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Business Technology Dept. Mission
 optical.exeThe mission of the Business/Technology Department at York High School is to teach the necessary skills and provide the personal development required to gain the competitive edge in the workforce of today and tomorrow. Further, we seek to develop
competencies in students and equip them with a mastery of business and technological fundamentals and skills essential for a successful life. The department attempts to accomplish this challenge by offering its students a diverse curricula to meet the interests, abilities, intelligences, and learning styles of ALL students--including the college bound.
YHS Technology Standards
It is our goal that all students at YHS meet the following technology standards before they graduate:
K e y b o a r d i n g
The student will demonstrate correct keyboarding techniques at the keyboard, improve speed and accuracy, and use appropriate terminology to identify computer components.
1. Students will demonstrate proper typing technique on a consistent basis (sit up straight, feet flat
on floor, keyboard at edge of desk, sit a hand-span away from keyboard, sit centered in front of keyboard, keep
wrists off keyboard/desk, maintain contact on home keys, keep fingers curved, use sharp and deliberate
keystrokes, and keep eye on copy).
2. Students will further develop keyboardin speed and accuracy.
•Complete a program of customized drills, exercises, and timings to reinforce touch operation of the keyboard and
to increase speed and accuracy.
•End-of-semester course: key a minimum of 50 CWAM (Correct Words A Minute)
3. Students will identify and appropriately use the six groups of keys found on a standard
QWERTY keyboard:
•Alphanumeric keys
•Numeric keypad
•Function keys
•Cursor-movement keys
•Modifier keys (Ctrl, Alt, and Shift)
•Special keys (space bar, esc, windows, caps lock, and any key that doesn't fit inot one of the above categories)
B a s i c O p e r a t i o n s
•Demonstrate knowledge and awareness of proper file management
•Save and back up data
•Show empathy and understanding or loss of electronic data
•Use digital tools to capture images and other information (e.e., temperature, light, sound, etc.) and import them into a computer.
•Save documents in multiple formats (e.g., .doc, .jpg, .pdf, .html., .gif).
•Compress and decompress files
•Using electronic Help to solve a problem or learn something new
•Copy and move files and folders
•Create a duplicate/backup document in another location
R e s e a r c h
•Use and navigate various software research and analysis tools to search, locate, and access information about a chosen appropriate topic.
•Evaluate the accuracy, relevance, appropriateness, and bias of electronic informational sources.
•Locate information from specialized online databases (e.g. post secondary resources, ERIC, virtual libraries, periodical databases, and others).
•Implement a search strategy using full Boolean logic with parentheses (e.g., hbevaior and (cats and felines)).
P r o b l e m S o l v i n g
•Demonstrate when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
•Collaborate with peers, teachers, experts, and others to contribute to a content-specific knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative workds.
•Use proven, efficient, and expeditous troubleshooting procedures to decide how to solve a more complex software or hardware problem.
•Create and use complex simulations or models (e.g., spreadsheets to design "what if" scenarios).
C o m m u n i c a t i o n T o o l s
•Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning.
•Use appropriate tools (digital cameras, scanners, videos, CDs) to place images in presentations or to create standalone images, videos, or other multimedia works.
•Create slideshow presentations to share information with class.
•Create web pages to share learning and achievement within and outside school.
•Create a linear and non-linear presentation including title slide, graphics, text, voice, sound related to topic, scanned or digital photo, animation, bibliography (works cited), and talbe of contents video clip.
•Create a web page including text, graphics, tables, relative and absolute links, soudn elements, graph imported from a spreadhseet, and an original digital picture.
•Optimize graphics for web pages for loading over slow Internet connections.
•Apply the "Elements and Principles of Design" when creating standalone visual images or image and text combinations (such as photgraphs, graphics, video, brochure design, web pages, and PowerPoint presentations).
•Critique and evaluate visual electronic media (including photographics, graphics, video, brochure design, web pages, and PowerPoint presentations) using the "Elements & Principles of Design."
•Edit and manipulate digital media in order to persuade and influence the viewer.
S o c i a l, E t h i c a l, H u m a n I s s u e s
•Conduct research and complete curriculum projects within guidelines of the Computer Network/Internet Acceptable Use Policy
•Define, defend and demonstrate safe, legal and ethical behaviors among peers and community regarding the use of technology and information.
