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2002 CTS AMENDMENTS
to the
Information Processing
Guide to Standards and Implementation
Summary ofCurriculum Changes
• Prerequisite requirements have been • New Courses:
removed from: - INF1210 Computer Science 1
- INF2030 Keyboarding 2 - INF2210 Computer Science 2
- INF2040 Keyboarding 3 - INF3210 Computer Science 3
- INF3030 Keyboarding 4 - INF2220 Object-oriented Programming 1
- INF3040 Keyboarding 5 - INF3220 Object-oriented Programming 2
- INF3050 Keyboarding 6 - INF3230 Dynamic Data Structures 1
- INF3240 Dynamic Data Structures 2
• Effective September 2002, Section 1 has been removed from all CTS strands and replaced
with a general information page.
Section B
1. Remove pages B.1-B.4 (1997) and replace with new pages B.1-B.4 (Revised 2002).
2. Remove pages B.5-B.8 (1999) and replace with new pages B.5-B.10 (Revised 2002).
Section D
1. Remove pages D.1-D.2 (1997) and replace with new pages D.1-D.2 (Revised 2002).
2. Remove pages D.41-D.42 (Revised 1999) and replace with new pages D.41-D.42
(Revised 2002).
3. Add new pages D.45-D.50 (2002).
Section E
1. Remove pages E.1-E.2 (1997) and replace with new pages E.1-E.2 (Revised 2002).
2. Remove pages E.9-E.10 (1997) and replace with new pages E.9-E.10 (Revised 2002).
3. Remove pages E.13-E.14 (1997) and replace with new pages E.13-E.14 (Revised 2002).
4. Add new pages E.97-E.108 (2002).
Section F
1. Remove pages F.1-F.2 (1997) and replace with new pages F.1-F.2 (Revised 2002).
2. Remove pages F.13-F.14 (1997) and replace with new pages F.13-F.14 (Revised 2002).
3. Remove pages F.17-F.18 (1997) and replace with new pages F.17-F.18 (Revised 2002).
4. Remove pages F.21-F.22 (1997) and replace with new pages F.21-F.22 (Revised 2002).
5. Add new pages F.87-F.106 (2002).
Section G
1 Remove pages G.3-G.4 (1997) and replace with new pages G.3-G.4 (Revised 2002).
2. Add new pages G.59-G.80 (2002).
Section
I
1. Remove Section I (Revised 2000) and replace with new page 1.1 (Revised 2002).
INFORMATION
PROCESSING
STRAND RATIONALE AND PHILOSOPHY
B.
Information Processing, a strand in Career and • an understanding ofthe systems that relate in
Technology Studies, represents the study of whole or in part to the management of
electronic technologies as they apply to personal information
use and the business environment.
• an understanding of the ethical and societal
As we move more rapidly into the information issues concerning technological development
age, it is crucial that students are able to use and its impact on society
electronic technologies to access and manipulate
information in an efficient manner. Accurate, • technological skills and knowledge designed
timely information is the basis for sound decision forpersonal use
making and effective communication.
• technological skills and knowledge that
As students build confidence in their transferto othercurriculum areas
understanding of the various information
processing tools and procedures, they will be able • technological skills and knowledge required
to transfer their knowledge and skill to a wide forthe world ofwork.
range ofcontexts. They will also be better able to
adapt to the continual changes caused by the Students will learn to input, process and output
evolving technologies. information inthe following areas:
To understand the shift from the industrialsociety system operations
toward the information age, it is important that a
student understands the significance ofthe current text/data input
technological development, of how technology
productivity software
affects an individual's daily life and ofthe impact
that technology has on the world ofwork. Within applied processing
this perspective, Information Processing provides dynamic environment
for the development of:
programming (procedure-oriented and object-
• a meaningful study oftechnological trends oriented)
computer science.
Strand Rationale and Philosophy CTS, Information Processing/B.1
©Alberta Learning,Alberta,Canada (Revised 2002)
UNIVERSITY LIBRARY
UNIVERSITY OF ALBERTA
B.2/ Information Processing, CTS ©AlbertaLearning,Alberta,Canada
STRAND ORGANIZATION
The developmental model indicates the relationship In the intermediate level courses, students are
of what the students learn (as described in the expected to work more independently and expand
themes), how these learnings are emphasized within and refine basic skills in a wide range of
the courses (as described in the integrating applications.
concepts) and how students will apply these
learnings (as described in the learning contexts). At the advanced level, students use initiative to
efficiently integrate applications and processes to
LEVELS
produce high quality work to workplace standards.
