idc@pcs Program 2011

January 2011

PARKES CHRISTIAN SCHOOL

INFORMATION & DIGITAL CITIZENSHIP

YEARS 9-10

idc@pcs 2011 PROGRAM

Constructed by Andrea Lovell

Teacher Librarian

January 2011

CONTENTS

Rationale………………………………………………………………………………… 3

Program Aims……………………..…………………………………………………. ..4

Program Objectives…..……………………………………………………….….. …5

Organisation of Content……………………………………………………………6

Outcomes………………………………………………………………………………….7

Key Domains & Themes…………………………………………………………….9

Scope & Sequence & course outline.……………………………….………. 11

Program Contents Term 1…………………………………………………..…..14

Term 2………………………………………………….……18

Term 3….…………………………………………………….22

Term 4….……………………………………………….……26

Assessments & Projects……………………………………………………..……..29

Assessment 1…………………………………………………………………….….…..34

Assessment 2 & Project 1………………………………………………………….44

Assessment 3& Project 2.…………………………………………..……………..50

Assessment 4 & Project 3………………………………………………………….53

Assessment 5 ……………………………………………………………………………58

Exams………………………………………………………….…………………………....63

Project 4…………………………………………………..……………………………..… 69

January 2011

Rationale

This Program has been compiled based on the parameters set by the Board of Studies NSW in its K-10 Curriculum Framework

as well as the material available on Digital Citizenship and Information and Library Services. Today as “Global Citizens”

students need to be well equipped to handle competently and responsibly the technology available. Students are required to

be able to take existing knowledge and apply it to rapidly changing technologies and this requires students to be equipped for

a process of lifelong learning and to be capable of actively manipulating digital media.

This course combines elements of the Digital Citizenship, Information Technology and Library Information Courses and is

designed to facilitate students to develop knowledge, understanding and skills to solve a range of problems presented in real

life contexts. To achieve this, a range of techniques will be used incorporating creativity, collaboration & communication.

”Students will engage in the processes of analysing, designing, producing, testing, documenting, implementing and evaluating

information and software technology-based solutions. In addition creative, critical and meta-cognitive thinking skills will be

developed through students’ practical involvement in projects”. (Information and Software Technologies Syllabus 2003 Board

of Studies New South Wales).

This program will build on the prior knowledge of students and skills and aims to enhance students in Years 9 – 10 in their

skills in the 3 key areas of Digital Literacy – ICT literacy, INFORMATION literacy and CRITICAL THINKING literacy. An integral

part of this program will be the development of a high level of student interest, enjoyment and critical reflection.

This is being presented within a Christian Schooling framework and as such the ability to use the skills learnt to contribute to

the Christian community and the community at large is very important. It is also essential that students have an understanding

of the ethical and positive contribution that technology can play in supporting their spiritual growth.

January 2011

Aim: To incorporate the Digital Literacy’s below in the Information and Software Technology Course to equip students for collaborative learning in the 21st

Century.

This work is licensed under the Creative Commons Attribution-Non-commercial-No Derivative Works 2.5 Australia License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/au/ or send

a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

DIGITAL LITERACY

• e-safety

• Functional skills

• Creativity

• Collaboration

• Effective communication

• Cultural & social understanding

INFORMATION LITERACY

• Defining

• Locating

• Selecting

• Processing and Organsing

• Creating and Sharing

• Evaluation Strategies

CRITICAL THINKING LITERACY

• Questioing

• Problem Identification

• Problem Solving Skills

• Reflective Thinking

January 2011

Objectives

It is essential that the objectives set by the Board of Studies NSW syllabus document be the basis of this program in

partnership with the Christian ethos of Parkes Christian School.

They are as follows:-

Knowledge, understanding, skills, values and attitudes

Students will develop:

1. Knowledge and understanding of a range of computer software

2. Problem-solving and critical thinking skills in order to design and develop creative information and software

technology solutions for a variety of real-world problems

3. Responsible and ethical attitudes related to the use of information and software technology

4. Knowledge and understanding of the effects of past, current and emerging information and software technologies

on the individual and society

5. Effective communication skills and collaborative work practices leading to information and software technology

solutions for specific problems

6. Understanding of the use of technology to further the spread of the Gospel

January 2011

Organisation of Content

This is a 100 hour course offered for 2 years incorporating Years 9 and 10 being taught concurrently. Using the three

options, four selected projects will be constructed each year within which the core contents will be integrated.

CORE CONTENT OPTIONS SELECTED

Design, Produce and Evaluate

Data Handling

Hardware

Issues

Past, Current and Emerging

Technologies

People

Software

Authoring & Multimedia

Digital Media

Internet & Website Development

Issues

January 2011

Outcomes Objectives

Students will develop: Stage 4 Outcomes

A student: Stage 5 Outcomes

A student: 1. knowledge and understanding of a

range of computer software and hardware

4.1.1 recognises and uses software programs that are

suitable for specific tasks

4.1.2 identifies and demonstrates appropriate use of a

range of hardware

5.1.1 selects and justifies the application of

appropriate software programs to a range of tasks

5.1.2 selects, maintains and appropriately uses

hardware for a range of tasks

2. problem-solving and critical thinking skills in order to design and develop creative information and software technology solutions for a variety of real-world problems

4.2.1 identifies and uses problem-solving processes

when creating solutions

4.2.2 designs, produces and evaluates appropriate

solutions to a range of problems

4.2.3 justifies decisions made when creating

information and software technology solutions

5.2.1 describes and applies problem-solving processes

when creating solutions


solutions to a range of challenging problems

5.2.3 critically analyses decision-making processes in

a range of information and software solutions

3. responsible and ethical attitude related to the use of information and software technology

4.3.1 uses ethical practices when dealing with

information and software technology

4.3.2 describes ethical practices used when dealing

with data and information

5.3.1 justifies responsible practices and ethical use of


5.3.2 acquires and manipulates data and information

in an ethical manner

4. knowledge and understanding of the effects of past, current and emerging information and software technologies on the individual and society

5.4.1 analyses the effects of past, current and

emerging information and software technologies on

the individual and society

5.4.1 analyses the effects of past, current and

emerging information and software technologies on

the individual and society

5. effective communication skills and collaborative work practices leading to information and software technology solutions for specific problems

4.5.1 identifies the benefits of collaborative work

practices when completing a task

4.5.2 documents ideas and solutions for targeted

audiences

4.5.3 identifies key roles and responsibilities of

people in the field of information and software

technology

5.5.1 applies collaborative work practices to complete

tasks

5.5.2 communicates ideas, processes and solutions to

a targeted audience

5.5.3 describes and compares key roles and

responsibilities of people in the field of information

and software technology

Stage 4 outcomes have been provided to assist the assessment and reporting of student achievement in those schools that choose to begin elective

study before Year 9. Teachers are advised to select from the syllabus content to target the specific needs of students who commence study in Stage 4.

January 2011

OUTCOMES MATRIX


Outcomes

A

Student:

Term 1

Term 2

Term 3

Term 4

Asses 1

Asses 2

Project 1

Asses 3

Half- Yearly Exam

Asses 4/

Project 2

Asses 5/

Project 3

Yearly Exam

Project 4

5.1.1 5.1.2 5.2.1 5.2.2 5.2.3

5.3.1 5.3.2 5.4.1 5.5.1 5.5.2 5.5.3

January 2011

KEY DOMAINS & THEMES OF DIGITAL CITIZENSHIP

Domain 1: DIGITAL CONDUCT

Domain 6: DIGITAL FINANCIAL LITERACY

Domain 2: DIGITAL FOOTPRINT

Domain 3: DIGITAL RELATIONSHIPS

Domain 4: DIGITAL HEALTH AND WELLBEING

Domain 5: DIGITAL LAW

CR

OSS

DO

MA

IN T

HEM

E 1

:

CY

PER

BU

LLY

ING

CR

OSS

DO

MA

IN T

HEM

E 2

:

