Exploring the Curriculum
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(Page 49)
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A wide range of technologies can be easily integrated into the social sciences and humanities curriculum. In food and nutrition courses, for example, students’ learning is enhanced through the use of Canadian nutrient databases and nutrition analysis software. In fashion and housing courses, computer assisted design (CAD) software provides opportunities to enrich students’ learning. Statistical analysis software and Statistics Canada databases can be used in all courses, especially when addressing expectations related to research and inquiry. | Social Sciences and Humanities
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Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.
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THE ROLE OF ICT IN COMPUTER STUDIES (Page 20)
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Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support student learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.
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A3.2 record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)
A3.3 analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different media products)
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English, Grade 11 College Preparation ENG3C (Page 62 & 67)
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Audio-Visual Aids 2.7 use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience (e.g., use a collage to express a literary theme discussed in their presentation; use a series of images to demonstrate a particular movement used in a sport; create a slideshow to accompany an oral report)
Generating and Developing Ideas 1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate 2 in small groups, use a concept map to generate research questions for a report; interview a classmate with a different cultural background from their own for the context for a story or film script; use a personal journal to record their insights about a book in preparation for a book club discussion about it; use index cards to record their research notes and sources; search online databases to identify potential sources of information
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A4.2 use workplace and professional conventions (e.g., naming, indenting, commenting)correctly to write programs and internal documentation;
A4.3 demonstrate the ability to interpret error messages displayed by programming tools (e.g., compiler, debugging tool), at different times during the software development process (e.g., writing, compilation, testing) ;
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