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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