|
| |
Computers and Society
Overall Expectations
By the end of this course, students will:
| C1. |
describe key aspects of the impact of computers and related
technologies on society; |
| C2. |
describe computer use policies that promote environmental
stewardship and sustainability; |
| C3. |
describe legal and ethical issues related to the use of computing
devices; |
| C4. |
describe postsecondary education and career prospects related to
computer studies. |
| |
|
Specific Expectations
C1.
|
Social Impact
|
| |
By the end of this course, students will: |
| |
| C1.1 |
describe a variety of adaptive technologies that help to
improve computer accessibility (e.g., text-to- speech,
speech-to-text, adapted mouse, font control, ergonomic keyboard,
virtual keyboard, sticky keys, colour contrast, image
magnifier); |
| C1.2 |
explain the impact on privacy of techniques for collecting
and processing data (e.g., camera phones, reward programs,
targeted advertising, digital rights management, monitoring
software); |
| C1.3 |
describe how portable computing devices (e.g., PDA, cell
phone, GPS, laptop) affect our everyday lives; |
| C1.4 |
describe how electronic access to information (e.g., instant
messaging, webcasts, social networking sites, wikis, blogs,
video sharing sites) influences our everyday lives, as well as
the lives of people in various countries around the world, in
both positive and negative ways; |
| C1.5 |
describe issues associated with access to online services
(e.g., reliability of passwords, network security, identity
theft, the permanence of information released onto the
Internet). |
| |
|
|
C2.
|
Environmental Stewardship and Sustainability
|
| |
By the end of this course, students will: |
| |
| C2.1 |
describe the negative effects of computers and computer use
on the environment (e.g., chemicals from electronic waste dumped
in landfills – domestic or overseas – leaching into soil and
groundwater; unnecessary use of paper; heavy power consumption)
and on human health (e.g., effects of exposure to radiation,
musculoskeletal disorders, eye strain, mental health and
behavioural problems created or exacerbated by social
isolation); |
| C2.2 |
identify measures that help reduce the negative effects of
computers on the environment (e.g., lab regulations, school
policies, corporate policies, provincial policies, paperless
workplaces) and on human health (e.g., ergonomic standards); |
| C2.3 |
describe ways in which computers are or could be used to
reduce resource use and to support environmental protection
measures (e.g., computer modelling to reduce use of physical
resources; interpretation of large amounts of environmental
data; management of natural resources; programmable temperature
control to
reduce energy consumption); |
| C2.4 |
describe, on the basis of research, how and where recycled
electronic waste is processed, and identify local companies and
institutions that offer such services. |
| |
|
|
C3.
|
Ethical Issues
|
| |
By the end of this course, students will: |
| |
| C3.1 |
describe legal and ethical issues related to the use of
computers (e.g., music and video file downloading, spyware,
identity theft, phishing, keystroke logging, packet sniffing,
cyberbullying); |
| C3.2 |
describe safeguards (e.g., effective passwords, secure
websites, firewalls, biometric data) for preventing
the unethical use of computers. |
| |
|
|
C4.
|
Postsecondary Opportunities
|
| |
By the end of this course, students will: |
| |
| C4.1 |
research and describe trends in careers that require
computer skills, using local and national sources (e.g., local
newspaper, national newspaper, career websites); |
| C4.2 |
research and report on postsecondary educational programs
leading to careers in the field of information systems and
computer science (e.g., institutions offering relevant programs,
industry certifications, courses of study, entrance
requirements, length of programs, costs); |
| C4.3 |
identify groups and programs that are available to support
students who are interested in pursuing non-traditional career
choices in computer-related fields (e.g., mentoring programs,
virtual networking/support groups, specialized postsecondary
programs, relevant trade/industry associations); |
| C4.4 |
identify the Essential Skills and work habits that are
important for success in computer studies, as defined in the
Ontario Skills
Passport. |
| |
|
|
| |
|
Source: The Ontario Curriculum, Grades 10 to 12: Computer
Studies, 2008 (revised), page 37-8
PDF Format |