•Demonstrate compliance with the legal requirements of using information technology.
•Discuss and demonstrate understanding of the differences between freeware, shareware, public domain, and copyright restrictions
•Define intellectual property rights and resources in Public Domain (e.g.. copyright laws, consequences of plagiarism)
•Discuss benefits of copyright privileges for student created work
•Compare and contrast limitations of copyright and fair use guidelines for education and other purposes.
•Recognize and abide by fair use guidelines for student work
•Accurately document sources of information obtained through electronic resources using acceptable format.
•Comparing and contrasting information found on the internet for relevancy, accuracy, reliability and bias.
•Research, articulate, and demonstrate ability to communicate with respect to cultural differences.
•Identify and discuss ethical and social impact of piracy of intellectual property
•Discuss ethical and legal issues regarding uploading and downloading electronic documents
•Compare and contrast ethical differences between accessing information in the Public Domain and posting similar current information
•Discuss ethical, cultural, and societal issues surround current trends and developing uses of technology and information sharing.
•Research and identify emerging technologies and ethical and social ramifications of their use
•Evaluate technology-based options, including distance, distributed, and networked education, for lifelong learning
•Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and work-place needs
Productivity Tools--Word Processing
•Apply styles and formats
1. Headers and footers
2. Footnotes and endnotes
3. Borders and shading
4. Page and section breaks
5. Tabs and margins
6. Multiple columns
7. ClipArt, WordArt, AutoShapes, Callouts, Text Boxes, etc.
8. Linking text blocks
•Use spell check, thesaurus, and grammar check. Also, remember to proofread carefully because spell check and grammar check are not foolproof.
•Create and utilize a macro to automate tasks used on a day-to-day basis.
•Merge from external data source (form letter)
•Format envelopes and labels
•Define stylesheets
•Convert to web document
•Edit toolbars
•Access online templates
•Create and save personal templates
•Track revisions
Productivity Tools--Database
•Analyze, query, multiple tables
•Generate a report.
•Create and manipulate a data base, by entering, sorting, searching/finding/querying and using multiple criteria.
Productivity Tools--Spreadsheets
•Create, edit, and use a complex spreadsheet (multiple trends, progressions, etc.)
•Use charts to predict possible future outcomes
•Search, edit, and add to existing electronic and relational databases (multiple sheets and segments managed by different individuals)
•Investigate simulations in real-world situations (e.g. stock market game, crisis and emergency management simulations)
•Document spreadsheets with named cells and comments.
•Create a graphical representation appropriate to the numerical data (e.g., scatter plot, x-y, etc).
•Reference formulas from other worksheets.
•Manage multiple worksheets
Productivity Tools--Graphics
Create, edit and present documents & images such as photographs, drawings, graphics, posters, brochures, newsletters, & signs using the following features:
Desktop Publishing
•Watermarks
•Layering
•Color palettes
•Creating custom colors
•Word wrap
•Text direction
•Text shape
•Drop caps
Graphics & Imagery:
•Use jpeg, gif, and psd file formats appropriately for photography and graphics.
•Use software to creatively edit and manipulate images.
•Apply the Elements & Principles of Design when creating graphic imagery.
•Critique and evaluate digital images and graphics using the Elements & Principles of Design.
Also, the section below is from the North Central Regional Educational Laboratory (NCREL) document “enGauge 21st Century Skills – Visual Literacy” at http://www.ncrel.org/engauge/skills/vislit.htm . Some wording from this document may be worthwhile to consider.
Students Who Are Visually Literate:
Have Working Knowledge of Visuals Produced or Displayed through Electronic Media
° Understand basic elements of visual design, technique, and media.
° Are aware of emotional, psychological, physiological, and cognitive influences in perceptions of visuals.
° Comprehend representational, explanatory, abstract, and symbolic images.
Apply Knowledge of Visuals in Electronic Media
° Are informed viewers, critics, and consumers of visual information.
° Are knowledgeable designers, composers, and producers of visual information.
° Are effective visual communicators.
° Are expressive, innovative visual thinkers and successful problem solvers.
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