it prep curriculum

8/3/2019 IT Prep Curriculum

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MODYUL SA ARALINGPANLIPUNAN

KABIHASNANG

KLASIKAL SAMEDITERRANEAN


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Module Content


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Module Format

Each module consists of an

introductory section and a setof lesson plans.


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Module Introduction includes:

Learner Program Outcomes

Prerequisites

Estimated Total Class Time

Outside Reading and Other Resources

Module Overview

Lesson Titles


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Learner Outcomes

These are the goals of the module.

Throughout the module studentsparticipate in learning experiences

designed to accomplish the identified

skills or content.


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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.


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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 needsto accomplish the educational goals.


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Outside Readings

and Other Resources

A variety of materials is listed that can

be used both inside and outside of theclassroom.

Instructors and students can broaden

their exposure to events outside theclassroom and tie lessons to the real

world.


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Module Overview

A one-page overview is provided on the

second page of every module anddescribes the lesson contents.

This page is designed as a handout for

students that introduces the lessontopics to them.

Please read this before teaching!


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Lesson Plan Titles

Each topic is listed by title for planning

purposes.


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Lesson Plans include:

12sections that prepare the instructorto use the curriculum.

Step-by-step handouts for students

Suggestions for required equipment and

software


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Lesson Overview

The overview introduces student

activities.


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Students Will Demonstrate

the Ability to --

Specific competencies that students are

expected to demonstrate aftercompletion of this lesson are listed here.

Each competency is also designatedwith codes referring to the Technical or

Foundation Components andEmployability Skills to which it relates.

A summary of the codes used isprovided at the beginning of the book.


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Prerequisites

Any previous lessons or other

experience essential to successfullylearning the current lesson is identified.


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Content Required

A brief outline of the material taught

during this lesson is provided.


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Resources

Specific references that enhance

understanding of lesson content arelisted.

Instructors are also directed to the

Internet Resources list for web sites

featuring the most current information.


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Materials and

Equipment 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.


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Teaching Strategy The strategy is designed as a script for

the instructor to follow during the class.

It lists sequenced activities anddiscussion material or questions for thelesson.

The strategies are designed to guiderather than dictate. Instructors are

encouraged to modify these activitiesbased on the abilities or special

requirements of their classes.


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Teaching Strategy, cont.

Sample handouts using a fictitious

company, the International RecordingCompany (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.


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FACTS about

International 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 anysmall 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, CustomerService, Graphics and

Design, Quality Control, Inventory Management, and Shipping/Receiving.


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HOT Activities

Higher Order Thinking (HOT) activitiesprovide additional strategies essential toacquire all of the learningcompetencies.

HOT activities and teaching strategies

address knowledge content, skills, andpractice in analysis, synthesis andevaluation processes. Instructors mayenhance or modify these activities

during class.


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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.


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Instructor evaluation and

Comments for improvement

This space is provided for the

instructors to make personal notesabout the changes or suggestions they

would like to make to the plan.


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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 inInformation Technology that could be

accomplished during the first 60 days of

student enrollment.


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Module Sequence


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Module 1 Module 1 introduces students quickly to the

potential of Information Technology and

provides immediate hands-on experiencewith the computer.

It covers the very basics of computer usealong 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 skillsand information are re-emphasized and

explored further.


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Modules 2 - 8

These lessons focus on word

processing, spreadsheet, database andpresentation software skills.

The modules were grouped to be

appropriate especially in a

Business/Clerical or MS Office

classroom.


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Module 9

This module covers career planning and

job search preparation and may beused sequentially or concurrently with

any of the other modules.


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Modules 10 - 12

These modules cover the multimedia

topics of graphics, web design, andadvanced presentation software

techniques.

They are grouped together for continuity

but may be used individually or in

conjunction with other modules.


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Modules 13, 14, 15, 17, & 18

Modules 13 15 emphasize computer

hardware installation skills. Modules 17 and 18 emphasize software

installation skills.


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Modules 16 and 19 Modules 16 and 19 are more

advanced, addressing

networking and programmingconcepts respectively.


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Module 20

The last module provides

lessons that allow students touse software, hardware, and

networking skills during the

completion of a project.


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Adapting the Modules The twenty modules were designed to

provide 320 hours of instructional

activities.

An accelerated version is described thethe next slides


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Example

of Modified Curriculum Modules 1 and 9 are used as the foundation.

Hardware and software

installation/configuration lessons fromModules 13, 14, and 17 would beincorporated to the extent of student abilitiesand previous computer experience.

Additional lessons that practice the use ofsoftware application features are pulled fromthe Business/Clerical Modules 2 4depending on available class time.


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Modified Curriculum

Modules in gray represent accelerated version.


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Other Variations

Depending on classroom resources and

student interests, these modules can besequenced in a number of differentways.

Any method chosen will still result in aneffective and instructionally soundintroductory course about InformationTechnology for all students.


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Job Corps Adaptation

www.jccdrc.org provides centralized

support for IT career development atJob Corps Centers nationwide

Resources to support use of ITcurriculum developed by NWCET


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Interdisciplinary Integration The modules can be easily integrated

into many academic classes.

Word Processing is an important toolthat can be used in all classes.

Programming could be incorporated into

English classes, Spreadsheets in Math,Databases in Social Studies, etc.


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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 alreadyworking in the field


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Putting It Together Foundation skills

Workplace competencies

Technical skills

Employability and process skills

Foundation for vendor programs Foundation for community or technical

college programs

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