Students working on courses at the introductory
level develop basic techniques and skills which,
while primarily for personal use, also form the
foundation for the development of more
professional applications.
INTEGRATING CONCEPTS
LEARNING
CONTEXTS
THEMES
Strand Organization CTS, Information Processing /B.3
©AlbertaLearning,Alberta,Canada (Revised 2002)
THEMES The Computer Science theme provides
opportunities for students to develop skills in a
The themes provide learning experiences that link high growth career area ofthe emerging economy.
knowledge, skills and attitudes with real-life Courses within this theme address a need
situations. Courses are organized into seven identified by business/industry and post-secondary
themes: institutes for:
• system operations • more senior high school students to have
• textdata input access to training in computer science
• productivity software • more consistent standards for literacy in
• applied processing computer science
• dynamic environment • smoother transitions from secondary to
• programming post-secondary education.
• computerscience.
INTEGRATING CONCEPTS
The courses in the System Operations theme help
students efficiently use and assess computer Integrated within each of the Information
hardware and related software and peripherals, Processing courses is the expectation that students
and understand and apply various communication will identify and resolve problems efficiently by
protocols. using effective decision-making skills. Students
apply these problem-solving/decision-making
In the Text/Data Input themes, students develop skills as they determine the most effective and
efficient keyboarding competencies for both efficient processes to use to input, process and
personal use and professional skill levels. output information.
In Productivity Software courses, students learn
LEARNING CONTEXTS
the commands and processes of the key
productivity software packages used in personal
and professional applications, including word Learning contexts help students relate their
processing, spreadsheet, database, graphics and learning to real-life experiences and challenges.
electronic/desktop publishing. Students expand In courses at the introductory level, these
their ability to use these software applications in challenges are mo—st frequently in a context typical
other CTS strands such as Communication in daily living within the home, school or
Technology, or in other courses such as English community. As the student progresses through the
language arts, mathematics. intermediate and advanced levels, the challenges
and related expectations for performance involve
The Applied Processing theme is designed to contexts that relate to the workplace.
increase students' level of productivity as they
produce a variety ofdocuments that integrate text, With the ever-increasing power of information
data and graphics applications. technologies, all of these applications can be
applied both at the local and global level. The
In the Dynamic Environment theme, students competencies students develop in Information
work with software that links various media and Processing will also support students as they
processes in new and unique ways to manage and continue their education in post-secondary or
communicate information. other further education opportunities.
The Programming theme provides an opportunity
for students to develop high-level, structured
programming skills, using either procedure-
oriented or object-oriented processes.
B.4/ Information Processing, CTS Strand Organization
(Revised 2002) ©Alberta Learning,Alberta,Canada
SCOPE AND SEQUENCE
INTRODUCTORY INTERMEDIATE ADVANCED THEME
ComputerOperations1 WorkstationOperations Hardware/SoftwareAnalysis
INF1010 INF2010 INF30I0 System
Operations
l^ocalAreaNetworks
Telecommunications Telecommunications2*
INF21V0 INF31S0
Keyboarding 1 Keyboarding2 Keyboarding4
INF1020 INF2030 INF3030
Keyboarding3 Keyboarding5 Text/Data Input
1NF2040
Keyboarding6
1NF3050
WordProcessing 1 WordProcessing2* WordProcessing3*
INFJ030 1NF20S0 INF30M)
GraphicsTools ElectronicPublishing 1* ElectronicPublishing2
Productivity
INF1040 INF2060 INF3070
Software
Database 1 Database2 InformationManagementTools
INF10S0 INF207O INF30XO
SpreadsheetI Spreadsheet2
INF1060 INF20S0
HypermediaTools MultimediaAuthoring1 MultimediaAuthoring2
INF1070 INF2130 INF3I30
Correspondence Specialization
INF20W INF3100
Reports' Specialization2*
INF2I0O INF3110 Applied
Processing
Tables/Forms* SoftwareIntegration2
INF2I10 INF3120
SoftwareIntegration 1* SoftwareIntegration3*
1NF2120 INF30VO
InformationHighway InformationHighway2 InformationHighway3
INF1090 I.\F2200 1NF3J90
Dynamic
InternetServices Environment
I.KF3200
ProcessControl* ExpertSystems'
INF2140 INF3140
Prerequisite Recommendedsequence
Courseprovidesastrongfoundationforfurtherlearninginthisstrand.
