6c -values and honours the important role of the family in society; CGE6d -values and nurtures opportunities for family prayer; CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who CGE7a -acts morally and legally as a person formed in Catholic traditions; CGE7b -accepts accountability for one’s own actions; CGE7c -seeks and grants forgiveness; CGE7d -promotes the sacredness of life; CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society; CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures; CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society; CGE7h -exercises the rights and responsibilities of Canadian citizenship; CGE7i -respects the environment and uses resources wisely; CGE7j -contributes to the common good.

 Information Technology in Business – College Preparation Unit 2: Teamwork Time: 15 hours

Unit Description In Unit 2, students become familiar with why teams are used so predominantly in business and discover what skills and characteristics facilitate efficient teamwork. They learn the importance of recognizing and resolving conflict in a work environment, work as a team to create shorter and longer business reports based on case study scenarios, and present their reports in an efficient and businesslike manner. In Activity 1, students listen to an article containing many details and answer ten questions based on the story. They record the number of correct answers they received. Students are grouped and, as a team, answer the same ten questions based on the article. The number of correct answers is recorded. Students compare the number of correct responses from each situation and discuss reasons for their results. The benefits of project teams in business situations are discussed, as are roadblocks to group success. Students participate in another team activity, The Obelisk of Zin (Appendix 2.1.1), which promotes communication and cooperation. Students brainstorm why one team was more successful or quicker than another team. The teacher assists by giving observations gathered during the Obelisk activity. Using a word processor, students generate a table of characteristics of effective and ineffective teams. With teacher assistance, the class develops a checklist containing criteria for effective group work that will be used to assess their group activities in the remainder of the unit. In Activity 2, students differentiate between the terms problem, dispute, and conflict. Conflict resolution principles are discussed, as are positive functions of conflict, negative effects of conflict, and common negative responses to conflict. Students participate in an activity designed to promote conflict analysis and resolution. Students are “debriefed” following the activity. Group work is evaluated using the checklist developed in Activity 1. Students describe the importance of resolving employee conflict to enhance business productivity and identify ways to promote effective project teamwork. In Activity 3, students consider the following scenario: “You are a real estate agent. Your clients have $50 000 to put down on a house. They have two school aged children and want a three-bedroom house near a school. They can only afford a mortgage payment of $1200 a month. Shopping on-line, find the nicest house you can in your area and the best mortgage rate currently available. After you have found the best deals, write your client a letter and incorporate a spreadsheet showing the information. Use a picture of the house.” In Activity 4, students, in groups of three to four, research and plan a two-week dream tour package designed to be offered to their tour company’s repeat clientele. Students, in their groups, use appropriate IT tools, e.g., spreadsheets, e-mail, shared directories, etc., to plan their proposals, set timelines and divide responsibilities in order to create their proposed tour packages. Students track their time using time sheets, so that management can compare the actual cost of the development of this project with the projected cost. Each group works effectively using the teamwork concepts taught earlier in this unit. Consensus must be reached in each group regarding the group’s final proposal. Decisions must be consistent with Catholic social principles, specifically, “the dignity of the Human Person” and commitment to the common good. In Activity 5, students choose the appropriate software tools to create a multi-media presentation to highlight their final budget proposals and then present this to the class. The class is encouraged to critically, but sensitively, evaluate the work of their classmates by pointing out strengths and weaknesses of each proposal.

Unit 2 - Page 1  Information Technology in Business – College Preparation Unit Synopsis Chart Activity Learning Expectations Assessment Categories Focus 2.1 PM1.01, PM1.02, PM1.04, ER1.04 Application Introductory CGE3c, CGE4b, CGE4f, CGE5a, CGE5e Thinking/Inquiry Group 2.5 hours Communication Activities 2.2 PMV.01, PM1.03 Application Conflict CGE2a, CGE2c, CGE3b, CGE3c, CGE3d, Thinking/Inquiry Resolution 1.25 hours CGE4a, CGE5e Communication 2.3 ERV.01, SBV.01, ER1.01, SB1.01 Application Individual CGE4b, CGE4f, CGE7d, CGE7e, CGE7i, Thinking/Inquiry Business 1.25 hours CGE7j Knowledge/Understanding Simulation PMV.02, ERV.01, ER1.02, ER1.03, Thinking/Inquiry Group 2.4 PM2.01, PM2.02 Knowledge/Understanding Costing CGE1d, CGE3b, CGE3c, CGE3d, CGE4a, Communication Analysis 5 hours CGE4b, CGE4d, CGE4f, CGE4g, CGE5a, CGE5e ERV.01, SBV.01, PMV.02, ER1.02, Application Multimedia 2.5 ER1.03, PM2.02, SB1.01, SB1.02, SB1.03 Knowledge/Understanding Presentation CGE2c, CGE5g Communication 5 hours Thinking/Inquiry

Activity 2.1: Introductory Group Activities Time: 2.5 hours

Description Groups and individual students listen to an article containing many details and answer ten questions based on the article. They record the number of correct answers they received. Students are then grouped and, as a team, answer the same ten questions based on the article. The number of correct group answers is recorded. Students compare the number of correct responses from each situation and discuss reasons for their results. The benefits of project teams in business situations are discussed, as are roadblocks to group success. Students participate in another team activity, The Obelisk of Zin, which promotes communication and cooperation. Students brainstorm why one team was more successful or quicker than another team. The teacher assists by giving observations gathered during the Obelisk activity. Using a word processor, students generate a table of characteristics of effective and ineffective teams. With teacher assistance, the class develops a checklist containing criteria for effective group work that is used to assess their group activities in the remainder of the unit.

