IDT+CTAE+Template+Pacing+Guide

CTAE/Workforce Development Pacing Guide
Pathway: Information Technology
Course: Introduction to Digital Technology

Curriculum Map

Unit 1 1st Semester Unit 3 Unit 4 2nd Semester Unit 6
Name of Unit: Unit 2 Name of Unit: Name of Unit: Unit 5 Name of Unit:
Name of Unit:
Human Interaction Web Design Introduction Name of Unit: Real World
Problem Solving To Applications
& Computing
Programming & &
Algorithms Robotics
Data Analysis
5 Weeks: 5 Weeks: 7 Weeks: 8 Weeks: 4 Weeks:
Standards: Standards Standards Standards 6 Weeks:
IT-IDT - 1 IT-IDT - 1 IT-IDT-2 IT-IDT-9 Standards
IT-IDT-4 IT-IDT-7 IT-IDT-8 IT-IDT-2 Standards
IT-IDT-5 IT-IDT-6 IT-IDT - 1
IT-IDT-11 IT-IDT-3
IT-IDT 5
IT-IDT-10

1st Semester

Unit 1 Human Interaction

Unit Overview Unit Standards

IT-IDT-1

Human Computer Interaction Demonstrate employability skills required by business and industry.
The following elements should be integrated throughout the content of this

In this unit students are introduced to the concepts of computer and course.
computing while investigating the major components of computers and the 1.1 Communicate effectively through writing, speaking, listening, reading, and
suitability of these components for particular applications. Students will interpersonal abilities.
experiment with internet search techniques, explore a variety of websites 1.2 Demonstrate creativity with multiple approaches to ask challenging
questions resulting in innovative procedures, methods, and products.

and web applications and discuss issues of privacy and security. 1.3 Exhibit critical thinking and problem solving skills to locate, analyze, and
Fundamental notions of Human Computer Interaction (HCI) and apply information in career planning and employment situations.
ergonomics are introduced. Students will learn that “intelligent” machine 1.4 Model work readiness traits required for success in the workplace including
behavior is not “magic” but is based on algorithms applied to useful integrity, honesty, accountability, punctuality, time management, and respect
representations of information, including large data sets. Students will for diversity.
learn the characteristics that make certain tasks easy or difficult for 1.5 Apply the appropriate skill sets to be productive in a changing,
technological, and diverse workplace to be able to work independently,

computers, and how these differ from those that humans characteristically interpret data, and apply team work skills.
find easy or difficult. Students will gain an appreciation for the many ways 1.6 Present a professional image through appearance, behavior, and language

in which computing-enabled innovation have had an impact on society, as IT-IDT-4
well as for the many different fields in which they are used. Connections Identify, describe, evaluate, select and use appropriate technology.
among social, economical and cultural contexts will be discussed. 4.1 Identify hardware device functions, including peripherals devices, input

devices, and portable hardware appropriate for specific tasks and emerging

 FBLA hardware as it impacts information technology.
 Explore the concepts of computer and computing. 4.2 Demonstrate understanding of set up a basic computer workstation.
 “Demystify” and learn the function of the parts of a personal a. Identify various computer types, internal components, connectors,
monitors, keyboards, mice, printers, computer voltage, and power
computer. Learn the terminology of hardware components necessary requirements.
for the purchase of a home computer. 4.3 Describe and explore current and emerging software, including operating
 Explore the world wide web and search engines. Experiment with a systems and application software.
variety of search techniques, internet resources, and Web 2.0, a. Explain the function and purpose of software tools.
applications. Evaluate websites. 4.4 Compare and contrast various hardware and software options for personal
 Examine the implications of data on society and how computers are and business use.
used for communications. IT-IDT-5
 Tell a story with data. Understand, communicate, and adapt to a digital world.
 Explore how computers are used as a tool for visualizing data, 5.1 Develop a working IT vocabulary.
modeling and design, and art in the context of culturally situated 5.2 Describe trends in emerging, evolving, and future computer technologies
design tools. and their influence on IT practices.

