Course Overview

Communications Technology-Interactive New Media

Code: TGJ4M

Grade: 12

Destination: College/University

Policy Document: The Ontario Curriculum, Grades 11 and 12, Technological Education, 2009.

Course DescriptionThis course enables students to further develop media knowledge and skills while designing and

producing projects in the areas of live, recorded, and graphic communications. Students will further their

knowledge of TV, video, and movie production, audio production, print and graphic communications,

photography, digital imaging, broadcast journalism, and interactive new media. Students will also expand

their awareness of environmental and societal issues relating to communications technology, and will

investigate career opportunities and challenges in a rapidly changing technological environment.

Core Content: Communication Model and Systems, Illustration Techniques, Layout Design, Animated Logo Design,

Digital Imaging, The Environment and Social Responsibility studies, Professional Practice & Career

Studies.

Course NotesA daily log or journal is a useful tool for students to practice their technical writing. It is a useful place to

enclose sketches, brainstorming ideas and photographs of project work in varying stages of completion.

Students learn to problem solve through careful analysis, co-operation, and communication. The student-

centered, activity-based mode of delivery allows students to:

•develop individual and group skills;

•develop time management skills;

•design and follow an organizational plan with a level of commitment and effort required to complete a

task;

•develop the ability to monitor one’s own progress using a variety of record keeping and tracking

procedures (logs, journals, and project portfolios).

Each unit allows students to focus on specific career options and provide insight into the skills required

for related professions. A number of teaching/learning strategies employed in the classroom allow for

career orientation; e.g., job shadowing, computer career and education research, field trips, and guest

speakers.

Fostering InclusivenessThis profile describes activities in which all students, including identified and multiple exceptionality

students will be ale to participate in a meaningful way and meet education

curriculum standards that ensure student success. Students are expected to act within the confines

of safety and school guidelines while undertaking the TGj4M course. Students and teachers alike

are expected to demonstrate respect for one another, regardless of race, ethnicity, gender, religion,

age or ability. Students who require accommodations will be provided with the necessary

accommodations to ensure their success.

Assessment and Evaluation

Term work -70% of Final GradeKnowledge and Understanding -10% Thinking and Inquiry-10% Application-35%

Communication-15%

(Final Assessment (Culminating Project and exam)Students will create a portfolio of their summative work in addition to a written final exam

The final percentage grade will be derived as follows: Term work (70%)-This will represent the students most consistent level of achievement with

special consideration given to more recent evidence. Final Assessment (30%)-This will be based on a culminating project, and or written exam or

other method of assessment suitable to the course content and expectations

Overall Expectations of each Strand: By the end of this course, students will:

Communications Technology Fundamentals Demonstrates an understanding of advanced concepts, techniques, and skills required to

produce a range of communications media products and services.

Describes different types of equipment and software and explain how they are used in creating

communications media products.

Demonstrate an understanding of technical terminology, scientific concepts, and mathematical

concepts used in communications technology, apply them to the creation of media products.

Demonstrate an understanding of apply the interpersonal and communications skills necessary

to work in a team environment.

Communications Technology Skills Apply project management techniques to the planning and development of

communications media projects

Apply a design process or other problem-solving processes or strategies to meet a range of

challenges in communications technology

Create products or productions that demonstrate competence in the application of creative

technical skills and incorporate current and evolving standards, processes, formats, and

technologies.

Technology, the Environment and Society Analyse the environmental impact of recent advances in communications technology, and

describe ways of reducing harmful effects

Demonstrate an understanding of the effects of communications technology and media

activities on society and cultural diversity.

Professional Practice and Career opportunities

Demonstrate an understanding of and apply safe work practices when communications technology

tasks:

Demonstrate an understanding of and adhere to legal requirements and ethical practices relating to

the communications technology industry

Demonstrate an understanding of career opportunities and career development in a rapidly

changing technological environment, and maintain a portfolio of their work as evidence of their

qualifications for future education and employment.

Learning Skills:

In addition to the specific skills that are developed throughout the course, students learn:

Responsibility

Organization

Independent work

Collaboration

Initiative

Self-regulation

use equipment and software in a safe an thoughtful manner;

understand the fundamentals of graphic design, photography, videography Adobe CS6

work individually and in groups to fulfill projects requirements;

Learn career paths in the communications sector;

Meet project deadlines to encourage time management skill

Student Responsibilities and Expectations:

Safe and Appropriate Use of Equipment and FacilitiesAll students will follow the general classroom guidelines. These rules are based on respect and

classroom behaviour that is expected by the teacher and the students.