Strand(s) & Learning Expectations Ontario Catholic School Graduate Expectations: CGE3c, CGE4b, CGE4f, CGE5a, CGE5e. Strand(s): Electronic Project Management and Teamwork, Electronic Research and Communication Overall Expectations PMV.01 - manage a multitask team project in an electronic environment. Specific Expectations PM1.01 - explain the concept of a project team as it applies to business; PM1.02 - compare effective and ineffective teams and explain how they differ; PM1.04 - demonstrate the appropriate use of an electronic tool for evaluating team process and productivity;

Unit 2 - Page 2  Information Technology in Business – College Preparation ER1.04 - demonstrate an understanding of the importance of classifying research results based upon relevance to the specific problem.

Planning Notes  Acquire a business IT article with a large number of details for reading to the class and prepare 10 questions to ask the class.  Photocopy and cut up Obelisk of Zin clue sheets so that each clue exists on its own small piece of paper and each group of students has a complete set of clues.  The teacher should go over the clues and understand the problem.

Prior Knowledge & Skills  Knowledge of how to use a word processor to create tables.

Teaching/Learning Strategies The teacher:  reads a short article containing many details and asks students ten short-answer questions based on the article;  groups students into teams and has them answer the same ten questions based on the article. The article is not reread. The group responses are checked and the number of correct group answers is recorded. The students’ individual answers are handed back and each student marks and records the number of correct answers he/she received;  leads a discussion based on the comparison of the number of correct responses from each situation and discusses reasons for the differing results;  leads a discussion on the benefits of project teams in business situations and the roadblocks to group work success;  distributes and explains the purpose of the second team activity called The Obelisk of Zin (Appendix 2.1.1) which promotes communication and cooperation. Students are encouraged to use the knowledge learned in the discussions regarding group work to improve the efficiency of their group;  observes the groups and records any apparent positive and/or negative teamwork traits;  leads a student brainstorming session as to why some teams were more successful or quicker than others. The teacher assists by giving examples through the teacher observations gathered during the Obelisk activity;  instructs students to use a word processor to generate a table of characteristics of effective and ineffective teams. With teacher assistance, the class develops a checklist containing criteria for effective group work that is used to assess their group activities in the remainder of the unit. Students:  listen to the teacher read the article, answer the ten multiple choice questions and submit the answers to the teacher;  work in groups of four to answer the same ten questions. The group answers are checked and recorded;  record and tabulate their original individual answers;  participate in a discussion regarding the value of group or team work and how to reduce the roadblocks to communication and creativity;  participate in the second team activity (Obelisk of Zin) trying to reduce those barriers to creative group work;  create a table of characteristics of an effective team;  assist the teacher in creating a suitable checklist containing criteria for evaluating their group work activity in the remainder of the unit.

Unit 2 - Page 3  Information Technology in Business – College Preparation Assessment & Evaluation of Student Achievement  Diagnostic assessment of students’ ability to create tables through word processor should be done prior to this activity using a checklist developed by the teacher and students.

Accommodations The following are ways in which the activities can meet each student’s individual needs:  provide individual or small group support to students who lack the required background skills.

Activity 2.2: Conflict Resolution Time: 1.25 hours

Description In Activity 2, students differentiate between the terms problem, dispute, and conflict. Students observe a conflict scenario role-play and are “debriefed” following the activity. Conflict resolution principles are discussed, as are positive functions of conflict, negative effects of conflict, and common negative responses to conflict. Student groups participate in an activity designed to promote conflict analysis and resolution. Group work is evaluated using the checklist developed in Activity 1. Student groups report their experiences to the class and participate in compiling a list of rules to resolve conflict and promote effective teamwork.

Strand(s) & Learning Expectations Ontario Catholic School Graduate Expectations: CGE2a, CGE2c, CGE3b, CGE3c, CGE3d, CGE4a, CGE5e. Strand(s): Electronic Project Management and Teamwork Overall Expectations PMV.01 - manage a multitask team project in an electronic environment. Specific Expectations PM1.03 - describe how businesses resolve employee conflict to enhance productivity.

Planning Notes The teacher:  photocopies Appendix 2.2.1 and cuts it up into portions with individual roles;  pre-selects (the period before Activity 2 begins) six students to participate in the introductory role- playing scenario;  gives the six selected students a photocopy of their part of Appendix 2.2.1 with only their role defined;  tells students to stick to their defined roles and not discuss the scenario with each other prior to the next class (maintenance of conflict is encouraged);  photocopies the evaluation sheets to be used during the activity (from Activity 1);  prepare whatever other handouts he/she selects upon from Appendices 2.2.2 and 2.2.3;  photocopy Appendix 2.2.4 and cut up into portions with individual roles;  prepares instructions for the activity.

Teaching/Learning Strategies The teacher:  leads a group discussion to elicit synonyms for “conflict”;  helps students differentiate the terms problem, dispute, and conflict;

Unit 2 - Page 4  Information Technology in Business – College Preparation  reviews school policies about Internet use and policies related to suspensions before the role play  asks pre-selected students to participate in a conflict role-play found in Appendix 2.2.1;  debriefs students following the activity by discussing that there is often no perfect solution and that participants in a conflict must be willing to consider a variety of solutions;  has students determine the roadblocks to resolving the conflict as shown in the role-playing scenario (suggestions found in Appendix 2.2.2);  encourages students to suggest solutions to the conflict (reactions of all parties involved must be considered, discussion of win/lose, lose/lose and win/win situations found in Appendix 2.2.3);  discusses conflict resolution principles, positive functions of conflict, negative effects of conflict, and common negative responses to conflict (see Resources – Tillett, Gregory. Resolving Conflict: A Practical Approach);  divides students into groups of four or five;  presents students with business conflict resolution case study found in Appendix 2.2.4;  directs students to divide up the roles in the group and then participate in the role-play with a view to resolving the conflict;  encourages students to represent his/her assigned character during the role play;  evaluates group work using the checklist developed in Activity 1  directs students to list five rules for resolving conflict that promotes teamwork and in turn helps to enhance business;  leads a class discussion where each group reports on their experiences with conflict and conflict resolution;  encourages students to identify how their Catholic faith can assist them in conflict situations;  synthesizes a list of top ways to address conflict resolution by eliciting each groups response (see Resources for suggestions). Students:  participate in a class discussion to define problem, dispute, and conflict;  watch a conflict situation role-play;  discuss roadblocks to resolving conflicts;  participate in a group activity to identify roadblocks in resolving conflict;  brainstorm solutions to resolving conflicts;  discuss conflict resolution principles, negative effects, and negative responses to conflict;  assume one of the roles in the business conflict scenario;  role-play the conflict scenario and try to reach a win-win resolution to the conflict;  in groups, formulate five rules for conflict resolution;  share their role-playing experiences and their list of five rules with the class.

