I imcrsin of MtH'rtal.ihrarj m llll f^BM. ,.-..- 1620 1675 1164 £J fcpVp****™ U» IPS fllffttottMr- .ttin. -a tftvun PVWK •rite I 1*?* OK! r'St ' * a "« *?$****& ; $2 Pfv '* w9WP -1ft**"£** [^•ttlraftw"^ l^WIJMln' fWfl&t' iw 5|™-.'-p^1*'?-*WfrHiS?>: *^ IPSE VZSfclZlffr1 I apttf m SMlf AN 2002 r^#Vi*I§i CURRGDHTJH .» . 2002 CTS AMENDMENTS to the Information Processing Guide to Standards and Implementation Summary ofCurriculum Changes • Prerequisite requirements have been • New Courses: removed from: - INF1210 Computer Science 1 - INF2030 Keyboarding 2 - INF2210 Computer Science 2 - INF2040 Keyboarding 3 - INF3210 Computer Science 3 - INF3030 Keyboarding 4 - INF2220 Object-oriented Programming 1 - INF3040 Keyboarding 5 - INF3220 Object-oriented Programming 2 - INF3050 Keyboarding 6 - INF3230 Dynamic Data Structures 1 - INF3240 Dynamic Data Structures 2 • Effective September 2002, Section 1 has been removed from all CTS strands and replaced with a general information page. Section B 1. Remove pages B.1-B.4 (1997) and replace with new pages B.1-B.4 (Revised 2002). 2. Remove pages B.5-B.8 (1999) and replace with new pages B.5-B.10 (Revised 2002). Section D 1. Remove pages D.1-D.2 (1997) and replace with new pages D.1-D.2 (Revised 2002). 2. Remove pages D.41-D.42 (Revised 1999) and replace with new pages D.41-D.42 (Revised 2002). 3. Add new pages D.45-D.50 (2002). Section E 1. Remove pages E.1-E.2 (1997) and replace with new pages E.1-E.2 (Revised 2002). 2. Remove pages E.9-E.10 (1997) and replace with new pages E.9-E.10 (Revised 2002). 3. Remove pages E.13-E.14 (1997) and replace with new pages E.13-E.14 (Revised 2002). 4. Add new pages E.97-E.108 (2002). Section F 1. Remove pages F.1-F.2 (1997) and replace with new pages F.1-F.2 (Revised 2002). 2. Remove pages F.13-F.14 (1997) and replace with new pages F.13-F.14 (Revised 2002). 3. Remove pages F.17-F.18 (1997) and replace with new pages F.17-F.18 (Revised 2002). 4. Remove pages F.21-F.22 (1997) and replace with new pages F.21-F.22 (Revised 2002). 5. Add new pages F.87-F.106 (2002). Section G 1 Remove pages G.3-G.4 (1997) and replace with new pages G.3-G.4 (Revised 2002). 2. Add new pages G.59-G.80 (2002). Section I 1. Remove Section I (Revised 2000) and replace with new page 1.1 (Revised 2002). INFORMATION PROCESSING STRAND RATIONALE AND PHILOSOPHY B. Information Processing, a strand in Career and • an understanding ofthe systems that relate in Technology Studies, represents the study of whole or in part to the management of electronic technologies as they apply to personal information use and the business environment. • an understanding of the ethical and societal As we move more rapidly into the information issues concerning technological development age, it is crucial that students are able to use and its impact on society electronic technologies to access and manipulate information in an efficient manner. Accurate, • technological skills and knowledge designed timely information is the basis for sound decision forpersonal use making and effective communication. • technological skills and knowledge that As students build confidence in their transferto othercurriculum areas understanding of the various information processing tools and procedures, they will be able • technological skills and knowledge required to transfer their knowledge and skill to a wide forthe world ofwork. range ofcontexts. They will also be better able to adapt to the continual changes caused by the Students will learn to input, process and output evolving technologies. information inthe following areas: To understand the shift from the industrialsociety system operations toward the information age, it is important that a student understands the significance ofthe current text/data input technological development, of how technology productivity software affects an individual's daily life and ofthe impact that technology has on the world ofwork. Within applied processing this perspective, Information Processing provides dynamic environment for the development of: programming (procedure-oriented and object- • a meaningful study oftechnological trends oriented) computer science. Strand Rationale and Philosophy CTS, Information Processing/B.1 ©Alberta Learning,Alberta,Canada (Revised 2002) UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA B.2/ Information Processing, CTS ©AlbertaLearning,Alberta,Canada STRAND ORGANIZATION The developmental model indicates the relationship In the intermediate level courses, students are of what the students learn (as described in the expected to work more independently and expand themes), how these learnings are emphasized within and refine basic skills in a wide range of the courses (as described in the integrating applications. concepts) and how students will apply these learnings (as described in the learning contexts). At