Equipment RequirementsThe units in this course profile rely upon the availability of a wide range of computer software, still and

video cameras and printing facilities. The chart on the next page provides an overview of the equipment,

resources and facilities required in each unit.

Equipment and Facilities

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7

Category : Safety

First Aid Kit X X X X X X X

WHMIS Binder X X X X X X X

Category: Printing Facilities

Printers X X X X X

Paper Cutters X X X X X

Category: Cameras

Still Cameras X X X X X X X

Video Cameras X X

Category: Computers

28 desktop computers in graphics

lab

X X X X X X X

12 desktop computers in video lab X X X

Category: Stationary

Equipment

Green screen in video lab X X X X X

Green screen in graphics lab X X X X X

Lighting bar in video and graphics lab X X X X X

Category: Portable Equipment X X

Paper cutter X X X

Laminator machine X X X

11x17 scanner X X X X X

Light table X X X X

Audio mixers X X X X

Tripods X X X X

Lights X X X X

Props and costumes X X X X

Unit 1 Introduction to Interactive New Media, Safety and Adobe InDesign 20 hours

Unit 2 Digital Portfolio Development 20 hours

Unit 3 Video Productions, Online Tutorials, Plagiarism & Digital Citizenship 25 hours

Unit 4 Photography and Green Screen Techniques 25 hours

Unit 5 Working in Photoshop 20 hours

Unit 6 Environmental, Economic & Social Considerations relevant to Communications Tech 25 hours

Unit 7 Interactive New Media Culminating Activity 30 hours

Units: Titles and Times

Time: 25 hours

Unit DescriptionThis unit introduces the students to the Communications Technology classroom which includes the Graphics Lab and the

Video Lab where students will learn about developing cross-media productions. Students will also learn about and review

some of the different software programs and technological tools that they will be utilizing throughout the course (e.g.,

Adobe CS6, Photoshop, Adobe Illustrate, etc.). This unit also addresses some safety considerations that are relevant to the

Communications classroom.

Unit 1: Introduction to Interactive

Media, Communications Safety &

Adobe InDesign.

Activity

#Activity Title/Name

Learning

Expectations

- Overall

- Specific

Assessment

CategoriesTasks

1.1 Intro to Communication

Technology Equipment and

resources (e.g., the green screen

studio, the control room for

morning broadcasting

announcements, cameras, digital

devices, etc.).

Knowledge and

Understanding

Given that this is the beginning of the course, the teacher

will begin the first unit by briefly introducing the class to

the various communications technology equipment

available to them. The teacher will also show a quick

presentation on some of the different safety considerations

relevant to the Comm Tech classroom.

1.2 Introduction to Adobe InDesign Thinking/ Inquiry

Application

Students will will gain an understanding of some different

communications technology terms. The teacher will also

show the students an online tutorial where they will learn

about using the program Adobe InDesign. At the end of

the lesson, the teacher will give the students an assignment

where they are asked to describe or define the purpose of

different Adobe tools (e.g., the selection tool, type tool,

font, unit of measurement for text, frame tool, Text box,

Palette, facing pages, etc.).

1.3 What is Typography? Thinking/Inquiry Students will learn to use typography skills, photography

skills, layout skills, and the rule of thirds’. They will be

given an introductory assignment where they will be asked

different questions relating to Typography (e.g., typefaces,

font styles, design elements, dinbats, etc.).

1.4 Safety Poster in Adobe

InDesign

A3.1

B3.2

B1.3

Thinking/Inquiry Students will learn to use typography skills, photography

skills, layout skills, and the rule of thirds’ to generate an

8.5 X 11 safety poster relating to Comm Tech.

Time: 25 hours

Unit DescriptionStudents will develop an understanding of both video productions as well as

creating online tutorials by means of hands on activities and assignments.

Students will also have the opportunity to demonstrate their learning and

awareness of digital laws and issues connected to creative rights and educational

policies regarding plagiarism.

Unit 2: Video Productions, online

Tutorials, Plagiarism & Digital Citizenship

Activity #

Activity Title/Name

Learning

Expectations

- Overall

- Specific

Assessment

CategoriesTasks

3.1 Introduction to digital

Laws & copyright

issues.

Students watch various videos

connected to copyright and the digital

generation.

3.2 Plagiarism in schools Students read and reflect on several

articles about plagiarism in the internet

age. They later create a digital mind

map.

3.3 Digital Citizenship

Tutorial Assignment #1

Students learn about digital citizenship

and later produce their own online

tutorial on the topic.