Assessment & Evaluation of Student Achievement The teacher and students gather assessment information based on the specific expectations, including:  formative assessment of student participation in class discussions based on observation;  formative assessment of student participation in debriefing based on role-playing scenario;  formative assessment of group work skills in the business conflict role-playing scenario (based on rubric developed in Activity 1.

Accommodations The following are ways in which the activities can meet each student’s individual needs:  provide a glossary of conflict resolution terminology with definitions.

Unit 2 - Page 5  Information Technology in Business – College Preparation Resources http://www.crnhq.org/ (The Conflict Resolution Network – Skills, Game, 12 Skill Summary, Fighting Fair Guide) http://www.crinfo.org/ (Search and directory features – extensive lists of links to other CR sites) http://www.teachervision.com/lesson-plans/lesson-3038.html (lesson plans available) http://www.conflictresolver.com/ (set of links to other sites, articles and essays) http://www.ncip.org/Key_Articles.html (links to articles on conflict resolution) Lieber, C. M., L. Lantieri, and T. Roderick. Conflict Resolution in the High School: 36 Lessons. Cambridge, MA: Educators for Social Responsibility, 1998. ISBN 0-942349-07-5 Lieberman, David J. Make Peace With Anyone: Breakthrough Strategies to Quickly End Any Conflict, Feud, or Estrangement. New York: St. Martin’s Press, 2002. ISBN 0312281544 Guidance Teachers at school Peer Mediation Teachers or Coordinators Tillett, Gregory. Resolving Conflict: A Practical Approach, 2nd ed. South Melbourne, Australia: Oxford University Press, 1999. ISBN 0 105511514

Activity 2.3: Individual Business Simulation Time: 1.25 hours

Description In Activity 3, students working in pairs undertake the following assignment: “You are a real estate agent. Your clients have $50 000 to put down on a house. They have two school aged children, want a three- bedroom house near a school, but can only afford a mortgage payment of $1200 a month. Shopping on- line, find the nicest house you can in your area and the best mortgage rate currently available. After you have found the best deals, write a letter replying to your client that incorporates a spreadsheet and includes a picture of the house.”

Strand(s) & Learning Expectations Ontario Catholic School Graduate Expectations: CGE4b, CGE4f. Strand(s): Electronic Research and Communication, Software Applications and Business Documents Overall Expectations ERV.01 - solve business problems by using electronic tools; SBV.01 - create integrated customized documents using appropriate software. Specific Expectations ER1.01 - use electronic tools to collect information required to solve a specific business problem (e.g., investment decisions, mortgage rate choices, real estate purchases); SB1.01 - determine how to produce suitable business documents for particular purposes (e.g., a multimedia document requiring text, flowcharts, images, sound, and tables).

Planning Notes  Make an overhead of the activity.  If Internet access is not available, use a local newspaper.

Prior Knowledge & Skills  Use of the windowed workstation environment and an Internet web browser.  Basic skills in word processing, spreadsheets, and software integration.

Unit 2 - Page 6  Information Technology in Business – College Preparation Teaching/Learning Strategies The teacher:  introduces the activity;  reviews the payment (pmt) function;  reviews and establishes expectations for proper letter writing protocol (letterhead, dateline, salutation, body, complimentary closing, signature line.);  reviews and establishes expectations for the use of formulas in spreadsheet software;  reviews integration of spreadsheets into word processing documents;  discusses requirements of the assignment (appropriate pricing and location of real estate, etc.);  assists students as required. Students:  use the spreadsheet payment function to determine an appropriate cost for the house;  use the Internet to search for a suitable home;  save a picture of the house from the Internet;  create a professional looking letter with proper formatting, integrated spreadsheet, and a graphic;  submit letter to the teacher for individual evaluation.

Assessment & Evaluation of Student Achievement The teacher and students gather assessment information based on the specific expectations, including:  diagnostic assessment of word processing and Internet skills;  summative evaluation of the spread sheet and the letter using the rubric in Appendix 2.3.1.

Accommodations The following are ways in which the activities can meet each student’s individual needs:  provide computer access outside of class time;  provide flexible timelines and allow for support as needed;  modify and expand ideas and existing guidelines with permission for students requiring enrichment.

Resources http://www.MLS.ca (search for houses for sale)

Activity 2.4: Group Costing Analysis Time: 5 hours

Description In Activity 4, student groups of three or four research and plan a two-week dream tour package designed to be offered to their tour company’s repeat clientele. Students, in their groups, use appropriate IT tools, e.g., spreadsheets, e-mail, shared directories, etc., to plan their proposals, set timelines and divide, responsibilities in order to create their proposed tour packages. Students track their time using time sheets so that management can compare the actual cost of the development of this project with the projected cost. Each group works effectively using the teamwork concepts taught earlier in this unit. Consensus must be reached in each group regarding the group’s final proposal. Decisions must be consistent with Catholic social principles, specifically, “the dignity of the human person” and commitment to the common good.