CY

PER

SA

FETY

January 2011

KEY DOMAINS & THEMES OF INFORMATION LITERACY

Hardware

Software

Computer Language

Develop Info systems

Information Representation

Networks

Internet

Domain 1

Information Technology

Information Literacy Process

Web Searching Skills

Referencing Skills

Delicious

Note Taking Skills

File Management

Website Authority

Critical Thinking Skills

Domain 2

Information Management

Weebly

Blogs

Glogster

Popplet

Issuu

Question Form

Survey Monkey

ispeech

Smilebox

Prezi

Animoto

Creative Commons

Domain 3

Web 2.0 Tools

January 2011

2011 PROGRAM

idc@pcs

SCOPE AND SEQUENCE

&

COURSE OUTLINE


Information & Digital Citizenship

All class notes are placed on the idc@pcs blog at http://www.pcslibrary.com/idtpcs-blog-yr-910.html which allows for all students to have access to

material 24/7. Assessments, projects and exams are all accessed via www.pcslibrary.com – Secondary School – idc@pcs. Also available at this site is a

large volume of support material at www.pcslibrary.com Home – Information Literacy.

http://www.pcslibrary.com/idtpcs-blog-yr-910.html

http://www.pcslibrary.com/

http://www.pcslibrary.com/

January 2011

Information & Digital Citizenship idc@pcs Years 9 & 10 (Stage 4)

Outline of weekly class organisation

T

ERM

4

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3

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WEEK

1

2

3

4

5

6

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8

9

10

WEEK

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2

3

4

5

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7

8

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WEEK

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CORE CONTENT – Internet & web development

Digital Citizenship – digital conduct, digital footprint 5.3.1, 5.3.2

Information Management– Defining, Locating (web searching skills), Referencing

Skills, Critical Thinking Skills 5.2.2, 5.2.3

Information Technology – Hardware, Software 5.1.1, 5.1.2, 5.4.1

ASSESSMENT & PROJECT WORK -Internet & web development

Website design – criteria, elements 5.3.2,5.2.3

Website construction – using Weebly, Creative Commons License

5.5.2 ,5.3.1, 5.3.2,5.2.2

CORE CONTENT – Authoring & Multimedia

Digital Citizenship – Relationships, Health and Wellbeing 5.3.1, 5.3.2

Information Management – Selecting, Organising, Referencing Skills, Website

authority Critical Thinking Skills 5.2.2, 5.2.3

Information Technology – Computer Language, Develop Info Systems 5.1.1, 5.1.2,

5.4.1

ASSESSMENT &PROJECT WORK – Authoring & Multimedia

MID-YEAR EXAMS

5.2.1, 5.2.2, 5.3.2, 5.5.2

Presenting Information – Glogster, Voicethread

5.5.1, 5.5.2, 5.2.1, 5.3.2, 5.4.1, 5.3.1

CORE CONTENT – Digital Media

Digital Citizenship – Digital Law, Digital Financial Literacy 5.3.1, 5.3.2

Information Management – Presenting, Assessing File Management 5.2.1, 5.2.2,

5.2.3

Information Technology – Information Representation, Networks 5.1.1, 5.1.2,

5.4.1

ASSESSMENT & PROJECT WORK- Digital Media

Presenting Information – Prezi, Animoto

5.5.1, 5.5.2, 5.2.1, 5.2.3, 5.3.2, 5.3.1

CORE CONTENT - Issues

Digital Citizenship – Cyberbullying, cyber safety 5.3.1, 5.3.2

Information Management - Delicious account 5.2.1, 5.2.2, 5.2.3

Information Technology – Internet 5.1.1, 5.1.2, 5.4.1

ASSESSMENT & PROJECT WORK - Issues

Presenting Information –Popplet, Smilebox

5.5.1, 5.5.2, 5.5.3, 5.2.2, 5.1.1, 5.3.2

END OF YEAR EXAMS

5.2.1, 5.2.2

Information & Digital Citizenship idc@pcs Years 9 & 10 (Stage 4) Scope and Sequence 2011

John1:3 things were made and came into existence through Him; and without Him was not even one thing made that has come into being.

January 2011

Week Term 1 Term 2 Term 3 Term 4

1 Orientation Yr 9/10 P 1 Digital Relationships P 2 Selecting P 3 Computer Language

P 1 Digital Law P 2 Presenting P 3 Information Representation

P 1 & 2 Project & Assessments

2 P 1 & 2 Project & Assessments P 1 & 2 Project & Assessments P 1 & 2 Project & Assessments P 1 Cyber bullying P 2 Delicious Account P 3 Internet

3 P 1 Digital Conduct P 2 Defining P 3 Hardware

P 1 Digital Relationships P 2 Organising P 3 Computer Language

P 1 Digital Law P 2 Presenting P 3 Information Representation


4 P 1 & 2 Project & Assessments P 1 & 2 Project & Assessments P 1 & 2 Project & Assessments P 1 Cyber Safety P 2 Preparation for Exam P 3 Preparation for Exam

5 P 1 Digital Conduct P 2 Locating P 3 Hardware

P 1 Digital Health & Wellbeing P 2 Creative Commons P 3 Develop Info Systems

P 1 Digital Financial Literacy P 2 Assessing P 3 Networks

P 1 & 2 Project & Assessments / Yr 10 School Certificate(Yr 10 absent)

6 P 1 & 2 Project & Assignments P 1 & 2 Project & Assessments Exam Preparation

P 1 & 2 Project & Assessments Yr 7-9 Yearly Exams

7 P 1 Digital Footprint P Referencing P 3 Software

P 1 Digital Health & Wellbeing P 2 Website Authority P 3 Develop Info Systems

P 1 Digital Financial Literacy P 2 Assessing P 3 Networks


8 P 1 & 2 Project & Assessments Mid- Year Exams P 1 & 2 Project & Assessments P 1 Project Fun P 2 Project Fun P 3 Project Fun

9 P 1 Digital Footprint P 2 Critical Thinking Skills P 3 Software

P 1 Digital Health & Wellbeing P 2 Critical Thinking Skills P 3 Tie together Yr 10 away on Mission Trip

P 1 Work on Assessments/Yr 10 Trial Exams P 2 File Management P 3 Networks

P 1 & 2 Project Fun

10 Completion of any work outstanding

P 1 & 2 Project & Assessments Yr 10 away on Mission Trip

January 2011

idc@pcs Stage 5 Information & Digital Citizenship

Term 1: Internet & Web Development: Digital Citizenship –digital conduct, digital footprint Information Management- defining , locating, referencing, critical thinking Digital

Technology – Hardware, software

Project 1 -Title: Personal Website 2 Assessments - Title 1:Website Analysis, Title 2: Website Construction

Duration: 10 weeks Sequence: Term 1 2011

Core Outcomes 5.3.1,5.3.2,5.2.2,5.2.3,5.1.1,5.1.2,5.4.1 Assessment 1 Outcomes 5.3.2, 5.2.3

Core Overview Digital Citizenship – Supersecrecy, Digital Limits Aseessment 1 Overview Analyse key design features that make excellent websites

Internet & Web Development

Information Management – Defining, Locating (Web searching skills), referencing skills, critical thinking sills

Assessment 2/Project 1 Outcomes

5.5.2,5.3.1, 5.3.2 5.2.2

Information Technology – Hardware, Software Assessment 2/Project 1Overview Create and publish a personal web site using weebly

THEORY – CORE CONTENT PRACTICAL – ASSESSMENTS/PROJECTS

Students learn about: Students learn to: Completed Students learn about: Students learn to: Completed

Week 1 – Orientation 9/10 Subject Overview Unpack Information Package School Website Use resources on website File Management Set up email files/subfolders Referencing Open account for Bibme &

practice using

Plagiarism Use note taking tool Information Literacy Process Complete research using ILP Assessing Website Authority Complete evaluation of the

authority of a range of given websites

Cyber Safety Online Cyber Safety activity Critical Thinking Skills Exercise on applying CTS Week 2

Assessment 1 – structure - content - presentation - reflective thinking ie self

assessment

- Go to website & retrieve information on assessment

- Do a modelled exercise on evaluating websites

- Students select website to evaluate

- Start to do evaluation

January 2011


Week 3 Digital Conduct i. Responsibilities and rights in an online world ii. The concepts of ethical, responsible and respectful online use. iii. Positive online conduct and codes of practice

