Communications and Explorations

Module 2: Computers and Information Technology (core)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

outline the scientific and technological developments of the computer and telecommunications networks
describe the interaction of science and technology in the development of information technology
describe and apply the process of obtaining information (identifying the information needed and where it can be obtained, searching and retrieving the information, assessing it, integrating it, presenting it)
identify the basic components and operating principles of the computer
access and use various information sources via a lan or wan
describe how the computer has altered work in various work environments
describe the impact of information technology on various daily activities and suggest possible future trends
list products and opportunities made possible by the development of the computer and suggest possible future trends
describe the impact of networks on global issues and changes in worldwide communication
analyse the impact of information technology on personal lifestyles and societal values

Suggested Instructional Strategies

Use videos to present the scientific and technological developments that have contributed to the development and improvement of the computer over the past 50 years. Have students create a mural and timeline.
Invite a guest speaker from a computer related field to present an overview of recent changes in computers, networks, and software. The speaker might also discuss areas of potential employment and the requirements for training and education. Have students summarize the presentation for inclusion in their portfolios.
Have groups of students conduct computer assisted research into the scientific principles behind the microprocessor or fibre optics or networks.
Have students examine an old computer to see how it works. Then have students choose one component and report on its development and changes over time.
Introduce the concept of networks (LAN, WAN). Have students brainstorm the benefits and problems of electronic networks as a means of sharing information and ideas.
Provide students with a list of workplaces to consider. After developing interview questions and appropriate methodology, have students interview employees and managers to explore the ways in which computers have altered employment and work skills and the products and processes of work.
Have students explore the ways in which computer technologies have improved the daily lives of people with disabilities.
Have students explore new technologies made possible by the computer, such as artificial intelligence, robotics, and virtual reality.
Have students investigate societal issues generated by computers. (e.g., privacy, demise of personal identity and social contact, access to information). Have students focus on what these things mean to them personally. Have students work in small groups to identify, research, and discuss an issue. Then have them present their reports to the class.

Suggested Assessment Strategies

Involve students in creating questions for a quiz about the historical and scientific aspects of computer networks.
Before students make group presentations, work with them to develop criteria for assessment.
Observe students' involvement in discussion and group work.
If students are using computers, assess the products they create (e.g., using word processing, a database, desktop publishing, a spreadsheet, and graphic software) as part of other activities in the course.
If students are communicating online, assess their ability to identify information sources and to search, locate, sort, and synthesize information.
Assess class presentations for thoroughness, accuracy, and other qualities.
Have conferences with students about portfolio items, such as summaries of presentations and articles that they have reviewed and summarized.
Students' reports on the effects of computers and information technology in work settings may be assessed for the itemization of computerized tools used in the setting, the impact of each tool, the description of science, as well as grammar, spelling, and organization.
Students' reports on the impact of computers and information technology may be assessed for the number of issues identified, the affected groups that students identify, students' proposed solutions to the problems or issues raised, and their assessment of the final solution.

Recommended Learning Resources

Video

Print

Software

Telecommunication Module Software

Table of Contents

Maintained by: Science and Technology Coordinator

Revised: January 27, 1999

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