Unit 2 - Page 7  Information Technology in Business – College Preparation Strand(s) & Learning Expectations Ontario Catholic School Graduate Expectations: CGE1d, CGE3b, CGE3c, CGE3d, CGE4a, CGE4b, CGE4d, CGE4f, CGE4g, CGE5a, CGE5e. Strand(s): Electronic Project Management and Teamwork, Electronic Research and Communication Overall Expectations PMV.02 - demonstrate the use of electronic tools to manage a multimedia team project; ERV.01 - solve business problems by using electronic tools. ERV.02 - assess data electronically to solve a specific business problem; ERV.03 - communicate research results electronically. Specific Expectations ER1.01 - use electronic tools to collect information required to solve a specific business problem (e.g., investment decisions, mortgage rate choices, real estate purchases); ER1.02 - assess collected information in terms of its validity, bias, copyright protection, appropriateness, accuracy, and confidentiality; ER1.03 - demonstrate an understanding of copyright and licensing rules and regulations; ER3.02 - select appropriate electronic tools (e.g., multimedia, e-mail, web-based communication) to communicate information to a specific audience; PM1.01 - explain the concept of a project team as it applies to business; PM2.01 - identify and describe the electronic tools used by business to facilitate project team activities (e.g., e-mail, intranet, newsgroups, software features that enhance joint productivity, fax, video conference); PM2.02 - summarize the appropriate use of electronic tools used by business to manage a multimedia team project.

Planning Notes  Hand out or electronically distribute Appendix 2.4.1, Appendix 2.4.2, and Appendix 2.4.3 to each student.  Inform students that in their next activity, student groups are required to: 1) create a multi-page report using an integrated software package that comprehensively describes the itinerary and gives the cost breakdown, and 2) create a multimedia presentation or webpage that includes sound, graphics, and video components. Students store and organize any appropriate resources that are valuable to facilitate these objectives.

Prior Knowledge & Skills  Use of the windowed workstation environment and an Internet web browser.  Knowledge of spreadsheets and spreadsheet formulas and word processing skills.

Teaching/Learning Strategies The teacher:  has students form small groups of three or four people;  distributes and explains students’ assignment and rubric (Appendix 2.4.1 and Appendix 2.4.2) and reminds students to use effective teamwork concepts taught earlier in this unit;  stresses the importance of consensus being reached in each group’s final proposal;  reviews the methods of verifying data, confidentiality and copyright issues associated with researching using the Internet and informs students that they are required to maintain a research log (see Appendix 2.4.5);  discusses how IT tools, e.g., spreadsheets, e-mail, shared directories, etc., help project teams meet their deadlines and objectives;

Unit 2 - Page 8  Information Technology in Business – College Preparation  instructs students on the use and importance of time sheets in a business environment and discusses what variances between actual and projected time allocations mean to a company;  directs students to set timelines and divide responsibilities in order to create their proposed tour packages;  discusses the types of events that would be appropriate and consistent with Catholic social principles;  circulates among the groups providing direction to ensure that students have considered all relevant expenses and are using formulas as much as possible;  ensures students continue to track time spent on activities using time sheets (see Appendix 2.4.4);  guides students through the group peer assessment process (see Appendix 2.4.3);  directs students to hand in spreadsheet information for evaluation. Students:  work as a team to complete project;  set timelines and divide responsibilities within the group;  share ideas, use group consensus for making decisions, and work to meet timelines set;  use Internet for research purposes to investigate various destinations, events, transportation, etc.;  track time spent on tasks using a shared electronic time sheet (see Appendix 2.4.4 for set up);  maintain a shared electronic log of resource sites to facilitate citation under copyright laws (see Appendix 2.4.5);  consolidate all research results and decide on a common pricing package;  hand in spreadsheet costing analysis for evaluation.

Assessment & Evaluation of Student Achievement The teacher and students gather assessment information based on the specific expectations, including:  diagnostic assessment of student knowledge of spreadsheets;  summative evaluation of group members using rubric (Appendix 2.4.2); (an individual evaluation);  peer-assessment of contribution of group members to the project (Appendix 2.4.3) Discuss the criteria with the students as you distribute this appendix;  summative evaluation of costing analysis (Appendix 2.4.6).

Accommodations The following are ways in which the activities can meet each student’s individual needs:  pair students to provide peer support for students with limited software and research skill development;  provide computer access outside of class time;  help students with mathematical difficulties with spreadsheet formulas;  extend the destinations to U.S. or international tours where students requiring enrichment would need to consider exchange rates and other considerations, e.g., passports.

Resources http://www.westjet.ca (Travel providers) http://www.aircanada.ca (Travel providers) http://www.viarail.com (Travel providers) http://www.greyhound.ca (Travel providers) http://www.all-hotels.com/canada/home.htm (Accommodation providers) http://www.ticketmaster.ca (Event providers)

Unit 2 - Page 9  Information Technology in Business – College Preparation Activity 2.5: Multimedia Presentation Time: 5 hours

Description In Activity 5, students choose the appropriate integrated software tools to present the tour proposals created during Activity 4 to the class. Required elements for the proposals are: 1) a multi-page report detailing the daily itinerary to be followed during the tour as well as a detailed cost breakdown, and 2) a multi-media slide presentation or webpage promoting their tour and destinations. Reports are to be professionally formatted, printed, and bound. Each group’s slide presentation or webpage is to be “unveiled” at a mock travel exposition with other students in the class representing the agency’s preferred clients. The class is encouraged to critically, but sensitively give feedback on the work of classmates by pointing out strengths and weaknesses of each proposal.