3.4 Morning Video

Announcement- Video

Assignment # 2

Keeping in mind what they have

learned about respecting laws around

creative rights and educational

policies, students are to create a short

promotional video that can be

broadcasted on the schools morning

live stream.

Note: The digitized video could

pertain to any topic of interest (e.g.,

promoting school sports teams,

promoting an upcoming school event,

etc.). Students will be told to keep

their video positive with a clear

message. It can be serious or

humorous--their choice. They will also

be given a template to plan their video

broadcast event. Media resources, as

well as a narrative/description of what

will happen during the video broadcast

will be included in the template.

Additionally, the design process will

be followed to create the video.

3.5 Digital Video

Production Assignment

#3

B3, D1 Application Students will be tasked to create a one

minute promotional film on the topic

of Plagiarism. Students will use the

storytelling template to plan their

promotional video.

Time: 20 hours

Unit DescriptionIn this unit students will create a personal portfolio

webpage that will be used for blogging, submission

and presenting evidence of learning throughout this

course.

Unit 3: Digital

Portfolio Development

Activity

# Activity

Title/Name

Learning

Expectations

- Overall

- Specific

Assessment

CategoriesTasks

2.1 Internet social

standards and what

is appropriate use

of the internet

2.2 Organizing your

web space/

portfolio

2.3 Website/portfolio

design principals

2.4 Constructing your

digital portfolio

A1, B1, B2,

B3, D1

Application Working with google sites,

students create a portfolio

website where they will

present all their work

completed over the course of

the semester. There should be a

minimum of 5 sub-pages in

addition to the main index

page. The portfolio website

will demonstrate your web

design skills in addition to

other software skills learned

throughout the course.

Planning documents will be

used as part of the design

process and a time

management tools will be used

to keep production on schedule

ensuring the project is

completed by the assigned due

date.

Students will continue to develop an understanding of photography

fundamentals by means of a “hands on” student centered approach.

Students have the opportunity to collaborate with others in the

classroom by means of group work and the sharing of ideas and

techniques in class discussions. Students will demonstrate their

creativity and mastery of learning by engaging in a ‘mock -model

photography shoot’ where they will also use the classroom green

screen equipment to enhance their photos. Local business people

and amateur photographers will be used as resources for this unit,

and will hopefully help provide exposure to career opportunities in

the Communication Technology field.

Unit 4: Photography & Green

Screen Techniques

Activity

#Activity Title/Name

Learning

Expectations

- Overall

- Specific

Assessment

CategoriesTasks

4.1 Review of the parts and functions of

the school cameras

Knowledge/

Understanding

Fill in the Blank Sheet

Demonstration by teacher

4.2 Guest Speaker: (*Professional

Photographer comes in to discuss

types of shots and rule of

Knowledge/

Understanding and

Thinking / Inquiry

The teacher invites a professional photographer to

the class to discuss careers in photography, photo

shoot techniques, as well putting together a

professional photography portfolio.

4.3 Photography Portfolio with different

types of shots

Application and

Communication

Students use their knowledge of photography and

their knowledge of Adobe CS6 to produce a

professional photography portfolio similar to

those used in industry.

4.4 Individual Composite with

Photoshop Basics

Application Students will photograph themselves using ‘green

screen’ technology and use basic Photoshop

techniques to edit their photos.

4.5 ‘Mock Photo Shoot’ –

SCVI High School’s

next top model

photography contest!

Application In groups, students will plan and engage in

an interactive ‘mock photo shoot’ where they

will use different studio props to capture a

variety of different model shots of each other

in an effort to produce the winning

photography shot. Based on the established

assignment criteria, students will have an

opportunity to peer assess themselves (e.g.,

act as the judges for the competition). The

teacher will provide the students with the

specific assignment criteria for the shoot

(e.g., photos will be judged on their overall

appearance, style, type of shot, creativity, use

of props, etc.). Overall participation in the

activity will also be integrated into the

success criteria. At the end of the task, each

of the groups ‘best shots’ will be judged, and

a photography winners will be selected.

Note: Photoshop can also be integrated into

the lesson, if the students want to make any

additional edits to their photography shots.

(Time: 25 hours)

Unit 5: Advanced elements of Photoshop

Resource: http://occipital.com/360/app

Time: 20 hours

Unit DescriptionStudents will further develop an understanding of Photoshop by means of

hands on activities and assignments. Students will have the opportunity to

demonstrate learning through a variety of assignments and activities.

