Students will create a https://sway.office.com presentation/resource for G11 and G12 ITGS students. This informative presentation will explain what is ITGS 2.1 Business and Employment, then focus on one particular topic and link this topic to several current news events. Students will sign up for a free Microsoft student account at https://www.microsoft.com/en-au/education/products/office/default.aspx and use https://sway.office.com to construct their study resource. The resources created must include:
an introduction to the topic 2.1 Business and Employment ITGS
a list of areas that this broad topic covers
A focus on one of these topics:
Banks - ATM, EFT, Credit and Debit Cards, EFTPOS, Tele-Banking, e-banks (i.e. the new model of banks with no buildings), concurrency and the evolution of banking.
Collaborative software, bulk email, spreadsheets, email, mail merge and macros in the work-place
Employee monitoring systems, desktop monitoring software
Supermarket technology, point of sale, barcodes and the past, present and emerging technologies
E-commerce and online business and the contrast of physical businesses compared to online businesses and the mix of both.
E-marketing, consumer data and advertising
Travel sites, travel booking systems and hotel booking systems
Autonomous vehicles and electric vehicles
Traffic control systems, vehicle tracking, package tracking and driver monitoring
Websites in business - Web traffic analysis, social media in business, click through rate, conversion rate, bounce rate,
A link to current news topic(s)
A for more information / call to action / response
Topics Covered in Strand 2.1 Business and Employment
The coverage of business and employment should address the IT systems that exist as well as the ethical issues and social impacts that arise from the increased use of information technologies for both employers and employees. Students should be aware of the range of different business environments, ranging from a traditional (offline) business to businesses that are exclusively online. Topics:
Traditional businesses – Banks (ATM, EFT, Telephone Banking, Internet Banking), hotels, supermarkets, employee monitoring and clothing stores.
Online businesses (e-commerce) – Working practices such as remote-working, home working, E-commerce, consumer data and advertising, web design, e-marketing, travel sites, package tracking, Tele-working, Tele-commuting, Work-Shifting, targeted advertising and online businesses.
Transportation – Airline reservation systems, navigation, package tracking, traffic control systems, IT systems in cars, Traffic management and monitoring systems.
Skills that may be developed within this strand:
Collaboration, organization, information literacy, time-management and thinking
Web 2.0 tools
ASSESSMENT
Grade 7
Demonstrates conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving.
Grade 6
Demonstrates detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently.
Grade 5
Demonstrates a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative although some ability is demonstrated to present and develop contrasting points of view; some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.
Grade 4
Demonstrates a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.
Grade 3
Demonstrates some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.
Grade 2
Demonstrates a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.
Grade 1
Demonstrates very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.