- enhance interpersonal relationships - to act on a new collective responsibility:

the values of a good digital citizen, how - to be a good digital citizen

Use the website http://www.digitalcitizenship.nsw.edu.au/

- complete the activities Supersecrecy

Defining How to identify what they are being asked

- Clarifying the task /question - Assess what they know already and

what they need to find out. - Use strategies to clarify what they are

being asked use http://www.lc.unsw.edu.au/onlib/taskanal.html

- Use work sheet from Becta to evaluate this section

- Use the information grid at http://www.kyvl.org/html/tutorial/research/

Hardware 1.Peripheral Devices 2.Computer Logic

Using the website below http://doit.ort.org/course/intro.htm work through a comprehension online tutorial with assessment questions and exercises to complete

Week 4 Students introduced to Weebly as a website tool How to manipulate Weebly for the creation of a personal website Assessment 2/Project 1

Register and create their own Weebly account Start to create their own personal website as a platform for their web 2.0 tools and assessment work to be stored and displayed

Week 5 Digital Conduct v. How to deal with inappropriate advertising and pop-ups vi. What to do when seeing things you wish you hadn’t vii. How to report online security concerns

- To shape online environments that are communities Help to shape these communities

Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities to reinforce the 5 learning outcome above explore Digital Limits

http://www.digitalcitizenship.nsw.edu.au/

http://www.lc.unsw.edu.au/onlib/taskanal.html

http://www.kyvl.org/html/tutorial/research/

http://doit.ort.org/course/intro.htm


January 2011

Students learn about: Students learn to: Completed Students learn about: Students learn to: Completed Locating Sorting out what hard copy is available and from where What online resources, which search engines to use Where to store information & referencing for retrieval Issues relating to copyright and plagiarism

- Use futurelab online tools for information gathering

- Use a range of suggested search engines eg “sweet search”

- Use information grid to go through the process at


Hardware Processor Memory Range of Computers Generations of computers


Week 6 Further factors to consider when designing websites More tools available to use on weebly for website design optimisation

Continue to construct their personal website

Week 7 viii. Recognising inappropriate or suspicious behaviour on line and know how to report it. ix. Protecting internet connected computers, privacy and safe practices when sharing information online.

Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities related to digital limits

Referencing Formatting protocols Why we need to reference

- Use 2 different types of referencing tools

- Identify formatting flaws and to correct when using online referencing tools

- Continue to use the information grid at http://www.kyvl.org/html/tutorial/research/

Software Systems Software Word Processors Spreadsheets







January 2011


Week 8

Finalisation of Assessment and presentation expections

Prepare their assessment, check and complete all elements and present

Week 9 Use the website

http://www.digitalcitizenship.nsw.edu.au/ complete the activities

Critical Thinking Skills Analyse what CTS is How to implement simple CTS techniques

- Look up definitions of CTS - Discuss and formalise an explanation of

CTS - Do an exercise of putting into action CTS

skills in getting more out of their work than normally

Software Data Bases Desktop Publishing


Week 10

Consolidation of information Catch-up on information or activities not completed

Present to colleagues their personal websites



January 2011

idc@pcs Stage 5 Information & Digital Citizenship

Term 2: Digital Citizenship –going places, leaving footprints Information Management- selecting, organising, creative commons, website authority, critical thinking Information Technology: Computer language, develop Information systems

Project 2 -Title: Authoring & Media Ethically 2 Assessments - Title : Mid-Year Exam, Title 2: Internet Issues- web authority

Duration: 10 weeks Sequence: Term 2 2011 Core Outcomes 5.3.1, 5.3.2, 5.2.2, 5.2.3, 5.1.1, 5.1.2, 5.4.1 Assessment 3 Outcomes 5.2.1,5.2.2,5.3.2,5.5.2

Core Overview Digital Citizenship – digital relationships, digital health & wellbeing

Aseessment 3 Overview Mid – Year Exam – Website Construction Review

Information Management –selecting, organising, creative commons, website authority, critical thinking skills

Assessment 4/Project 2 Outcomes

5.3.1,5.4.1,5.3.2,5.5.1,5.5.2,5.2.1

Information Technology – computer language, develop information systems

Assessment 4/Project 2 Overview

Internet Issues – website authority/Using Web 2.0 tools Glogster and Voicethread to author digital media



Week 1 Digital Footprint i. Understanding of the trail left by activity in a digital environment ii. Recognising that nothing in the online world is confidential

Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities Going Places

Selecting How to choose the material that is relevant to the topic you are trying to find information for, checking for accuracy and reliability

Select the information types best for the task and audience eg words, pictures, data Using the information grid at http://www.kyvl.org/html/tutorial/research/ develop a simple method for themselves

Computer Language Introduction Language elements


Week 2

Assessment 4/Project 2 Project 2 using Glogster, how to register and start to construct info using glogster.

To manipulate data on a glog and to use the information literacy process to most effectively collect info data




January 2011


Week 3 Digital Footprint iii. Thinking about potential consequences before posting and tagging of photos and videos or blogging and understanding how things can be used online. iv. Considerations when using a webcam

- building of a positive online reputation - Experience a breadth of online

communication experiences and the sense of satisfaction and excitement from feeling part of a global online community.

http://www.digitalcitizenship.nsw.edu.au/ complete the activities Going places

Organising Developing and refining information not just copy and paste

Accurately take information read and rewrite without plagiarising http://www.lc.unsw.edu.au/onlib/taskanal.html



Computer Language 1

st & 2

nd generation

languages Compilers and interpreters 3

rd & 5

th generation languages


Week 4 Assessment 3 The way in which their Mid-Year Exam will be presented and content outline Continue work on Project 2 Introducing more skills in the manipulation of glogster

Start to prepare their information for the Mid-Year Exam paying particular detail to presentation and all criteria of the assessment being met. Use the skills demonstrated to manipulate and produce a glog


http://www.lc.unsw.edu.au/onlib/taskanal.html



January 2011


Week 5 Digital Footprint v. Identifying inappropriate or offensive content vi. Microblogging e.g. Twitter vii. Being a positive creator as well as user of online content

Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities to reinforce the 5 learning outcome above and complete the activities Leaving Digital Footprints

Creative Commons What creative commons are and how to search and use and licensing

- Explore Creative Commons licensing - Construct a creative commons license

for their own website - Use information grid to go through the

process at http://www.kyvl.org/html/tutorial/research/

Develop Info Systems Analysis Feasibility study


Week 6 Final details for Exam – Assessment 3 Project 2 – finalisation of information assembly on Glogster Voicethread and how to manipulate this tool

Complete preparation for their exam Finalise work for presentation Do some work on voicethread and learn to manipulate this Web 2.0 tool.

Week 7 viii. Understand the idea of collaborative, social learning using online tools and pooling / sharing knowledge, resources,

Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities Leaving Digital Footprints





January 2011

reflections, brainstorming etc for positive ends.


Website authority How to evaluate the authority that a website has

Take a range of websites and assess them for their authority using a simple check list Continue to use http://www.kyvl.org/html/tutorial/research/ ALSO Web detective check list http://www.vts.intute.ac.uk/detective/

Develop Info Systems Design Testing


Week 8

EXAMS EXAMS

Week 9 viii. Understand the idea of collaborative, social learning using online tools and pooling / sharing knowledge, resources, reflections, brainstorming etc for positive ends.

Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities Leaving Digital Footprints

Intro the Assessment 4 written work How to function well and fairly in a group piece of work

Students commence work on Assessment 4 This includes team work

Critical Thinking Skills Analyse what CTS is How to implement simple CTS techniques

Deepen their abilities to think critically using a number of techniques in analysis a given piece of information Use key questions to ask themselves

Develop Info Systems Implementation

Using the website below http://doit.ort.org/course/intro.htm work through a online tutorial with assessment questions and exercises to complete

Week 10

Consolidation of information Catch-up on information or activities not completed

Continuing to work on a group Assessment in a fair and equitable way. Continue to learn new skills on Voicethread

Work together on an Assessment Practise the manipulation of Voicethread


http://www.vts.intute.ac.uk/detective/




January 2011

idc@pcs Stage 5 Information & Digital Technology

Term 3: Digital Citizenship –creative sharing, to friend or spend Information Management- presenting, assessing file management, critical thinking Information Technology – Information representation, networks

Project 3 -Title: Upgrading Power Point Assessment 5 – Title: Highlights of my year or Life at PCS

Duration: 9 weeks Sequence: Term 3 2011 Core Outcomes 5.3.1, 5.3.2, 5.2.1, 5.2.2, 5.2.3, 5.1.1, 5.1.2, 5.4.1 Assessment 5/Project 3 Outcomes 5.2.1, 5.2.3, 5.3.2, 5.2.2, 5.3.1, 5.5.1, 5.5.2

Core Overview Digital Citizenship – creative sharing, to friend or spend

Assessment 5/Project 3 Web Development/Use of Web 2.0 tools such as prezi and Animoto to prepare a presentation on an agreed topic

Information Management –presenting, assessing file management, critical thinking sills

Information Technology – Information representations, networks



Week 1 Creative Sharing Use the creative commons and viscopy

Have some understanding of Australian copyright law Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities

Presenting Physical presentation of a piece of work-what format is the best for this work-exchanging information and ideas, what are the benefits

Present work, assess personally and accept peer assessment Improve the presentation and re-evaluate Do exercises and share information critically l information -Use the information grid at http://www.kyvl.org/html/tutorial/research/

Information Representations Information Number systems


Week 2

Assessment 5 Review of School Websites Features to observe Ranking of the quality of Give recommendation to a school Board

Identify features of: Functionality Usefulness Distracting Unnecessary





January 2011


Week 3 Creative Sharing Use creative commons, viscopy and work within

Australian copyright law Use the website http://www.digitalcitizenship.nsw.edu.au/

- complete the activities

Presenting Present a piece of work as a collaborative activity



Information Representations Codes Computer arithmetic


Week 4 Using Prezi & Animoto Part 2 Assessment 5 Expectations of constructing a presentation to Board of your findings

Manipulate both Digital Tools Decide which tool to use Transfer data to the site for presentation.

Week 5 To friend or spend Read and interpret information on social media

marketing Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities to reinforce the 5 learning outcome above

Assessing File management Look at ways to organise information in files on the internet Assess and reorganise their personal school files Use information grid at:





January 2011


Students learn about: Students learn to: Completed Students learn about: Students learn to: Completed Networks Type of network Servers and security


Week 6 Additional features in using both Animoto and Prezi

Continue to construct their presentation of information about school site evaluations

Week 7 To friend or spend Complete tasks related to social media

marketing Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities

Assessing File Management Establish an organisation of files that is meaningful allowing for easy access. Collaborative activity with peer and class sharing of ideas.

Continue to use the information grid at http://www.kyvl.org/html/tutorial/research/

Networks computers Data & Packets connecting Top & Technology


Week 8

Finalisation of Assessment and presentation expectations Introduction of Project 4 for end of next term – Christmas presentation

Prepare their assessment, check and complete all elements and present Forward plan for a task that is sometime in the future.

Week 9 YR 10 TRIAL EXAMS Consolidation of information Responsibly complete tasks for creative sharing

and to friend or share Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities

Presentations to class or other classes







January 2011

Critical Thinking Skills Deeper into critical thinking

Deepen critical thinking skills using specific keys

Students learn about: Students learn to: Completed Students learn about: Students learn to: Completed Networks Protocols & elements Advanced advantages



January 2011

idc@pcs Stage 5 Information & Digital Technology

Term 4: Digital Citizenship –global citizenship, netiquette Information Management- delicious account, critical thinking Information Technology - internet

Project 4-Title: Christmas presentations Yearly Exam – Glog construction

Duration: 9 weeks Sequence: Term 4 2011

Core Outcomes 5.3.1, 5.3.2, 5.2.1, 5.2.2, 5.2.3, 5.1.1, 5.1.2, 5.4.1 Yearly Exam Outcomes

Core Overview Digital Citizenship – global citizenship, netiquette Yearly Exam Overview Compile a Glog on a specific topic reflecting the elements of Information management or digital citizenship studied over the year.

Information Management – Delicious account, critical thinking sills

Project 4 Outcomes 5.5.1,5.5.2,5.5.3, 5.2.2, 5.1.1, 5.3.2

Information Technology – internet Project 4 Overview Christmas Presentation using popplet and smilebox



Week 1

Global Citizenship CyberNetrix

Safely conduct activities on the internet Complete Tasks that are cyber safe

What a delicious account is Construct their own account as a storage repository

Register a delicious account Build their account by tracking resources used over the year

Internet What is the internet Ip and TCP/IP

Week 2

Preparation of an information rich online product that will reflect their learning for the year Criteria and expectations for this task.

Identify the task that they are going to complete for the final exam Collect information using the information literacy process for their Exam Exhibit ethical and responsible behaviour when collecting information

January 2011


Week 3 Global Citizenship Conduct themselves in a cyber safe manner


- complete the activities

Organising a delicious account

- Use the information grid at


Internet Connecting to the internet Services Internet


Week 4 Refining their information collection for the exam Final information that they will require to have available for the exam

Utilize the time given in class to maximise their study time for other subjects Collect and store material efficiently for easy retrieve when completing a task under time pressure.


Week 5 Yr 10 School Cetificate- Yr 10 finished Netiquette Discuss and suggest ways to communicate online

in manner that is better for them and others Use the website http://www.digitalcitizenship.nsw.edu.au/

Critical Thinking Skills - Use futurelab online tools for information gathering

- Use a range of suggested search engines eg “sweet search”

- Use information grid to go through the process at


Other Internet Technology’s Using the website below






January 2011

http://doit.ort.org/course/intro.htm work through a comprehension online tutorial with assessment questions and exercises to complete

Week 6 Exams Exams

Students learn about: Students learn to: Completed Students learn about: Students learn to: Completed Week 7 Netiquette Complete cyber safe activities on the internet


Critical Thinking Skills - Use 2 different types of referencing tools

- Identify formatting flaws and to correct when using online referencing tools

- Continue to use the information grid at http://www.kyvl.org/html/tutorial/research/

Complete outstanding tutorials and tests


Week 8

Project 4 and the web 2.0 tools popplet and smilebox

Work in teams or individually if preferred to construct two different types of presentations with a Christmas message suitable for different aged children.


Week 9 Summary of all Digital Citizenship topics

Use the website http://www.digitalcitizenship.nsw.edu.au/ complete the activities

Critical Thinking Skills Summarising how do I think how can I improve my thinking

Activities to extend critical thinking

Etiquette of presenting material to another persons class

Complete a task ready for presentation to other students






January 2011

Wrap up of the year Using the website below http://doit.ort.org/course/intro.htm work through a comprehension online tutorial with assessment questions and exercises to complete

Presentations and wrap up of the year


January 2011


idc@pcs


ASSESSMENTS

YEARS 9-10

2011 PROGRAM

Constructed by Andrea Lovell

Teacher Librarian

January 2011

ASSESSMENT SCHEDULE

Areas of Assessment

T1 W4

T1 W10

T2 W8

T3 W2

T3 W8

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Re

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Info

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Weight % 20% 20% 15% 20% 25%

January 2011

Assessment activity rationales Rationale: Web site analysis - Assessment 1

Web analysis is not only the introductory assessment activity for this option (Internet and web site development), but also for the course. Reasons

for its design include:

the need for a guided framework, as students are new to the course. Specific expectations for the standard of student work are clearly outlined.

the desire to refresh student understanding of the design process

to ensure students have fundamental knowledge and skills needed for web development, creating a foundation for which the other assessment activity can grow from.

students will have already worked with the evaluation structure during class work, so the Web analysis assessment activity provides a link between classroom knowledge and the Web development assessment activity.

Rationale: Internet & Web Site Development – Assessment 2 Project 1

My Website is the first project that also forms part of the assessment for Year 10 students (Internet and web site development), Reasons for its

design include:

the need for a guided work framework, as students are new to the course. Specific expectations for the standard of student work are clearly outlined.

the desire to refresh student understanding of the design and information literacy processes, use of critical thinking skills.

to ensure students have fundamental knowledge and skills needed for web development, creating a foundation for which further assessment activity can grow from.

For students to do task as part of their class work, so the use of weebly as their platform for the web site should build understanding and skill levels in Web Development for Mid-Year Exam and later projects.