the advanced level, students use initiative to efficiently integrate applications and processes to LEVELS produce high quality work to workplace standards. Students working on courses at the introductory level develop basic techniques and skills which, while primarily for personal use, also form the foundation for the development of more professional applications. INTEGRATING CONCEPTS LEARNING CONTEXTS THEMES Strand Organization CTS, Information Processing /B.3 ©AlbertaLearning,Alberta,Canada (Revised 2002) THEMES The Computer Science theme provides opportunities for students to develop skills in a The themes provide learning experiences that link high growth career area ofthe emerging economy. knowledge, skills and attitudes with real-life Courses within this theme address a need situations. Courses are organized into seven identified by business/industry and post-secondary themes: institutes for: • system operations • more senior high school students to have • textdata input access to training in computer science • productivity software • more consistent standards for literacy in • applied processing computer science • dynamic environment • smoother transitions from secondary to • programming post-secondary education. • computerscience. INTEGRATING CONCEPTS The courses in the System Operations theme help students efficiently use and assess computer Integrated within each of the Information hardware and related software and peripherals, Processing courses is the expectation that students and understand and apply various communication will identify and resolve problems efficiently by protocols. using effective decision-making skills. Students apply these problem-solving/decision-making In the Text/Data Input themes, students develop skills as they determine the most effective and efficient keyboarding competencies for both efficient processes to use to input, process and personal use and professional skill levels. output information. In Productivity Software courses, students learn LEARNING CONTEXTS the commands and processes of the key productivity software packages used in personal and professional applications, including word Learning contexts help students relate their processing, spreadsheet, database, graphics and learning to real-life experiences and challenges. electronic/desktop publishing. Students expand In courses at the introductory level, these their ability to use these software applications in challenges are mo—st frequently in a context typical other CTS strands such as Communication in daily living within the home, school or Technology, or in other courses such as English community. As the student progresses through the language arts, mathematics. intermediate and advanced levels, the challenges and related expectations for performance involve The Applied Processing theme is designed to contexts that relate to the workplace. increase students' level of productivity as they produce a variety ofdocuments that integrate text, With the ever-increasing power of information data and graphics applications. technologies, all of these applications can be applied both at the local and global level. The In the Dynamic Environment theme, students competencies students develop in Information work with software that links various media and Processing will also support students as they processes in new and unique ways to manage and continue their education in post-secondary or communicate information. other further education opportunities. The Programming theme provides an opportunity for students to develop high-level, structured programming skills, using either procedure- oriented or object-oriented processes. B.4/ Information Processing, CTS Strand Organization (Revised 2002) ©Alberta Learning,Alberta,Canada SCOPE AND SEQUENCE INTRODUCTORY INTERMEDIATE ADVANCED THEME ComputerOperations1 WorkstationOperations Hardware/SoftwareAnalysis INF1010 INF2010 INF30I0 System Operations l^ocalAreaNetworks Telecommunications Telecommunications2* INF21V0 INF31S0 Keyboarding 1 Keyboarding2 Keyboarding4 INF1020 INF2030 INF3030 Keyboarding3 Keyboarding5 Text/Data Input 1NF2040 Keyboarding6 1NF3050 WordProcessing 1 WordProcessing2* WordProcessing3* INFJ030 1NF20S0 INF30M) GraphicsTools ElectronicPublishing 1* ElectronicPublishing2 Productivity INF1040 INF2060 INF3070 Software Database 1 Database2 InformationManagementTools INF10S0 INF207O INF30XO SpreadsheetI Spreadsheet2 INF1060 INF20S0 HypermediaTools MultimediaAuthoring1 MultimediaAuthoring2 INF1070 INF2130 INF3I30 Correspondence Specialization INF20W INF3100 Reports' Specialization2* INF2I0O INF3110 Applied Processing Tables/Forms* SoftwareIntegration2 INF2I10 INF3120 SoftwareIntegration 1* SoftwareIntegration3* 1NF2120 INF30VO InformationHighway InformationHighway2 InformationHighway3 INF1090 I.