*
Refertospecificcoursesforadditionalprerequisites.
Scope and Sequence CTS, Information Processing/B.5
«:Alberta Learning,Alberta,Canada (Revised 2002)
SCOPE AND SEQUENCE
(continued)
INTRODUCTORY INTERMEDIATE ADVANCED THEME
Progranuiung 1 Programming2 --]_
INFIOM INF2/50 _,
|
Programming3 -1 ProgrammingApplication l
1NF2I6I) 1NFJJ5Q
1 I
Programming4 ProgrammingApplication2
-H
INF2I70 INFJ16I)
I I
Programming5 -- ProgrammingApplication3
INF21HI) INF3170 Programming
Object-oriented Object-orientedProgramming2
Programming 1 INF2220 INF3220
*
DynamicDataStructures l
INF3230
I
DynamicDataStructures2
ComputerScience i ComputerScience2 ComputerScience3 Computer
INFI2J0 INF22J0 1NF3210
Science
Prerequisite Recommendedsequence
*
Refertospecificcoursesforadditionalprerequisites.
B.6/ Information Processing, CTS Scope and Sequence
(Revised 2002) ©Alberta Learning,Alberta,Canada
COURSE DESCRIPTIONS Course INF1090: Information Highway 1
Students develop personal use Internet skills for
Course INF1010: Computer Operations accessing and communicating data and
Students develop personal use skills basic to all information, with particular emphasis on the
courses in the Information Processing strand in the world wide web and email.
following applications: file management, basic
hardware and software operations, text entry and Course INF1210: Computer Science 1
workstation routines. Students are introduced to the nature, approaches
and areas of interest of computer science and its
Course INF1020: Keyboarding 1 relationship to areas, such as computer
Students develop accurate touch keystroking of engineering and information technology. Students
text and data appropriate to personal use and the explore concepts associated with hardware,
application ofefficient workstation procedures. software and processes at an introductory level.
There is an emphasis on sequential and structured
Course INF1030: Word Processing 1 programming approaches.
Students develop skill in using basic commands
and functions in word processing software, Course 1NF2010: Workstation Operations
including document editing, and the formatting Students learn computer workstation operations,
and printing ofreports, correspondence and tables including computer architecture, peripherals,
suitable forpersonal use applications. configurations, operating system environments
and platforms, utility software, diagnostic and
Course INF1040: Graphics Tools protection software, hard drive file updating and
Students learn the basic commands and functions maintenance, support resource application and
of computer graphics software, including troubleshooting activities.
bitmapped graphics (paint program) and vector
graphics (draw program). Students also develop Course 1NF2030: Keyboarding2
basic skills in manipulating existing graphics, as Students enhance their personal use keyboarding
well as in producingtheirown graphics. competencies by increasing the rate of accurate
touch keystroking of the alphabetic, numeric and
Course INF1050: Database 1 selected punctuation keys.
Students are introduced to the basic commands
and functions of database software, and Course INF2040: Keyboarding3
demonstrate how this software can be used as a Students enhance their keyboarding competencies,
personal tool in data and information by increasing the rate of accurate touch
management. keystroking of alphabetic, numeric and all
punctuation keys to support personal use and
Course INF1060: Spreadsheet 1 limited, entry-level, workplace opportunities.
Students have an opportunity to use basic
functions and commands in spreadsheet software Course INF2050: Word Processing 2
for general data manipulation and personal record Students expand their skills in using word
keeping. processing software commands and functions to
produce mailable reports and correspondence,
Course INF1070: Hypermedia Tools including letters, memorandums and tables, all
Students develop basic skills with tools used for fromrough draft copy.
computerized presentations involving text, data,
graphics, sound and animation. Course INF2060: Electronic Publishing 1
Students develop skill, using electronic/desktop
Course INF1080: Programming 1 publishing software to create a variety ofcamera-
Students are introduced to computer programming ready documents.
languages and a structured programming
environment, and they construct algorithms and Course 1NF2070: Database 2
code instructions to solve identified problems. Students use all the commands and functions of
electronic database software that support effective
and efficientdatabase applications.
Course Descriptions CTS, Information Processing /B.7
©AlbertaLearning,Alberta,Canada (Revised 2002)