Rationale: Half – Yearly Exam – Assessment 3

Half- Yearly Exam will be the first exam that some students will have completed online. Reasons for its design include:

the evidence for understanding in the this course is best illustrated through students producing a product which shows their level of understanding.

the application of information literacy skills requires documented evidence at each stage of the process showing research skills.

to ensure students have gained skills and can apply material taught in class.

January 2011

Rationale: Internet issues – Assessment 4/Project 2

Internet Issues is the second assessment activity for this option, providing an opportunity for students to focus on the reliability of information that

surrounds them. Reasons for its design include:

giving students a broad understanding of the issues associated with the Internet and web site authority.

refining students’ abilities to think critically about information that is put in front of them.

developing information gathering and research skills.

Rationale: Digital Media – Project 2

Glogster and Voicethread are two digital media is the third assessment activity and uses Digital media.

providing a positive focus on the local community

combining the digital media elements using Glogster and Voicethread to communicate a specific message to a chosen audience

using an assessment activity that mirrors a real world scenario, with deadlines to be met throughout the project and a timeline to be monitored and adhered to

having flexibility in design and content to allow students the opportunity to show individuality and flair. Students have the chance to take ownership of their product, allowing for reflection and evaluation to take place throughout the activity and ensuring greater success for students.

Rationale: Web site evaluation – Assessment 5/Project 3

Web site development and assessment is the fifth assessment activity and bridges two options (Internet and web site development and Digital

media). The task is split into three parts, with students expected to have greater autonomy in delivering a product according to the brief. Reasons

for its design include:

providing a positive focus on the school community

combining the digital media elements within a web environment

using an assessment activity that mirrors a real world scenario, with deadlines to be met throughout the project and a timeline to be monitored and adhered to


January 2011

Rationale: Final Exam

Yearly Exam will be the final exam that students will be completing for this subject and will done online. Reasons for its design include:

the evidence for understanding in the this course is best illustrated through students producing a product which shows their level of understanding.

the application of information literacy skills requires documented evidence at each stage of the process showing research skills.

to ensure students have gained skills and can apply material taught in class.

Rationale: Authoring & Multimedia – Project 4

Christmas Business is the fourth project and will contribute to the Yr 9/10 final mark for school reports. This provides a positive focus on a product

students can share with whole school community, supporting what underpins Christians education and gives them experience with other web2.0

tools they will not be familiar with.

Reasons for its design include:

providing a platform to support the uniqueness of Christian education

combining a range of digital media elements to produce product

the opportunity to do a relatively quick project in class that is creative

using an assessment activity that can contribute to the real world,


Giving students the opportunity to implement the design process utilizing other skills taught during the year

January 2011

information & digital citizenship

WEB ANALYSIS

ASSESSMENT ACTIVITY 1

Introduction

As the Internet continues to expand and become more a part of our everyday lives, users need to better understand web site production and navigation. Clever

planning at the defining and designing stages of the design process can make a web site attractive and intuitive to use, this then captures a wider audience.

For this assessment activity you have to critically analyse a web site and submit a report that meets the following requirements.

Requirements for assessment

In order to undertake this task you will need to:

deconstruct the web site allocated to you and record your notes using the analysis sheets attached consider the key features of the site and determine whether they are effective or otherwise create a summary of the site that you can use to write your report.

Marks: 20

Weight: 20%

Time allowed: 2 weeks

Due date: 21st Feb- Term 1 Week 4

Group: Individually

Focus: Web site analysis

Report writing

Outcomes to be assessed

A student:


a range of information and software solutions.

5.3.2 acquires and manipulates data and

information in an ethical manner.

January 2011

To be submitted for assessment purposes:

1. Your analysis and summary sheets. Ensure: the name of the web site is clearly marked the sheets are completed clearly and legibly.

2. A two page written report. The report should: clearly outline the prospective audience of the web site identify key features of the web site explain the degree to which the web site is able to appeal to its audience discuss the way the end user perceives and is able to/or not to use the website effectively be structured in a concise and logical manner.

January 2011

Guidelines for marking and feedback

Web analysis

Student name: Mark

5.2.3 The student critically analyses decision-making processes in a range of information and software solutions.

Analysis sheet

Effectively deconstructs the website allocated and records responses clearly.

Summary sheet

Identifies all key features of the web site.

5.3.2 Acquires and manipulates data and information in an ethical manner

Applies referencing to any quotes or material required

/3

/5

/2

5.5.2 Communicates ideas, processes and solutions to a targeted audience.

Report

Clearly outlines the prospective audience of the web site. Comprehensively explains the degree to which the website is able to appeal to its

audience Structured in a concise and logical manner

/2

/5

/3

Teacher comment

Total /20

January 2011

Assessment criteria

Range Level of achievement

A student in this stage will:

19-20

(Excellent) A

Thoroughly examine all features and strategies used in the design of a range of web sites

Critically analyse the effectiveness of a web site to convey its message.

17-18

(High) B

Examine all features and strategies used in the design of a range of web sites

Strong analysis of the effectiveness of a web site to convey its message.

14-16

(Substantial)

C

Examine most features and strategies used in the design of a range of web sites.

Satisfactorily analyse the effectiveness of a web site to convey its message.

12-13

(satisfactory)

D

Examine some of the features and strategies used in the design of a range of web sites.

Complete some analysis of the effectiveness of a web site to convey its message.

10-11

(Elementary) E

Examine a few of the features and strategies used in the design of a range of web sites.

Be unable to analyse the effectiveness of a web site to convey its message.

0-9

(Unsatisfactory) N

Show very few features and strategies examined in the design of a range of web sites.

Be unable to analyse the effectiveness of a web site to convey its message.

January 2011

Analysis sheets

Web site address : ________________________________________

Instructions

• Read each question carefully.

• Write your answers in point form in the appropriate column.

• A stopwatch or a watch with stopwatch functions would be useful when trying to time the downloading of each site.

Graphical style: colour and font

Questions Comments

Colour

How would you describe the colours? e.g. bright, natural looking or washed out.

Why do you think these particular colours have been chosen?

What atmosphere do the colours create? e.g. excited, reflective, active or serious.

Font

How has the web site designer made certain text stand out? e.g. through use of colour,

size, style, bolding or underlining.

Why has the designer made this text stand out?

Does the text have borders?

What type of borders have been used? e.g. shadow, double line or fine line.

January 2011

Web site address: ___________________________________________ Name:_____________________

Layout Comments

What first caught your eye when you looked at the site?

How are the text and images balanced on the page?

Is there a central focus on each page?

What is it?

Is it written or visual?

What is at the top of the screen?

Why do you think the page has been designed this way?

What is at the bottom of the screen?


What is on the left hand side of the screen?


What is on the right hand side of the screen?


What elements (graphic or written) occupy more space on each page?


What type of background is used?


What changes and what remains the same from page to page?


Has a template been used on each page?


January 2011

Has the web site designer made use of white space on the page?

What effect does this have on the impact of the page?

Explain your answer.


Technical considerations: navigation and download time

Questions Comments

Navigation

What is included on the navigation bar, e.g. arrows, words or images?

Does the site use consistent navigation buttons?


Is it easy or difficult to move forwards through the site?

Is it easy or difficult to move backwards around the site?

What effect does navigation of the site have on the user? Explain your answer.

Download time

How many seconds did it take for the site to be downloaded onto your computer?

Did text or images take longer to download?

What effect could download time have on the user of the site?


January 2011


Content

Questions Comments

Text

What texts (written, visual, sound or moving) are used on the page?

What is the purpose of the written texts?

Is the language used suitable for the audience and purpose of the site?


Is the organisation and flow of ideas suitable for the intended audience?


When was the information created?

When was it updated?

Is the site designer also the creator of the information?

Is the creator credible?

How do you know?

What might the creator be attempting to achieve with the web site, i.e. what is

his or her purpose?

What sorts of facts are presented?

Are they accurate?

How do you know this?

Are the facts written?

Are they supported by images?

January 2011


Images

What pictures or images are included?

Why do you think they have been included?

What is the purpose of the visual texts?

What type are images are used, e.g. cartoon style, photos, and diagrams?

What effect does this type of image have on the viewer?

What do the images represent?

Are they natural, scientific or abstract?

How do the images relate to the written text and web site purpose?