Strand(s) & Learning Expectations Ontario Catholic School Graduate Expectations: CGE2c, CGE5g. Strand(s): Electronic Research and Communication, Software Applications and Business Documents, Electronic Project Management and Teamwork Overall Expectations ERV.01 - solve business problems by using electronic tools; SBV.01 - create integrated customized documents using appropriate software; PMV.02 - demonstrate the use of electronic tools to manage a multimedia team project. Specific Expectations ER1.02 - assess collected information in terms of its validity, bias, copyright protection, appropriateness, accuracy, and confidentiality; ER1.03 - demonstrate an understanding of copyright and licensing rules and regulations; PM2.02 - summarize the appropriate use of electronic tools used by business to manage a multimedia team project; SB1.01 - determine how to produce suitable business documents for particular purposes (e.g., a multimedia document requiring text, flowcharts, images, sound, and tables); SB1.02 - determine the most appropriate software application for creating customized business documents; SB1.03 - create customized business documents (e.g., formatted and integrated documents, original graphics, multimedia documents).

Prior Knowledge & Skills Students have:  keyboarding skills, experience with the use of a mouse;  knowledge of word processing, spreadsheet, graphics, slide presentation, and webpage programs;  oral presentation skills.

Planning Notes  Draw for order of presentations and ensure availability of appropriate equipment for presentations.  Photocopy Appendix 2.5.1.  Photocopy Appendix 2.5.2 and Appendix 2.5.3 for student use.

Teaching/Learning Strategies The teacher:  directs student groups to create a multi-page report using an integrated software package that comprehensively describes the itinerary and gives the cost breakdown for the proposed tour;

Unit 2 - Page 10  Information Technology in Business – College Preparation  directs students to create and monitors each group’s creation of a multi-media slide presentation or webpage that includes sound, graphics, and video components that will be used at a mock travel exposition;  offers suggestions for improvement of slide presentations or webpages and encourages professional presentation of project work;  reminds students to follow copyright laws discussed in Activity 4;  reviews the rubric criteria with students;  facilitates the printing and binding of group reports;  establishes order of presentations;  makes students aware of multi-media equipment resources available;  explains the process for reserving multi-media resources to each group;  reviews effective oral presentation skills found in Appendix 2.5.2;  plans the travel exposition event, e.g., invitation of other students or staff to view presentations;  ensures presentation process moves along smoothly;  ensures sensitivity of suggestions during presentation critique process;  evaluates presentations;  explains procedures for peer evaluation of group work within individual groups using Appendix 2.5.3. Students:  choose appropriate integrated software and prepare the multi-page report;  professionally print, bind, and hand in their reports (evaluated using Appendix 2.5.1);  reserve multi-media resources for their presentation;  prepare, rehearse, and present a multi-media slide presentation or webpage based on their proposals and destinations;  participate in peer-assessment and sensitive critiquing of other group’s proposals;  participate in peer-assessment within own groups.

Assessment & Evaluation of Student Achievement The teacher and students gather assessment information based on the specific expectations, including:  peer-assessment of group work within individual groups using Appendix 2.5.3;  summative evaluation of multi-page proposals using Appendix 2.5.1;  summative evaluation of oral multi-media presentation.

Accommodations The following are ways in which the activities can meet each student’s individual needs:  provide peer support for students requiring additional assistance with multi-media presentation software;  provide students requiring enrichment opportunities the opportunity to create a flyer or brochure promoting their tour;  allow students requiring enrichment opportunities to use video editing, sound recording, or advanced HTML editing tools, e.g., Flash, Dreamweaver, etc.

Resources Rubrics http://school.discovery.com/schrockguide/assess.html (multiple links to samples of rubrics) http://intranet.cps.k12.il.us/Assessments/?Ideas_and_Rubrics/ideas_and_rubrics.html (Rubric bank available)

Unit 2 - Page 11  Information Technology in Business – College Preparation Presentation Skills http://www.kumc.edu/SAH/OTEd/jradel/Preparing_talks/103.html (tutorial on effective presentations) http://www.presentersonline.com/ (resources and downloads available) http://208.152.64.46/training/ (delivery techniques, message, visual aids discussed) Endicott, Jim and Scott W. Lee. The Presentation Survival Skills Guide. Distinction Publishing, 2001. ISBN 0970672705 Kroehnert, Gary. Basic Presentation Skills. McGraw-Hill, 1999. ISBN 0074706063

Unit 2 - Page 12  Information Technology in Business – College Preparation Appendix 2.1.1

Note to teacher: The purpose of this activity is to observe how effectively students have implemented the teamwork skills discussed and to give students a chance to practise them. Student groups should be encouraged to delineate their respective responsibilities in the group but this may be difficult until they understand the activity. This activity attempts to put all students on a theoretically even plane by using a topic that they have no familiarity with. The foreign nature of the project often makes more evident those poor teamwork characteristics. It is important to record these and any other teamwork observations. All groups are directed to record their impressions of the activity and their perception of the strengths and weaknesses that were exhibited by their group. The Obelisk Of Zin Group Instruction Sheet In the ancient city of Atlantis, a solid rectangular Obelisk, called a Zin, was built in honour of the goddess, Tina. The structure took less than two weeks to complete. The task of your team is to determine on which day of the week the Obelisk was completed. You will be given clues containing information related to the task. You may share this information orally in your groups, but you may not show or give your cards to the other participants.

Note: Remember to use constructive teamwork habits when working on the assignment to make the most effective use of your team members. Obelisk Clues 1. There are five days in an Atlantian Week 2. Green has special religious significance on Mermaidday 3. There are eight gold scales in a gold fin. 4. What is a cubitt? 5. Any time when work is taking place there is a gang of nine people on site. 6. Day Four in the Atlantian week is called Mermaidday 7. There are eight ponks in a schlib. 8. Day Three in the Atlantian week is called Sharkday. 9. Each worker takes rest periods during the working day totalling sixteen ponks. 10. Only one gang is working on the construction of the Zin. 11. Work starts at daybreak on Aquaday. 12. The length of the Zin is fifty feet. 13. No Work takes place on Daydoldrum. 14. The height of the Zin is one hundred feet. 15. Day five in the Atlantian week is called Daydoldrum. 16. Workers each lay 150 blocks per schlib. 17. What is a Zin? 18. Does work take place on Sunday? 19. There are three and one half feet in a megalithic yard. 20. An Atlantian day is divided into schlibs and ponks.