 Introduce the concept of a computer program as a set of instructions. a. Mobile technology, computing tablets, cloud computing.
 Explore the idea of intelligence—especially as it relates to computers. 5.3 Recognize online risks and dangers in order to take appropriate actions to
 Explore what it means for a machine to “learn”. Discuss whether protect the business and self while using digital tools and resources.
5.4 Demonstrate ability to access, navigate and use online resources and
computers are intelligent or whether they only behave intelligently. technologies.
5.5 Define and demonstrate folder and file management and the importance
of data back-up procedures.
IT-IDT-11
Explore how related student organizations are integral parts of career and
technology education courses through leadership development, school and
community service projects, entrepreneurship development, and
competitive events.
11.1 Explain the goals, mission and objectives of Future Business Leaders of
America.
11.2 Explore the impact and opportunities a student organization (FBLA) can
develop to bring business and education together in a positive working
relationship through innovative leadership and career development programs.
11.3 Explore the local, state, and national opportunities available to students
through participation in related student organization (FBLA) including but not
limited to conferences, competitions, community service, philanthropy, and
other FBLA activities.
11.4 Explain how participation in career and technology education student
organizations can promote lifelong responsibility for community service and
professional development.
11.5 Explore the competitive events related to the content of this course and
the required competencies, skills, and knowledge for each related event for
individual, team, and chapter competitions.

Unit 2: Problem Solving & Networking

Problem Solving & Networking IT-IDT-1

Demonstrate employability skills required by business and industry.

This unit provides students with opportunities to become “computational The following elements should be integrated throughout the content of this
thinkers” by applying a variety of problem-solving techniques as they create course.
solutions to problems that are situated in a variety of contexts. The range 1.1 Communicate effectively through writing, speaking, listening, reading, and
interpersonal abilities.

of contexts motivates the need for students to think abstractly and apply 1.2 Demonstrate creativity with multiple approaches to ask challenging

known algorithms where appropriate, but also create new algorithms. questions resulting in innovative procedures, methods, and products.

Analysis of various solutions and algorithms will highlight problems that are 1.3 Exhibit critical thinking and problem solving skills to locate, analyze, and
not easily solved by computer and for which there are no known solutions. apply information in career planning and employment situations.
This unit also focuses on the connections between mathematics and 1.4 Model work readiness traits required for success in the workplace including
computer science. Students will be introduced to selected topics in discrete integrity, honesty, accountability, punctuality, time management, and respect
mathematics including Boolean logic, functions, graphs and the binary for diversity.
1.5 Apply the appropriate skill sets to be productive in a changing,

number system. Students are also introduced to searching and sorting technological, and diverse workplace to be able to work independently,

algorithms and graphs. interpret data, and apply team work skills.

 Introduce data collection and problem solving. 1.6 Present a professional image through appearance, behavior, and language
 Introduce the four steps of the problem solving process. IT-IDT-7
Use computational thinking procedures to analyze and solve problems.

 Apply the problem solving process. Use different strategies to plan 7.1 Apply strategies for identifying routine hardware and software problems
and carry out the plan to solve several problems. current to everyday life.

 Reinforce the four steps of the problems solving process. 7.2 Identify compatibility issues and describe operational problems caused by

 Count in the binary number system. hardware errors.

 Convert between binary and decimal numbers in the context of topics 7.3 Explain how technology can be used to solve problems.

that are important to computer science. 7.4 Explain software development process used to solve problems.

 Introduce the linear and binary search algorithms. 7.5 Explore commonly used documentation tools for design specifications.

 Explore sorted and unsorted lists and various sorting algorithms. a. Flowcharts, visual and textual storyboards.

 Introduce minimal spanning trees and how graphs can be used to help IT-IDT-6

solve problems. Explore and explain the basic components of computer networks.

 Final projects and presentations 6.1 Develop a working networking vocabulary including networking media,
topologies, network operating systems, models and protocols, codes and

standards, addressing, diagnostics, routing, WAN services, network security

networking software, tools, and equipment.

6.2 Illustrate and describe the functions of various types of networks including

wireless.

6.3 Explain key issues in data transmission.

6.4 Characterize the purposes, features and functions of the following network

components:

Switches, Bridges, Routers, Gateways, CSU / DSU, NICs, ISDN adapters, WAPs,

Modems, Transceivers, Firewalls.
6.5 Identify factors which affect the range and speed of wireless service.
6.6 Explore networking trends and issues affecting business and personal use.