Why do the designers choose to present visual information in this natural,

scientific or abstract form?

What impact does this have on the viewer?

What images are not used that could have been used?

Do people or animals look directly at the viewer?

Why would the web site designer have presented them this way?

January 2011

Summary Sheet

Important elements of effective web design

List the things you need to think about under the appropriate headings below. Use this sheet to develop your report

Colour Font Layout

Navigation and download time Content: text Content: images

January 2011

information and digital citizenship

WEB SITE DEVELOPMENT

PROJECT 1 & ASSESSMENT 2 ACTIVITY

Introduction

This is an in class assessment/project, it is designed to establish students use of a web design tool to construct their own web site, utilizing the skills

taught in class of critical thinking, researching, referencing, design considerations and the audience they are preparing the site for and general appeal.

The construction of a personal website has been selected to provide students with a platform for them to display not only idc@pcs material but also other digital material for other subjects. This website can be used not only this year but in future years as well. Because this task is real and personal it is designed to

promote high interest.

This is designed to allow for individuality of students and promote creativity.

Marks: 25

Weight: 20%


Due date: 5th April Term 1 week 10

Group: Individual

Focus: Development of analysis

ability and to apply what is learnt to

the next assessment.

Critical Thinking skills

Researching skills

Referencing

Design

Suitability for audience


A student:





5.3.2 acquires and manipulates data and information in

an ethical manner

5.5.2 communicates ideas, processes and solutions to a

targeted audience

January 2011

For this assessment/project create and publish a web site using weebly for your personal use for all school subjects, and to promote a professional digital

presence.

Your written material must meet the following requirements.

Requirements for assessment/project


Clearly follow each step of instruction in class

Use researching skills comprehensively

Show accurate attribution of information, images and any other material used by using an online bibliography tool

Follow steps in the use of critical thinking skills

Show thoughtful use of web design criteria learnt from Assessment 1

Worked individually, however also used collaboration with fellow students with information gathering and skill sharing in the use of weebly particularly

Show understanding of targeting an audience well

That you can manage the time you have been allocated efficiently.


1. Present your web site to the class and present it on the class blog for whole school access 2. Prepare a survey sheet for other class members to fill in to evaluate website, using http://questionform.com/ or http://www.surveymonkey.com/ ,

collect your data and present with either in hard copy or online on their personal website. 3. Student concludes work with a reflective note about their own assessment of their web site either using template provided or their personally designed

reflective note which can be in hard copy or online on their personal website.

http://questionform.com/

http://www.surveymonkey.com/

January 2011


Web analysis

Student name: Mark


5.3.2 The student acquires and manipulates data and information in an ethical

manner

5.2.2 The student designs, produces and evaluates appropriate solutions to a range

of challenging problems.

Material Submitted

Web site is complete, published and presented on class forum with url and referencing attached

Design and presentation reflect application of design criteria from Assessment 1 Attribution reflects an understanding of the ethical conduct required

/5

/5

/5

5.5.2 Communicates ideas, processes and solutions to a targeted audience Evaluation

Evaluates using online survey of the appeal of the website to its target audience Reflective comments are accurate and constructive

/5

/5

Teacher comment

Total /25

January 2011

Assessment criteria



18-20

(Excellent) A

present class notes which reflect students use of critical thinking tools in an outstanding manner

present a web site that is above standard, complete, published and presented on class blog

Comprehensively present attribution reflecting an understanding of the ethical conduct required

Thoroughly evaluate, using an online survey the appeal of the website to its target audience

State reflective comments that are accurate, constructive and perceptive

16-17

(High)

B

present class notes which reflect students use of critical thinking tools in an excellent manner

present a web site that is of an excellent standard, complete, published and presented on class blog

Accurately present attribution reflecting an understanding of the ethical conduct required

Comprehensively evaluate, using an online survey the appeal of the website to its target audience

State reflective comments that are accurate, constructive and insightful

13-15

(Substantial)

C

present class notes which reflect students use of critical thinking tools in clear manner

present a web site that is of an good standard, complete, published and presented on class blog

present complete attribution reflecting an understanding of the ethical conduct required

evaluate, using an online survey the appeal of the website to its target audience

State reflective comments that are accurate and constructive

10-12

(satisfactory)

D

present class notes which reflect students use of critical thinking tools in a clear manner

present a web site that is of an satisfactory standard, complete, published and presented on class blog

present almost complete attribution reflecting an understanding of the ethical conduct required

do some evaluation, using an online survey the appeal of the website to its target audience

State reflective comments

1-9

(Elementary) E

present some class notes which reflect students use of critical thinking tools

present a web site that is of a elementary standard, published and presented on class blog

present some attribution reflecting an understanding of the ethical conduct required

do a few evaluation, using an online survey the appeal of the website to its target audience

State some reflective comments

0-9

(Unsatisfactory) N

Work handed in was fraudulent

No task handed in

No class note handed in

January 2011

Survey Question Scaffold

These are suggestions only, feel free to formulate your own questions

Give each question a rating from 1-5 1 low 5 very high

Question 1 2 3 4 5

How appealing is this web site on first viewing?

Is the identity of the website owner clearly represented?

Are the links clear and active?

Is it easy to navigate around this website?

Have elements of web design been applied to this site?

After exploring this web site how appealing is it?

Is there a balance of information, graphics and links

January 2011

Reflective Thinking Scaffold

These are suggestions only, feel free to formulate your own reflective thoughts

Think about Response

Are you happy with your work, in what way?

Do you think you could improve, in what way?

What facts or ideas really stick in your mind from this project?

What was the most difficult part of this project?

How did you feel about using this technology? (Confident, not confident etc)

What two things did you most enjoy about this project?

Any other comments you would like to make

January 2011

information and design citizenship

MID-YEAR EXAM

ASSESSMENT ACTIVITY 3


1. Gather information using a range of web search engines including Google advanced search tools. 2. Show evidence of critical thinking skills 3. Show an understanding of intellectual property and how to use creative commons in attribution and other correct

attribution of material

4. Show skill in manipulating weebly to produce a website which meets the criteria set in the time required

Marks: 60

Weight: 15%

Time allowed: 2 Hours

Due date: 13/14th June Term 2 Week 8

Group: Individually

Focus: Web -Research Skills

Website construction

Ethical attribution



A student:

5.2.1 describes and applies problem-solving

processes when creating solutions





5.5.2 communicates ideas, processes and solutions

to a targeted audience

January 2011


Internet issues

Student name: Mark

5.2.1 The student describes and applies problem-solving


Show evidence of critical thinking skills

/15



Gather information using a range of web search engines including Google

advanced search tools.

Shows evidence of understanding the elements of web design

/15

/10

5.3.2 The student acquires and manipulates data and information


Show an understanding of intellectual property and how to use creative

commons in attribution and other correct attribution of material

/15



Show skill in manipulating weebly to produce a website which meets the

criteria set in the time required

/15

Total /70

Assessment criteria

January 2011



19-20

(Excellent) A

Thoroughly show ability to use a range of web based search engines

Show sophistication in construction of an example of a web site

Attribute correctly all material sourced showing understanding of creative commons

Show outstanding critical thinking skills in completing a task in time, to an outstanding level.

17-18

(High) B


Expertly construct an example of a web site

Attribute correctly all material sourced

Show good critical thinking skills in completing a task in time, to

an excellent level.

14-16

(Substantial) C


Competently construct an example of a web site

Attribute correctly most material sourced

Show use of critical thinking skills in completing a task in time,

to a good level.

12-13

(satisfactory) D


Adequately construct an example of a web site

Attribute correctly some material sourced

Show some use of critical thinking skills in completing a task in

time, to a sound level.

10-11

(Elementary) E


construct an example of a web site

Some correct attribution of material sourced

Show a little use of critical thinking skills in completing a task in

time, to a basic level.

0-9

(Unsatisfactory) N


some construction of an example of a web site

No attribution of any material sourced

Show no use of critical thinking skills in completing a task in

time, to a poor level.

January 2011


INTERNET ISSUES/DIGITAL MEDIA

ASSESSMENT ACTIVITY 4/PROJECT 2

Introduction

The Internet has made our world smaller and our lives faster. We can communicate directly to friends anywhere in the world; we can

watch world events as they occur, information is only the touch of a button away. However, this technology can also cause problems, create

enormous social and economic changes, both good and bad.