Unit 2 - Page 13  Information Technology in Business – College Preparation Appendix 2.1.1 (Continued)

21. Each block is one cubic foot. 22. The width of the Zin is ten feet. 23. Each gang includes two women. 24. The Zin is built of stone blocks. 25. Day one of the Atlantian week is called Aquaday. 26. The Zin is made of green blocks. 27. One member of each gang has religious duties and does not lay blocks. 28. Day two in the Atlantian week is called Neptimus. 29. The basic measurement of time in Atlantis is a day. 30. The working day has nine schlibs. 31. A cubitt is a cube, all sides of which measure one megalithic yard. 32. Which way up does the Zin stand?

The Obelisk Of Zin (Answers) 1. The dimensions of the Zin indicate that it contained 50 000 cubic feet of stone blocks (50 × 10 × 100) 2. The blocks are one cubic foot each; therefore, 50 000 blocks are required. 3. Each worker works seven schlibs in a day (two schlibs are devoted to rest). 4. Each worker lays 150 blocks per schlib; therefore, each worker lays 1050 blocks per day. (150 × 7) 5. There are eight workers per day; therefore, 8400 blocks are laid per working day. (8 × 1050) 6. Therefore work on the Obelisk would be completed on the sixth day. (50 000 divided by 8400 goes 5 times with 8000 remainder). 7. The five days of the Atlantian Week are:  Aquaday  Neptimus  Sharkday  Mermaidday  Daydoldrum (No work done) 8. Therefore the Obelisk would be finished on... Neptimus

Conflict Resolution Scenario

Character 1 – School Board Superintendent You are the Catholic school board superintendent responsible for computers and technology. The father of a student who is to be suspended has contacted you because he disagrees with the decision to suspend his son/daughter and to remove his/her network privileges for one month. You support the principal’s decision because it is consistent with the school board’s Internet policy that prohibits the use of the Internet for inappropriate activities and because the school’s computer usage policy states that students are responsible for their user identification (ID).

Character 2 – High School Principal You are the principal of a Catholic high school. The computer site administrator approached you with an incident where a student has accessed inappropriate sites and created shortcuts to inappropriate sites that he/she has subsequently made available to other students. In the past, such offences have been seen as a serious breach of protocol and have been dealt with severely to set an example for others and to discourage future occurrences. You question the student who tells you he/she “lent” their user ID to a friend. The student will not divulge the name of the friend. You suspend the student from school for two days. You revoke his/her Internet privileges because he/she is in contravention of the school board’s Internet usage agreement, which was signed by the student and his/her parents. You also suspend the student’s right to use the school computer network for one month.

Character 3 – Computer Site Administrator A teacher approached you with a report that a student made a shortcut to an inappropriate Internet site available to other students. Upon investigation of the origin of the shortcut, you were able to determine the user ID of the student who created the file, the time the shortcut was created and the time the shortcut was made available to other students. You documented this information and sent the evidence to the school’s principal so that appropriate disciplinary action could be taken against the student. You were subsequently told to remove the student’s Internet rights and to remove the student’s school computer access (for one month), which you did.

Character 4 – Mother of Student Your child tells you he/she has been suspended for two days because a friend used his/her school user ID to visit inappropriate sites and to create a shortcut to one of these sites, which the friend then made available to other students. Your child has been suspended for two days for not following the school board’s Internet policy, his/her Internet rights have been terminated, and his/her school computer usage has been suspended for one month. You are concerned that the other student did not receive any consequences. You feel the other student should have been punished, not your child. You feel your child has done nothing wrong, other than being a good friend. In your opinion, this is fundamentally unfair; your child should not be punished, but the other student should.

Unit 2 - Page 15  Information Technology in Business – College Preparation Appendix 2.2.1 (Continued)

Character 5 – Father of Student Your child tells you he/she has been suspended for two days because a friend used his/her school user ID to visit inappropriate sites and to create a shortcut to one of these sites, which the friend then made available to other students. Your child has been suspended for two days for not following the school board’s Internet policy, his/her Internet rights have been terminated, and his/her school computer usage has been suspended for one month. You are concerned that this will affect the status of your child’s college application since it will mean your son/daughter cannot complete work for the computer course in which they are currently enrolled. You feel the suspension is unwarranted as the school cannot “prove” your son/daughter did anything wrong, even though his/her user ID may have. You also feel the revocation of Internet privileges and school computer usage is excessive. This is your child’s first offence and you feel that a warning would have been sufficient.

Character 6 – Student You shared your network password with a “friend” who could not access the school computers. The friend said that since his/her home computer was broken, he/she needed to do some Internet research for a class and needed to type up an essay and print it at school. While logged on with your user ID, your friend created some shortcuts to inappropriate Internet sites. These shortcuts were stored in your user ID and one was made available to other students. A teacher discovered the shortcut and turned the matter over to the computer site administrator who found proof that the shortcut came from your file. The principal called you down to his/her office and questioned you. You refused to “rat” on your friend, but told the principal that it was not your fault that this happened. Upon conclusion of questioning, he/she decided upon the following course of action: you would be suspended for two days because your friend visited inappropriate Internet sites which was a contravention of the school board’s Internet usage agreement, which you and your parents signed. Your Internet privileges were also revoked and you were removed from the school network for a period of one month. You will be unable to complete work for the BTX4C computer course in which you are enrolled, which might result in your not being accepted for the college program you have applied for. You feel this is unfair. Even though you knew it was wrong to “share” your User ID, you were just trying to be a good friend. You do not feel it is necessary to “rat” on your friend and you feel the punishment is excessive.