Unit 3: Web Design

Web Design IT-IDT-2
Explore, research, and present findings on positions and career paths in

This section prepares students to take the role of a developer by expanding technology and the impact of technology on chosen career area.
their knowledge of algorithms, abstraction, and web page design and 2.1 Develop technical reading and writing skills to follow instructions.
applying it to the creation of web pages and documentation for users and 2.2 Work in a team to solve problems and share knowledge.
equipment. Students will explore issues of social responsibility in web use. 2.3 Explore the impact of digital technology on careers including non-
traditional technology

They will learn to plan and code their web pages using a variety of fields and careers in each of the Georgia Career Clusters.

techniques and check their sites for usability. Students learn to create user- 2.4 Use collaborative tools to communicate with team members.
friendly websites. Students will apply fundamental notions of Human 2.5 Describe how computing enhances traditional careers, and enables new
Computer Interaction (HCI) and ergonomics. careers.
2.6 Research post-secondary options for continuing education in IT field.

 Explore Careers 2.7 Research IT credentials needed and job requirements in various
 Explore issues of social responsibility in web use as well as the relative occupations.
2.8 Describe the impact of having web design skills to build skills for chosen
merits of the influence of the web on society, personal lives, and career.
education. 2.9 Explore the game design industry for design, creation, and career options.
 Introduce the use of basic html.

 Introduce basic formatting in html. IT-IDT-8
 Explore image editing for the web using Photoshop or an image editor Create and organize webpages through the use of a variety of web
programming design tools.
of choice. 8-10 Introduce basic css. 8.1 Understand and apply design principles to create professional appearing
 Explore the concept of separating style from structure by keeping and functioning web pages.
8.2 Understand elements of web design.
separate html and css files. a. HTML, CSS, responsive design, site usability, relation of site to business,
 Add hyperlinks to other websites. story the site reveals about the business.
 Introduce a variety of page layout styles. 8.3 Design simple webpages incorporating media elements (e.g., sound, video,
 Practice the use of various design elements. graphics, text, motion graphics), navigation, and linking.
 Introduce several different enhancements for website design, 8.4 Explain the impact of mobile sites on the development of mobile sites on
the development of business.
including web user interface elements combining Javascript, html, css,
and Photoshop, accordion menus, lightbox and sliding images.
 Final projects and gallery walk

8.5 Explore the trends and emerging issues for websites.

2nd Semester

Programming Unit 4:

Programming IT-IDT-9
Design, develop, test and implement programs using visual programming.

Students are introduced to some basic issues associated with program design 9.1 Utilize drag and drop software to develop programs.
and development. Students design algorithms and create programming 9.2 Understand and use objects.
solutions to a variety of computational problems using an iterative 9.3 Explain how sequence, selection, iteration are building blocks of
development process in Scratch. Programming problems include mathematical algorithms.
9.4 Explore mobile devices/emulators to design develop and implement mobile

and logical concepts and a variety of programming constructs. computing

applications.

 Introduce the Scratch programming language, including the basic 9.5 Use various debugging and testing methods to ensure program
terms utilized in the language. correctness.
9.6 Describe a variety of programming languages used to solve problems.
 Practice using the basic features of Scratch in the context of creating a 9.7 Incorporate music and art to enhance creativity in projects.
simple program.

 Create a dialogue between two sprites.

 Introduce the methods of moving sprites in Scratch.

 Practice the concept of event driven programming through the

creation of an alphabet game.

 Introduce the concept of broadcasting via role play.

 Write Scratch stories and present them to the class. Conduct peer

reviews.

 Introduce the concept of variable.

 Introduce the concept of conditionals.

 Introduce And, Or and randomness.

 Apply knowledge of conditionals to develop a Rock Paper Scissors

program in Scratch.

 Build on previous programming concepts to create a timer.

 Create a timing game in Scratch and present it to the class. Peer

reviews are conducted.

 Investigate two types of games that may provide ideas for the final

project.

 Explain final project and the rubric for the final project.

 Write Scratch programs for either My Community or Game project.

Conduct peer reviews.

 Complete final projects.

 Presentations of final projects

Computing and Data Analysis Unit 5:

Computing and Data Analysis In this unit students explore how computing IT-IDT-3
has facilitated new methods of managing and interpreting data. Students Demonstrate effective professional communication skills (oral, written, and
will use computers to translate, process and visualize data in order to find digital) and practices that enable positive customer relationships.
patterns and test hypotheses. Students will work with a variety of large 3.1 Recognize the importance of all customers to a business.
data sets that illustrate how widespread access to data and information a. Identify organization's products and services.
b. State the IT influence and impact on business.

facilitates identification of problems. Students will collect and generate c. Communicate how technology can be used to create a solution to business

their own data related to local community issues and discuss appropriate challenge and present to customer in professional business format.

methods for data collection and aggregation of data necessary to support 3.2 Demonstrate ability to assist customers in a professional manner.
making a case or facilitating a discovery. a. Actively listen to customers. b. Determine customers' individual needs.
c. Project a professional business image (e.g., appearance, voice, grammar,

 Review how data can be used for making a case/discovery. Explore word usage, enunciation, nonverbal communication).d. Interact with

pitfalls and challenges of putting together and managing large sets of customers and colleagues in a professional manner (e.g., prompt, friendly,

data. Provide an overview of the final project. courteous, respectful, helpful, knowledgeable, and understandable).