In this assessment you will apply research skills to identify authoritative websites describing how you assessed their authority.



Marks: 25

Weight: 20%

Time allowed: 2 weeks/6 weeks

Due date :2nd

/16 th August Term 3

Week4

Collaboration: Individual

Focus: Research skills

Authoritative websites

Presentation of information


A student:



5.4.1 analyses the effects on past, current and emerging

information and software technologies on the individual

society.


an ethical manner

5.5.1applies collaborative work practices to complete

tasks

5.5.2 communicates ideas, processes and solutions to a

targeted audience

January 2011

assess the authenticity of the material given to your group by the teacher

state ethical issues associated with the material

identify other information sources you would use to authenticate the information

identify the key issues from the materials.

Part 1 – Assessment 4/ weeks


This can presented on your personal website for marking or as hardcopy

A copy of the websites you are checking for their authority

A copy of the criteria you formulate to evaluate their authority

A statement of your findings

Referencing of all material used in the preparation of this piece of work

Have evaluation by 2 other class members

Include personal reflection on your work

Part 2 – Project 2/8 weeks

To complete using Glogster and Voicethread 2 pieces of work for a specific audience that will communicate a specific message (Chosen in class with the teachers)

You will need to research your topic, provide links to video, audio and website

Present it to the class

Have evaluation by 2 other class members

Include personal reflection on your work

Referencing of all material used in the preparation of this piece of work

January 2011

Internet issues: Guidelines for marking and feedback

Student name: Mark

Part 1- Assessment5.4.1 The student analyses the effects on past, current and

emerging information and software technologies on the individual society.

5.3.1. justifies responsible practices and ethical use of information and software

technology

Identifies the title, type, origin and ethical issues of the source materials.

Clearly outlines how authentication of materials occurred.

Assesses the validity of the source material.

/2

/5

/5

5.3.2 acquires and manipulates data and information in an ethical manner

Referencing is complete

Evaluation by 2 students complete

Has an appropriate conclusion

Personal reflection shows understanding application of critical thinking

/3

/4

/3

/3

Part 2 – Project

5.5.1 applies collaborative work practices to complete tasks

5.5.2 communicates ideas, processes and solutions to a targeted audience

5.2.1 describes and applies problem-solving processes when creating solutions

Has worked as an active member of the team

The standard of the presentation is high and targets specified audience

Referencing is complete

Evaluation of 2 students complete

Personal reflection complete

/5

/5

/5

/5

/5

Total/ Teacher comment /50

January 2011

Assessment criteria

Range Level of

achievement A student in this stage will:

19-20

(Excellent) A

Thoroughly justify responsible and irresponsible practices relating to information technology

Thoroughly justify the ethical use of information technology

Critically analyse all the effects of past current and emerging

information technologies on the individual society

17-18

(High)

B

Justify all of the responsible and irresponsible practices relating to information technology

Strongly justify the ethical use of information technology

Strong analysis of all the effects of past current and

emerging information technologies on the individual society

14-16

(Substantial)

C

Justify most of the responsible and irresponsible practices relating to information technology

Satisfactorily justify the ethical use of information technology

analyse most of the effects of past current and merging


12-13

(satisfactory)

D

justify some of the responsible and irresponsible practices relating to information technology

justify some of the ethical use of information technology

analyse some of the effects of past current and emerging


10-11

(Elementary) E

justify a few of the responsible and irresponsible practices relating to information technology

justify a few of the ethical use of information technology

analyse a few of the effects of past current and emerging


0-9

(Unsatisfactory) N

justify very few of the responsible and irresponsible practices relating to information technology

justify very few of the ethical use of information technology Unable to analyse the effects of past current and emerging information technologies on the individual society

January 2011

Research sheet

Title of material being assessment for authenticity

Type of source material.

Origin of material.

Information sources used for authentication.

Summarise the main idea of the piece of work being analysed.

Is the piece of work accurate in giving the information – How do you know?

My conclusion about the authority of this piece of work

January 2011


WEB DEVELOPMENT

ASSESSMENT ACTIVITY 5/PROJECT 3

Marks: 80

Weight: 25%


Due date: 13rd

Sept Term3 Week 8

Group: Pairs or individual

Focus:

Web site critiquing

Collaborative activities

Evaluation process

Web 2.0 tool manipulation

Digital communication


A student:

Part one

5.2.1 describes and applies problem-solving



a range of information and software solutions





Part two




tasks



January 2011

Introduction

With information only the touch of a button away, schools have harnessed the information superhighway to give school communities a wide range of information about the

services they provide, through such mediums as web sites. This project involves addressing the challenge faced by schools in maintaining a positive profile for their school

community through the use of resident inspired web sites. Your brief is to select and review a school web site and document exclusions and additions that you would make. The

brief has been broken into two main parts:

Part one: Design/Production

Critique the design taking all aspects into consideration. You will need to give specific evidence to support your design critique. Present this as a report to be given to the

schools board or parent body.

Critique the workability of the web site in point form

Part two: Evaluation

This is your report with all recommendations supported suitably to be presented to the school board or parent body.



Carefully consider schools and their needs

manage the time you have been allocated efficiently.


Part one: Design

1. Critique of the design

identify the six elements of design listing them with your responses to them 2. Critique the web site as a fully working web site that meets the following requirements:

contains a minimum of six pages, including introduction page

has utilised correct naming conventions

features well organised web folders

all links are active (they work!)

navigation buttons are clear, easily recognisable and efficient

digital media elements fit the nature of design

displays imagination and continuity of design

Assess features necessary on a school website

January 2011

Evaluate your specific website as to how it meets these criteria

Make recommendations of areas that your selected website could be improved on (This will be displayed on your presentation)

P art two: Production

Preparation of presentation for board or parent body

attach visual evidence to your report supporting your critique (this will be on your visual presentation for the board or parent body)

Present this is as presentation to be given to the board or parent body using either Prezi or Animoto any handout support material is to be written and presented in professional manner.

The evaluation:

identifies student name, group

has a sample of people who have evaluated your presentation ( 5 at least)

is comprehensively completed and shows authentic reflective processes about both the Part one and Part two of the Assessment 5

has a clear conclusion or recommendations

January 2011

Web development: Guidelines for marking and feedback

Student name: Mark

Part one: Design

5.2.1 The student describes and applies problem-solving processes when creating solutions.

visual evidence to your report supporting your critique. Present this is a report to be given to the Parkes Shire Council this can be in a written professional folder or it may be a digital presentation.

list details of information sources you may have referred to support your responses


Web site

identify the six elements of design listing them with your responses to them

/3

/6

/3

/3

Part two: Production

5.2.2 The student designs, produces and evaluates appropriate solutions to a range of challenging problems. Web site Contains a minimum of six pages, including introduction page.

Has utilised correct naming conventions.

Web folders are well organised.

All links are active (they work!).

Navigation buttons are clear, easily recognisable and efficient.

Digital media elements fit the nature of design.

Displays imagination and continuity of design. 5.3.2 The student acquires and manipulates data and information in an ethical manner.

5.3.1 Correctly acknowledges data selected from other sources.

/1

/2

/2

/2

/2

/2

/2

Evaluation

Identifying student name, group.

Comprehensively completed showing authentic reflective processes.

Clear conclusion noting degree to which project was successful. 5.5.1 The student applies collaborative work practices to complete tasks.

Evidence of shared work load in report presentations and critique style 5.5.2 The student communicates ideas, processes and solutions to a targeted audience

Recommendations are clearly articulated and suitable for presentation to a school or parent body.

/1

/4

/3

/3

/4

Teacher comment Evaluation total /15

Project total /45

January 2011

Assessment criteria



19-20

(Excellent) A

Thoroughly examine all features of design required in the web site

Critically analyse the effectiveness of the

web site to convey its message

17-18

(High)

B

Examine all features of design required in the web site

Strong analyse the effectiveness of the web

site to convey its message

14-16

(Substantial)

C

Examine most features of design required in the web site

Concisely analyse the effectiveness of the

web site to convey its message

12-13

(satisfactory)

D

Examine some features of design required in the web site

Satisfactorily analyse the effectiveness of

the web site to convey its message

10-11

(Elementary) E

Examine a few features of design required in the web site

Some analyse of the effectiveness of


0-9

(Unsatisfactory) N

Very few features of design examined in the web site

Unable to analyse the effectiveness of


January 2011


YEARLY EXAM

YEAR 9


To pre-prepare information using the Define, Locate, Select process including text, graphics, audio and video.