Roadblocks to Conflict Resolution Antagonizing Blaming Boasting Coercing Commanding Criticizing Delaying Diagnosing Digressing Directing Distracting Diverting Exhorting Fixating Interpreting Interrogating Interrupting Judging Lecturing Moralizing Name-calling One-way solutions Over-analyzing Preaching Probing Put-downs Ridiculing Shaming Stereotyping Suppressing Threatening Withdrawing

Appendix 2.2.3

Three Methods Of Conflict Resolution

1. Win-Lose Strategies  Legitimate Power – “I am the boss” – can reward/punish  Mental or Physical Power – threatening with dismissal  Failure to Respond – give up participating due to prior negative experiences  Majority Rule – Voting (can create a losing side)  Minority Rule – silence = consent or “railroading” an issue

2. Lose-Lose Strategies  Compromise – settling conflict by mutual concessions  Side Payments – bribery to do disagreeable tasks  Neutral Third Party Intervention – (like arbitration – some middle ground chosen)  Rules – used to avoid confrontation

3. Win-Win Strategies (focus on ends or goals)  Consensus – focus on defeating the problem, not each other, avoid voting, trading or averaging, seek facts, accept conflict as helpful

Business Conflict Resolution Scenario

Task: In groups of four or five, students are asked to role-play the following business conflict scenario. Students are encouraged to see all sides of the problem. Students are encouraged to represent his/her assigned character during the role-play. A list of five rules for resolution of conflicts is generated. Conflict Situation: You are participating in a meeting to decide on action against an employee who “gave away” a large amount of fast-food restaurant receipts. Character 1 – Franchise Owner You own the franchise and intend to operate it at a profit. You are extremely upset that one of your employees “accidentally” gave away the nightly deposit (close to $12 000). You expect the employee to repay the amount with interest by working it off. You are also unconvinced that this was an “accidental” occurrence and are considering taking legal action (a civil suit) or asking the police to press charges against the employee. Character 2 – Employee You are an employee of a fast-food restaurant who works the drive-thru window. While working the late shift one evening, you were given the cash deposit (close to $12 000) by the Manager to take to the bank. In order to ward off would-be robbers, the night deposit is placed in one of the franchise’s paper bags rather than in a regular deposit bag that is too easily identifiable. One of the cooks handed you a drive- thru customer’s order while you were getting your coat on to leave. Instead of giving the customer the food, you accidentally gave him/her the bag containing the deposit. You discovered this too late; the customer had already paid in cash, driven off and not returned to complain about their missing food. You reported the loss of the deposit to the manager who immediately called the police. The police were unable to locate the deposit because the information you were able to provide was very vague. You were informed that you needed to attend at meeting the next morning to decide your fate. Character 3 – Union or Employee Representative An employee who works at the drive-thru window of a fast-food restaurant calls you to attend a meeting to support him/her. He/she accidentally gave away the nightly deposit of approximately $12 000. You go to the meeting to assure the employee is supported and not taken advantage of. Character 4 – Manager of the Franchise You gave the nightly deposit bag to the drive-thru employee to take to the bank. In order to ward off would-be robbers, the night deposit is placed in one of the franchise’s paper bags rather than in a regular deposit bag that is too easily identifiable. You returned to your office and shortly thereafter were informed by the employee that he/she “accidentally” gave the deposit bag to a drive-thru customer. You immediately called the police. The employee was very vague about details and the police were not able to locate the drive-thru customer. You have been asked to attend a meeting to decide on action to be taken. Character 5 – Cook (Optional if 5th person is needed) You gave an order to the drive-thru attendant, a friend of yours, to hand to a customer. The employee was putting on his/her coat at the time and you watched them place the order bag on the counter beside several other bags. He/she put on his/her coat, grabbed one of the bags and handed it to the drive-thru customer waiting at the window. You heard the manager call the police and when they arrived you discovered that the attendant had given away the deposit money. You have been asked to attend at meeting to give pertinent information. You are worried about yourself because you are on probation for a minor criminal conviction; you did not share this information with your employer when you were hired and are worried you might lose your job.

Client Response Evaluation

Level 1 Level 2 Level 3 Level 4 Category/Criteria (50-59%) (60-69%) (70-79%) (80-100%) Knowledge/ Understanding - utilizes integrated - demonstrates - demonstrates - demonstrates - demonstrates software effectively limited skills moderate skills considerable skills high degree of to create customized skills documents SBV.01 Thinking/Inquiry - realtor’s report - established - established - established - established meets established requirements requirements met requirements met requirements met requirements met with limited with moderate with considerable with a high degree SB1.01 effectiveness effectiveness effectiveness of effectiveness Communication - letter meets - demonstrates - demonstrates - demonstrates - demonstrates a professional limited moderate considerable high degree of business standards effectiveness in effectiveness in effectiveness in effectiveness in SB1.01 using business using business using business using business communication communication communication communication skills skills skills skills Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Canadian Dream Tour Assignment

You are an employee of a large tour company called Canadian Dream Tours and have been asked to come up with a plan for a two-week tour package that will be offered to preferred clients who have traveled with you before. Obviously, the intent is to give your preferred clients something that they will be interested in and look forward to. Your employer has determined that the proposed package should have the following characteristics.

Length of Trip: two weeks Destination: Canada (two different provinces must be visited) Date of Trip: departure date to occur within the next three months Target Market: identified and defined by each group Pricing: based on single and/or double occupancy

Proposal Requirements and Expectations Daily itinerary for the tour – times included Breakdown of all costs using separate linked spreadsheets for: 1. Transportation – choice of flights, car, train, bus, local travel 2. Different events – concerts, sporting events, theatre, etc., minimum of two events 3. Accommodations – Hotel, etc. 4. Tourist Attraction Admission Fees – based on itinerary Clients should be given an indication of expected additional expenses not included in tour price, e.g., food not included as part of events or accommodations, spending money for souvenirs, tipping, etc.