\F2200 1NF3J90 Dynamic InternetServices Environment I.KF3200 ProcessControl* ExpertSystems' INF2140 INF3140 Prerequisite Recommendedsequence Courseprovidesastrongfoundationforfurtherlearninginthisstrand. * Refertospecificcoursesforadditionalprerequisites. Scope and Sequence CTS, Information Processing/B.5 «:Alberta Learning,Alberta,Canada (Revised 2002) SCOPE AND SEQUENCE (continued) INTRODUCTORY INTERMEDIATE ADVANCED THEME Progranuiung 1 Programming2 --]_ INFIOM INF2/50 _, | Programming3 -1 ProgrammingApplication l 1NF2I6I) 1NFJJ5Q 1 I Programming4 ProgrammingApplication2 -H INF2I70 INFJ16I) I I Programming5 -- ProgrammingApplication3 INF21HI) INF3170 Programming Object-oriented Object-orientedProgramming2 Programming 1 INF2220 INF3220 * DynamicDataStructures l INF3230 I DynamicDataStructures2 ComputerScience i ComputerScience2 ComputerScience3 Computer INFI2J0 INF22J0 1NF3210 Science Prerequisite Recommendedsequence * Refertospecificcoursesforadditionalprerequisites. B.6/ Information Processing, CTS Scope and Sequence (Revised 2002) ©Alberta Learning,Alberta,Canada COURSE DESCRIPTIONS Course INF1090: Information Highway 1 Students develop personal use Internet skills for Course INF1010: Computer Operations accessing and communicating data and Students develop personal use skills basic to all information, with particular emphasis on the courses in the Information Processing strand in the world wide web and email. following applications: file management, basic hardware and software operations, text entry and Course INF1210: Computer Science 1 workstation routines. Students are introduced to the nature, approaches and areas of interest of computer science and its Course INF1020: Keyboarding 1 relationship to areas, such as computer Students develop accurate touch keystroking of engineering and information technology. Students text and data appropriate to personal use and the explore concepts associated with hardware, application ofefficient workstation procedures. software and processes at an introductory level. There is an emphasis on sequential and structured Course INF1030: Word Processing 1 programming approaches. Students develop skill in using basic commands and functions in word processing software, Course 1NF2010: Workstation Operations including document editing, and the formatting Students learn computer workstation operations, and printing ofreports, correspondence and tables including computer architecture, peripherals, suitable forpersonal use applications. configurations, operating system environments and platforms, utility software, diagnostic and Course INF1040: Graphics Tools protection software, hard drive file updating and Students learn the basic commands and functions maintenance, support resource application and of computer graphics software, including troubleshooting activities. bitmapped graphics (paint program) and vector graphics (draw program). Students also develop Course 1NF2030: Keyboarding2 basic skills in manipulating existing graphics, as Students enhance their personal use keyboarding well as in producingtheirown graphics. competencies by increasing the rate of accurate touch keystroking of the alphabetic, numeric and Course INF1050: Database 1 selected punctuation keys. Students are introduced to the basic commands and functions of database software, and Course INF2040: Keyboarding3 demonstrate how this software can be used as a Students enhance their keyboarding competencies, personal tool in data and information by increasing the rate of accurate touch management. keystroking of alphabetic, numeric and all punctuation keys to support personal use and Course INF1060: Spreadsheet 1 limited, entry-level, workplace opportunities. Students have an opportunity to use basic functions and commands in spreadsheet software Course INF2050: Word Processing 2 for general data manipulation and personal record Students expand their skills in using word keeping. processing software commands and functions to produce mailable reports and correspondence, Course INF1070: Hypermedia Tools including letters, memorandums and tables, all Students develop basic skills with tools used for fromrough draft copy. computerized presentations involving text, data, graphics, sound and animation. Course INF2060: Electronic Publishing 1 Students develop skill, using electronic/desktop Course INF1080: Programming 1 publishing software to create a variety ofcamera- Students are introduced to computer programming ready documents. languages and a structured programming environment, and they construct algorithms and Course 1NF2070: Database 2 code instructions to solve identified problems. Students use all the commands and functions of electronic database software that support effective and efficientdatabase applications. Course Descriptions CTS, Information Processing /B.7 ©AlbertaLearning,Alberta,Canada (Revised 2002)