In the exam using glogster construct a glog with the pre-prepared information, Organising, Presenting and Assessing the information on a topic of your

own choice. (Selected from and school subject topic already researched.

Exam is presented on the website below

http://pcsinfotechexam.weebly.com

Marks: 100

Weight: 30%

Time allowed: 2 Hours

Due date: 14/15th

November

Group: Individually

Focus: Information Literacy Skills


A student:

5.2.1 Student describes and applies problem-

solving processes when creating solutions

5.2.2 Designs, produces and evaluates appropriate

solutions to a rnage of challenging problems

5.3.2 The student acquires and manipulates data

and information in an ethical manner

5.5.2 Communicates ideas, processes and

solutions to a targeted audience

January 2011

Instructions

COMPLETE: Both PART A & B

PART A (30 minutes)

Multiple Choice questions and some short answer questions you need to complete all questions reading instructions carefully.

PART B (1 hour 30 minutes)

Practical Section : Construct a Glog and submit with a Reference list attached to the Glog and a reflective statement also attached to the Glog.

January 2011

Reflective Thinking Scaffold

These are suggestions only, feel free to formulate your own reflective thoughts

Think about Response

Are you happy with your work, in what way?

Do you think you could improve, in what way?

What was the most difficult part of this project?

How did you feel about using this technology?

What two things did you enjoy most about this work?

January 2011

Marking Rubric

Year 9 Exam 2010 – Information Technology

Students Name Mark

Part A – Multiple choice questions / 30

Part B – Practical Task /70

5.2.1 The student describes and applies problem-solving


Show evidence of critical thinking skills in the way text is put together and the

topic is approached, giving solid details

/10



Gather information using a range of web search engines including Google

advanced search tools

Information sources are reliable and represented correctly as text on the glog

Includes links to other websites

Uses video footage appropriate to the topic

/5

/5

/3

/2

5.3.2 The student acquires and manipulates data and information


Show an understanding of intellectual property and how to correctly reference

and to use creative commons

/10

/5

January 2011

Referencing attached to glog



Show skill in manipulating glogster to produce a glog which meets the criteria

set in the time required

The design of the glog is appropriate for the audience and subject chosen

Reflection on task completed shows understanding of the purpose of assessing

your own work when complete.

Reflection is attached to the glog as a separate file

/10

/10

/5

/5

Total

/100

January 2011

Assessment criteria



19-20

(Excellent)

A


Show sophistication in construction of an example of a glog

Attribute correctly all material sourced showing understanding of creative commons

Show outstanding critical thinking skills in completing a task in time, to an outstanding level.

17-18

(High)

B


Expertly construct an example of a glog

Attribute correctly all material sourced

Show good critical thinking skills in completing a task in time, to

an excellent level.

14-16

(Substantial)

C


Competently construct an example of a glog

Attribute correctly most material sourced

Show use of critical thinking skills in completing a task in time,

to a good level.

12-13

(satisfactory)

D


Adequately construct an example of a glog

Attribute correctly some material sourced

Show some use of critical thinking skills in completing a task in

time, to a sound level.

10-11

(Elementary)

E


construct an example of a glog

Some correct attribution of material sourced

Show a little use of critical thinking skills in completing a task in

time, to a basic level.

0-9

(Unsatisfactory)

N


some construction of an example of a glog

No attribution of any material sourced

Show no use of critical thinking skills in completing a task in

time, to a poor level.

January 2011


WEB 2.O TOOLS

PROJECT 4

Marks:

Weight: 20%

Time allowed: 4 - 8 weeks

Due date: 13th Dec Term 4 Week 10

Group: Individual/group

Focus:


Researching skills

Referencing

Design

Suitability for audience


A student:



5.5.3 describes and compares key roles and

responsibilities of people in the field of

information and software technology.

5.1.1 selects and justifies the application of

appropriate software programs to a range of

tasks.


an ethical manner.


tasks. 5.5.2 communicates ideas, processes and solutions to a

targeted audience.

January 2011

Introduction

This project is designed to be some fun for students bringing together the skills they have achieved over the year. This includes the application of the Information Literacy Process in the way the student approach their work, and also the application of all the Digital Literacy skills that they have learnt.

The task is to create a presentation for the school assembly using a web 2.0 tool that the student selects. The presentation is to show the real meaning of Christmas in a fresh creative way that is not clichéd but shows a genuine exploration of Christmas.



Clearly follow each step of instruction in class

Show accurate attribution of information, images and any other material used using an online bibliography tool

Follow steps in the use of critical thinking skills and the information literacy process

Show thoughtful use of multimedia

That you can work on your won expressing your individual style.

Show an understanding of the goal of the project ie to present creatively the Christmas message

Show understanding of targeting an audience well

That you can manage the time you have been allocated efficiently.


4. Your presentation to the class as well as on the class blog for whole school access must reflect the message that Christians are trying to share. 5. Prepare a survey sheet or online survey for other class members to fill in as to their evaluation of your website, using http://questionform.com/ or

http://www.surveymonkey.com/ collect your data and present with your class notes 6. Student concludes work with a reflective note about their own production also commenting on the different types of people’s skills they have utilized in

the production of their presentation.

http://questionform.com/

http://www.surveymonkey.com/

January 2011


Web 2.0 Tools Presentation

Student name: Mark

5.2.2 designs, produces and evaluates appropriate solutions to a range of

challenging problems

5.1.1 selects and justifies the application of appropriate software programs to

a range of tasks

5.3.2 acquires and manipulates data and information in an ethical manner

Task

Effectively constructs a presentation using a Web 2.0 tool Clearly shows evidence of understanding how the Web2.0 tool can be used

/3

/5

/2

5.5.1 Selects and justifies the application of appropriate software programs to a range of tasks. 5.5.3 Communicates ideas, processes and solutions to a targeted audience. 5.5.4 Describes and compares key roles and responsibility of people in the field of

information and software technology Reflection

Shows an understanding of the importance of reflection Shows the use of Digital Literacies in the planning and construction of the presentation.

Shows an understanding of the range of different people’s skills utilised to construct the presentation.

/2

/5

/3

Teacher comment

Total

/20

January 2011

Assessment criteria



19-20

(Excellent)

A

Expertly uses digital literacy processes present a presentation that is above standard, complete, and

presented on class blog

Comprehensively present attribution reflecting an understanding of the ethical conduct required

Thoroughly evaluate, using an online survey the appeal of the presentation to its target audience

State reflective comments that are accurate, constructive and perceptive

17-18

(High)

B

Excellently uses digital literacy processes present a presentation that is of an excellent standard,

complete and presented on class blog

Accurately present attribution reflecting an understanding of the ethical conduct required

Comprehensively evaluate, using an online survey the appeal of the presentation to its target audience

State reflective comments that are accurate, constructive and insightful

14-16

(Substantial)

C

Shows evidence of the use of digital literacy processes present a presentation that is of a good standard, complete,

published and presented on class blog

present complete attribution reflecting an understanding of the ethical conduct required

evaluate, using an online survey the appeal of the presentation to its target audience

State reflective comments that are accurate and constructive

12-13

(satisfactory)

D

Use of digital literacy processes in clear and concise way present a presentation that is of an satisfactory standard,

complete, and presented on class blog

present almost complete attribution reflecting an understanding of the ethical conduct required

do some evaluation, using an online survey the appeal of the presentation to its target audience

State reflective comments

10-11

(Elementary)

E

Presentation shows some us of digital literacy processes present a presentation that is of a elementary standard, and

presented on class blog

present some attribution reflecting an understanding of the ethical conduct required

do a few evaluation, using an online survey the appeal of the presentation to its target audience

State some reflective comments

0-9

(Unsatisfactory)

N

Work handed in was fraudulent

No task handed in

No class notes handed in

idc@pcs Program 2011

Documents

Transcript of idc@pcs Program 2011