Activity #

Activity Title/Name

Learning

Expectations

- Overall

- Specific

Assessment

CategoriesTasks

5.1 Review of Photoshop

terms and

Fundamentals.

5.2 Text Effects in

Photoshop

Students will research and experiment

with two different Photoshop text

effects. For example, they will start

by investigating images of text

designs, and later decide on the

different tutorials they would like to

try.

5.3 Photoshop

Panorama shots

A1.1, A2.1, A3.3,

B3.1, B3.2,D3.6Summative Activity: Using

Photoshop’s ‘polar coordinates’

distort filter, students are to

create 3 panorama photography

shots. These images will be fixed

and colour corrected in

Photoshop. Students are

encouraged to use their unique

Photoshop skills to enhance their

different shots. At least one of

the different panoramic images

should be photographed by the

student. The other two images

may be sourced online. Students

will be told to use high pixel

dimension images as these

unique images will be printed

and displayed in the classroom.

Time: 25 hours

Unit DescriptionThis unit addresses some of the social, environmental, and economic considerations that are relevant to the

Communications Tech Sector.

Unit 6: Environmental, Economic

& Social Considerations relevant to

Communications Technology

Activity #

Activity Title/Name

Learni

ng

Expect

ations

-

Overall

-

Specifi

c

Assessment

CategoriesTasks

1.1 Introduction to some of

the various influences

that affect the evolution

of the communications

industry

(e.g.,environmental,

social & economic issues

connected to

communcations will be

discussed).

C1

C1.1

C1.2

Knowledge and

Understanding

For this lesson, the teacher will show 3 different

videos that relate to the topisc of environmental,

social & economic impacts of Communications

Tech. As part of this, students will begin to think

of different ways that communications tech has

had influence on different aspects of society. At

the end of the lesson, they will be put into small

groups and asked to debate various key topics

(e.g.,how they believe Comm tech impacts the

environment, how it has contributed to

globalization, etc.).

1.3 Environmental Impacts

Of Communications

Technology- Part 1

C1

C1.1

C1.2

Thinking/ Inquiry

Application

-The teacher shows the class some sample images

of how communications technology can have

impact on the environment.

-Students look at the images and together as a

class brainstorm ideas on chart paper that the

images provoke

-In pairs or small groups, students summarize

some of the key ideas that were previously

generated by the class. They are then asked to

work in pairs and put together a mind map

representing the various issues connected to the

impact of communications technology on the

environment.

-Students are asked to share their mind map with

other groups

1.4 Environmental Impacts

of Communications

Technology-Part 2

Summative Task

C1

C1.1

C1.2

Application -Students are asked to research an issue connected

to the environmental impact of communications

technology.

-Students are later given an assignment task where

they are told to use a method of choice to present

their info (e.g., podcast, video, digital tutorial,

graphic design poster, short animation, etc.)

Unit 7: Communications

Technology –Interactive New

Media –Culminating Activity

Options

Unit DescriptionStudents will be challenged to demonstrate their knowledge and

understanding of advanced concepts, techniques, and skills

required to produce a range of cross-media productions, products

and services. Students will have a few different options for design

challenges that require a minimum usage of at least two software

applications. For this unit, students will choose a design challenge

of their choice as a culminating activity for the course.

(Time: 30 hours)

Activity #

Activity

Title/Name

Learning

Expectations

- Overall

- Specific

Assessment

CategoriesTasks

6.1 Design Challenge

Option #1

Illustrator/Flash-

Sell a Smart Phone

or some other type

of communications

technology

equipment.

For this design challenge, students are

asked to illustrate a smartphone or

some other piece of communications

technology equipment. They are then

asked to generate a 15 second short

animation or video to sell their

product.

6.2 Design Challenge

Option #2

Illustrator and

Photoshop –School

event Poster.

For this assignment option, students

illustrate a school event of their

choice (e.g., upcoming school event,

etc.). They next create a 16” X 20”

poster layout in Photoshop. For this

task, they are told to use all their

photography skills, including text

effects, to create a dynamic design

that speaks to its target audience (e.g.,

students at the school).

6.3 Design Challenge

#3

Photoshop and

Illustrator-

Panorama Planet

A1.1, A2.1, A3.1,

B3.1, B3.2, D3.6

For this challenge, students create an

illustrated version of a panorama

planet. They will be instructed to

exercise their own creative freedom

while completing the assignment.

Design Challenge

#4

Communications

Technology Career

Study

Students are to create a digitized

report, slide show, print graphic,

video, pod cast, tutorial or animation

on a career in a Communications

Technologies.