 Explore possible research questions for a selection of sample e. Ensure that your assistance promotes the best interests of the company.

campaigns. Validate compelling stories with research data. 3.3 Determine the best method to maintain a customer list and

 Assign groups. Discuss group roles and responsibilities. Choose communication platform.

campaigns and modes for data collection. 3.4 Demonstrate understanding of word processing, spreadsheet,

 Data check-in—Discuss issues that arise (aggregating data, etc.). presentation, and database software as a communication tool for business.

 Create maps using the latitude and longitude of a location and then IT-IDT-10

create maps from a file of data. Describe, analyze, develop and follow policies for managing ethical and legal

 Create maps with student data and related data set. issues in the business world and in a technology-based society.

 Discuss bar plots, categorical and continuous data, and mosaic plots as 10.1 Demonstrate positive cyber citizenry by applying industry accepted ethical
a vehicle for comparing categorical data, and looking at trends in data. practices and behaviors.
 Create bar plots and mosaic plots with student data and related data 10.2 Recognize the ethical and legal issues while accessing, creating, and using
digital tools and resources in order to make informed decisions.
set. 10.3 Exercise digital citizenship as a lifelong learner.
 Review mean, median, minimum, maximum. Discuss various ways to a. Promote and model digital etiquette and responsible social technology
interactions, permanence of digital footprints, online image and presence, etc.
subset data. Represent data with box plots and histograms. 10.4 Understand human, cultural, and societal issues related to technology and
 Identify mean, median, minimum, maximum, create subsets, and practice legal and ethical behavior.
10.5 Describe personal and legal consequences of inappropriate use of
create box plots and histograms with student data and related data resources and online content.
set. a. Plagiarism, piracy, illegal downloading, copy-right infringement, licensing
 Use a variety of filters and queries to create subsets of text data. infringement, inappropriate use of software, hardware and mobile devices.
Create bar plots to graphically display the information. 10.6 Identify security issues and trends affecting computers and information
 Analyze text in student data and related data set. privacy. a. Virus, open or free networks, user control methods, file sharing, etc.
 Finalize data analysis for final project. 10.7 Describe the use of computer forensics to prevent and solve information
 Develop website or Scratch program to present data analysis
campaign.

 Final project presentations technology crimes and security breaches.

Real World Applications & Robotics Unit 6:

Real World Applications & Robotics IT-IDT-1
Demonstrate employability skills required by business and industry.

This unit allows for real-world application of digital technology and The following elements should be integrated throughout the content of this
introduces robotics as an advanced application of computer science that course.
can be used to solve problems in a variety of settings from business to 1.1 Communicate effectively through writing, speaking, listening, reading, and
healthcare and how robotics enables innovation by automating processes interpersonal abilities.
1.2 Demonstrate creativity with multiple approaches to ask challenging

that may be dangerous or otherwise problematic for humans. questions resulting in innovative procedures, methods, and products.

1.3 Exhibit critical thinking and problem solving skills to locate, analyze, and

apply information in career planning and employment situations.

1.4 Model work readiness traits required for success in the workplace including

integrity, honesty, accountability, punctuality, time management, and respect

for diversity.

1.5 Apply the appropriate skill sets to be productive in a changing,

technological, and diverse workplace to be able to work independently,

interpret data, and apply team work skills.

1.6 Present a professional image through appearance, behavior, and language

IT-IDT-5
Understand, communicate, and adapt to a digital world.
5.1 Develop a working IT vocabulary.
5.2 Describe trends in emerging, evolving, and future computer technologies
and their influence on IT practices.
a. Mobile technology, computing tablets, cloud computing.
5.3 Recognize online risks and dangers in order to take appropriate actions to
protect the business and self while using digital tools and resources.
5.4 Demonstrate ability to access, navigate and use online resources and
technologies.
5.5 Define and demonstrate folder and file management and the importance
of data back-up procedures.