IT Preparatory Curriculum

1. IT Preparatory Curriculum

2. Module Content • The curriculum consists of 20 modules. • The modules are sequenced to address the most commonly used IT skills at the beginning. • IT skills requiring more computer experience are covered in later modules.

3. Module Format • Each module consists of an introductory section and a set of lesson plans.

4. Module Introduction includes: • Learner Program Outcomes • Prerequisites • Estimated Total Class Time • Outside Reading and Other Resources • Module Overview • Lesson Titles

5. Learner Outcomes • These are the goals of the module. • Throughout the module students participate in learning experiences designed to accomplish the identified skills or content.

6. Prerequisites • Some modules may be used out of sequence. • This section identifies the information or previous modules necessary for success. • There are special notes to instructors about the planning time required to prepare for teaching the module.

7. Total Class Time • An approximate time is suggested for each module. • Classes are based on a two-hour session. However, instructors must decide how much time their class needs to accomplish the educational goals.

8. Outside Readings and Other Resources • A variety of materials is listed that can be used both inside and outside of the classroom. • Instructors and students can broaden their exposure to events outside the classroom and tie lessons to the real world.

9. Module Overview • A one-page overview is provided on the second page of every module and describes the lesson contents. • This page is designed as a handout for students that introduces the lesson topics to them. • Please read this before teaching!

10. Lesson Plan Titles • Each topic is listed by title for planning purposes.

11. Lesson Plans include: • 12 sections that prepare the instructor to use the curriculum. • Step-by-step handouts for students • Suggestions for required equipment and software

12. Lesson Overview • The overview introduces student activities.

13. Students Will Demonstrate the Ability to -- • Specific competencies that students are expected to demonstrate after completion of this lesson are listed here. • Each competency is also designated with codes referring to the Technical or Foundation Components and Employability Skills to which it relates. • A summary of the codes used is provided at the beginning of the book.

14. Prerequisites • Any previous lessons or other experience essential to successfully learning the current lesson is identified.

15. Content Required • A brief outline of the material taught during this lesson is provided.

16. Resources • Specific references that enhance understanding of lesson content are listed. • Instructors are also directed to the Internet Resources list for web sites featuring the most current information.

17. Materials andEquipment Checklists • Items required to conduct learning activities including previous student work are listed. • Many of the lessons include activity sheets or content notes for the students. They are flagged in the upper left corner with their module file name (JMODx-x-x). • Instructors may need to review and customize these materials because of variations in software availability, information, and product updates.

18. Teaching Strategy • The strategy is designed as a script for the instructor to follow during the class. • It lists sequenced activities and discussion material or questions for the lesson. • The strategies are designed to guide rather than dictate. Instructors are encouraged to modify these activities based on the abilities or special requirements of their classes.

19. Teaching Strategy, cont. • Sample handouts using a fictitious company, the International Recording Company (IRCO), are often provided to demonstrate how realistic learning experiences can be simulated. • A company profile of IRCO and its corporate staff is provided on the next slide.

20. FACTSaboutInternational Recording Company(IRCO) International Recording Company, better known for its recording label of IRCO, was founded in 1990 by its President and Creative Director, Jordan Ono. Located in the heart of downtown, IRCO caters to many regional and national musicians with a full range of music types from classical to grunge. Recording artists praise IRCO for its high ethics and the great service it provides the music industry. Branch offices are now located in several cities in the United States and overseas. With fewer than 100 employees worldwide, IRCO operates much like any small company – meaning everyone wears many different hats and gets the opportunity to participate in a variety of activities. Some of the many departments at IRCO are: Administrative/Personnel, Sales and Marketing Research, Recording and Production, Customer Service, Graphics and Design, Quality Control, Inventory Management, and Shipping/Receiving.

21. HOT Activities • Higher Order Thinking (HOT) activities provide additional strategies essential to acquire all of the learning competencies. • HOT activities and teaching strategies address knowledge content, skills, and practice in analysis, synthesis and evaluation processes. Instructors may enhance or modify these activities during class.

22. Assessment Methods • A range of assessment methods based on practices typical in the IT industry is provided. • The overview of each module defines the deliverables to be produced by the students for their portfolios. • Assessments address competencies, deliverables, and other behaviors or habits that students need to be effective in any work environment.

23. Instructor evaluation and Comments for improvement • This space is provided for the instructors to make personal notes about the changes or suggestions they would like to make to the plan.

24. Flexibility of the Modules • The IT Preparatory Curriculum is designed to provide instructors with the greatest flexibility using the skill standards-based lessons. • The modularity of the format also allows the instructor to pick and choose lessons from the modules to create an accelerated course in Information Technology that could be accomplished during the first 60 days of student enrollment.

25. Module Sequence

26. Module 1 • Module 1 introduces students quickly to the potential of Information Technology and provides immediate hands-on experience with the computer. • It covers the very basics of computer use along with an introduction to the Internet, e-mail use, word processing, and Windows. • Some of the lessons in Module 1 are repeated in subsequent modules as the skills and information are re-emphasized and explored further.

27. Modules 2 - 8 • These lessons focus on word processing, spreadsheet, database and presentation software skills. • The modules were grouped to be appropriate especially in a Business/Clerical or MS Office classroom.

28. Module 9 • This module covers career planning and job search preparation and may be used sequentially or concurrently with any of the other modules.

29. Modules 10 - 12 • These modules cover the multimedia topics of graphics, web design, and advanced presentation software techniques. • They are grouped together for continuity but may be used individually or in conjunction with other modules.

30. Modules 13, 14, 15, 17, & 18 • Modules 13 – 15 emphasize computer hardware installation skills. • Modules 17 and 18 emphasize software installation skills.

31. Modules 16 and 19 • Modules 16 and 19 are more advanced, addressing networking and programming concepts respectively.

32. Module 20 • The last module provides lessons that allow students to use software, hardware, and networking skills during the completion of a project.

33. Adapting the Modules • The twenty modules were designed to provide 320 hours of instructional activities. • An accelerated version is described the the next slides

34. Example of Modified Curriculum • Modules 1 and 9 are used as the foundation. • Hardware and software installation/configuration lessons from Modules 13, 14, and 17 would be incorporated to the extent of student abilities and previous computer experience. • Additional lessons that practice the use of software application features are pulled from the Business/Clerical Modules 2 – 4 depending on available class time.

35. Modified Curriculum Modules in gray represent accelerated version.

36. Other Variations • Depending on classroom resources and student interests, these modules can be sequenced in a number of different ways. • Any method chosen will still result in an effective and instructionally sound introductory course about Information Technology for all students.

37. Job Corps Adaptation • www.jccdrc.org provides centralized support for IT career development at Job Corps Centers nationwide • Resources to support use of IT curriculum developed by NWCET

38. Interdisciplinary Integration • The modules can be easily integrated into many academic classes. • Word Processing is an important tool that can be used in all classes. • Programming could be incorporated into English classes, Spreadsheets in Math, Databases in Social Studies, etc….

39. Integration With Certification • Most vendor certifications …….. • are not designed for preparatory students • do not cater for deficiencies in language • assume basic skills • assume workplace familiarity • do not assess employability skills • are designed to advance those already working in the field

40. Putting It Together • Foundation skills • Workplace competencies • Technical skills • Employability and process skills • Foundation for vendor programs • Foundation for community or technical college programs