Assessment Strategies and Tools: These may include but are not limited to the

following:

Strategies: Essays, graphic organizers, process checks, journals, test, project logs, oral

presentations, written and visual products, quizzes, recordings, videos, reports, diagrams, pamphlets,

handbooks, survey design, policy documents, etc.

Tools: Checklists, binders, conferencing, marking schemes, observations, portfolios, rubrics, self/peer and teacher

assessment, reflection, charts, displays, notebooks.

Assessment and Evaluation Policy:

Assessment, evaluation, and reporting are based on the resource document ‘Growing Success:

Assessment, Evaluation and Reporting in Ontario Schools.

Assessment & Evaluation of Student Achievement Cont.

The teacher will begin the course or unit by determining prior learning through diagnostic activities. Throughout the

course assessment and evaluation will be both formative and summative, and include a variety of assessment instruments.

This will insure that the teacher can clearly see the student’s abilities. Assessment and evaluation will be ongoing

throughout the course with constant feedback, discussion and opportunities for improvement.

The teacher will provide effective assessment and evaluation

Address both what students learn and how well they learn

Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the

achievement chart that appears in the curriculum policy document for each discipline.

Are varied in nature, administered over a period of time, and designed to provide opportunities for students to

demonstrate the full range of their learning

Are appropriate for the learning activities used, the purposes of instruction and the needs and experiences of the

students

Are fair to all students

Accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education

Plan

Accommodate the needs of students who are learning the language of instruction – ensure that each student is given

clear directions for improvement

Promote students ability to assess their own learning and set specific goals

Include the use of samples of students work that provide evidence of their achievement

Are communicating clearly to students and parents at the beginning of the course and at other appropriate points

throughout the course

Purposes of Assessment Assessment for Learning – This is data assessment in both formative and summative. The idea is to provide feedback

for your students on their next steps for Learning – to improve their learning.

Assessment as Learning – Assessment as learning is a reflective, metacognition process where the student engages in

self-assessment, thinking about their achievement. Once students begin to think about the overall learning of skills,

they begin to become independent thinkers.

Assessment of Learning – In assessment of learning, the teacher gathers evidence of the students’ achievement

through summative activities. This is always based on the course expectations and forms

the basis for the students overall evaluation.

Evaluation of Student Achievement

Students are formally evaluated on their demonstration of curriculum expectations using the categories of skills

and knowledge set out in the Achievement Chart. Checklists are used to provide information about the operational

steps of the production process (such as the completion of planning documents) and an ongoing means of

monitoring the level of achievement attained. Rating scales and rubrics describe the look and feel of completed

products. All evaluation tools should be available to students at the beginning of an activity to provide information

about task requirements and the features of exemplars. Teacher/student discussions during pre-production,

production and post-production can clarify standards and expectations as well as provide a way of monitoring

progress. The inclusion of informal opportunities for peer and self-assessment can promote in students a sense of

responsibility, accountability, and growth. Written tests and question sheets are effective in the evaluation of

required knowledge. The vocabulary used in test questions should reflect that used in the learning situation. The

option for oral testing and student demonstrations of acquired skills should also be used. Although students are

encouraged to write answers in proper sentence form, diagrammatic answers are effective assessment instruments

in technological education. In their planning and implementation of projects, work assignments, and problem-

solving activities, students demonstrate their ability to combine skills and knowledge successfully in practical

tasks. Seventy per cent of the grade will be based on assessments and 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.

AccommodationsThe teacher consults individual student IEPs for specific direction on accommodations for individuals. The teacher

uses a range of teaching/learning strategies to accommodate the needs of all students. Exceptional students benefit

from accommodations in the overall activity criteria, as well as teacher and peer assistance when appropriate.

Written tests are designed to suit students’ reading and writing levels. The teacher adapts teaching strategies to

accommodate learning styles.

These may include: verbal instead of written tests

demonstrations of acquired skills instead of written evaluations

providing rewrite opportunities when appropriate

conferencing/discussion – student-to-student discussion and teacher-to-student conferencing to encourage

confidence and motivation

small-group learning

flexible timelines

adapting handouts

peer tutoring

enrichment and extension activities

Resources/ Online Reference:

http://www.edu.gov.on.ca/eng/curriculum/secondary/2009teched1112curr.pdf

Resources

Resources

General

Samples of student work.

Manufacturer’s equipment manuals.

Software manuals.

Journals/Magazines

Websites

Videos

Websites for Teachers