Students must:  fill out electronic time sheets accurately and on a daily basis;  add to Internet resource log sheets on a daily basis;  cooperate in the division of responsibilities to equitably allocate the workload to each group member;  plan and set appropriate timelines for completion of tasks;  cooperatively schedule formal meetings of the group;  attend and participate in all scheduled group meetings;  meet timelines set in the group meetings.

In the next activity, student groups are required to: 1. create a multi-page report using an integrated software package that comprehensively describes the itinerary and gives the cost breakdown, and 2. create a multimedia presentation or webpage that includes sound, graphics, and video components. Students store and organize any appropriate resources that are valuable to facilitate these objectives.

Teacher Evaluation of Group Members Rubric

Level 1 Level 2 Level 3 Level 4 Category/ Criteria (50-59%) (60-69%) (70-79%) (80-100%) Knowledge/Understanding - uses electronic research tools - to a limited - to some - to a - to a high effectively degree degree considerable degree ERV.01 degree - maintains reference log and - to a limited - to some - to a - to a high time sheets degree degree considerable degree PM2.02 degree PM2.01 Thinking/Inquiry - comprehensively analyses - to a limited - to a moderate - to a - to a high costs degree degree considerable degree ERV.02 degree ER1.01 - to a limited - to some - to a - to a high degree degree considerable degree degree Communication - demonstrates effective project - to a limited - to some - to a - to a high management communication degree degree considerable degree skills degree PM1.01 ERV.03 ER3.02 Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Peer-Assessment of Group Members – a formative assessment

Instructions Write the name of each of your team members in the top row (put your name in as #1). Rate each team member as a percent of total effort for each criterion. The percentages must add up to 100 for each row. Give each team member a rating (level 1, 2, 3 or 4) based on his or her overall contributions to the project. Group ______Member 1 Member 2 Member 3 Member 4 rating rating rating rating Contribution/Research Contributing ideas, doing research Cooperation Enthusiasm, creativity, problem solving skills, working towards team’s goals Technical Skills Keeping time sheet updated and maintaining citation log Leadership Skills and Initiative Keeping group on task, meeting deadlines, using time (in and out of class) Quality of Work Professional, accurate work done Overall Rating (0 to 100)

Appendix 2.4.4

Shared Electronic Time Sheet Date Member Time Description of Activity Oct. 14 Chris R. 30 min. Researched airfare to destination #1 Oct. 14 Jamie T. 45 min. Researched major events during time period at destination #1

Shared Electronic Resource Log

Date Student Name URL Description

Appendix 2.5.1 Multi-Page Proposal Rubric

Level 1 Level 2 Level 3 Level 4 Category/Criteria (50-59%) (60-69%) (70-79%) (80-100%) Knowledge/Understanding - cites and acknowledges - to a limited - to some - to a moderate - to a high resources used degree degree degree degree

Communication - organizes information in a - demonstrates - demonstrates - demonstrates - demonstrates logical sequence limited some considerable strong organization organization organization organization - communicates ideas in a - to a limited - to some - to a moderate - to a high clear, concise, accurate, and degree degree degree degree businesslike manner Thinking/Inquiry - depth and quality of - limited and - some breadth - considerable - insightful and information superficial and depth in depth and thorough information information breadth in breadth and information depth in information - selects information that is - selects - selects - selects - selects valid, unbiased, appropriate, information information information information and accurate with limited with some with with strong appropriateness appropriateness considerable appropriateness appropriateness Application - demonstrates proficient use - demonstrates - demonstrates - demonstrates - demonstrates of integrated software tools limited some considerable a high degree to create customized proficiency to proficiency to proficiency to of proficiency documents create create create to create customized customized customized customized documents documents documents documents Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Oral Presentation Skills Checklist Yes No Ideas and Content: Organization: Are my ideas logically sequenced? Is there a focus to the ideas? Are ideas related to each other? (transitions) Depth (Support & Elaboration): Do I know my subject well? Is the information accurate? Have I included good reasoning, clarification, and documentation? Adaptation to Audience: Do I choose appropriate words? Oral Skills: Oral Expression: Do I pronounce my words clearly? Do I speak loud enough to be heard clearly at the back of the room? Do I avoid speaking too slowly or too quickly? Is my tone enthusiastic? Physical Expression: Do I make eye contact with the audience and speak directly to them? Do I stand up straight and avoid fidgeting while presenting? Technical: Use of Program Elements: Is the multi-media used in creative or effective ways? Technical Problems: Does the presentation run without “glitches”? Choice of Components: Do all elements (animation, links, graphics, sound, etc.) contribute to the presentation? Readability: Is the text clear and concise? Layout (or screen design): Does the layout enhance the message rather than distract from it? Integration of Components (Overall Effect): Is the presentation free of spelling/grammar errors? Is the presentation interesting to others? Is the overall quality of the presentation the best I can make it?

Peer-Assessment of Group Work – a formative tool Instructions: Write the name of each of your team members in the top row (put your name in as #1). Rate each team member as a percent of total effort for each criterion. The percentages must add up to 100 for each row. Give each team member a rating (level 1-4) based on his or her overall contributions to the project. Group ______

Member 1 Member 2 Member 3 Member 4 Member 5 rating rating rating rating rating Contribution to Group Effort Equitable contribution of ideas, talents, and time Cooperation Enthusiasm, creativity, problem solving skills, working towards team’s goals Technical Skills Creating the presentation Organizational Skills and Initiative Keeping group on task, meeting deadlines, use of time (in and out of class) Quality of Work Professional, accurate work done Overall Rating

Unit 2 - Page 25  Information Technology in Business – College Preparation