This curriculum was developed specifically for Job Corps Centers to introduce the principles of Information Technology. The goal was to make it flexible but comprehensive. A variety of teaching strategies related to real life situations in different types of businesses that students might face in a work environment was also incorporated in the curriculum.

Module Format: Each module consists of an introductory section and a set of lesson plans. The introductory section includes Learner Program Outcomes, Prerequisites, Estimated Total Class Time, Outside Reading and Other Resources, Module Overview, and Lesson Titles.

It is recommeneded that you read the first two pages of each module before using the lesson plans.

The six introductory sections are described below:

Learner Outcomes: These are the goals of the module. Throughout the module students participate in learning experiences designed to accomplish the identified skills or content.

Prerequisites: Some modules may be used out of sequence. This section identifies the information or previous modules necessary for success. There are special notes to instructors about the planning time required to prepare for teaching the module.

Total Class Time: An approximate time is suggested for each module. Classes are based on a two-hour session. However, instructors must decide how much time their class needs to accomplish the educational goals.

Outside Readings and Other Resources: A variety of materials is listed that can be used both inside and outside of the classroom. Instructors and students can broaden their exposure to events outside the classroom and tie lessons to the real world.

Module Overview: A one-page overview is provided on the second page of every module and describes the lesson contents. This page is designed as a handout for students that introduces the lesson topics to them. Read this before teaching!

Lesson Plan Titles: Each topic is listed by title for planning purposes.

Lesson Plans: Each lesson plan includes up to 12 sections that prepare the instructor to use the curriculum. Plans include Lesson Overview, Students Will Demonstrate the Ability to -- , Prerequisites, Content Required, Resources, Materials and Equipment Checklists, Teaching Strategy, HOT Activities, Assessment Methods, and Instructor Evaluation and Comments for Improvement.

Lesson Overview: The overview introduces student activities.

Students Will Demonstrate the Ability to -- : Specific competencies that students are expected to demonstrate after completion of this lesson are listed here. Each competency is also designated with codes referring to the Technical or Foundation Components and Employability Skills to which it relates. A summary of the codes used is listed on the next page.

Prerequisites: Any previous lessons or other experience essential to successfully learning the current lesson is identified.

Content Required: A brief outline of the material taught during this lesson is provided.

Resources: Specific references that enhance understanding of lesson content are listed with web sites being among the most important of these because they feature the most current information.

Materials and Equipment Checklists: Items required to conduct learning activities including previous student work are listed. Many of the lessons include activity sheets or content notes for the students. They are flagged in the upper left corner with their module file name (JMODx-x-x). Instructors may need to review and customize these materials because of variations in software availability, information, and product updates.

Teaching Strategy: The strategy is designed as a script for the instructor to follow during the class. It lists sequenced activities and discussion material or questions for the lesson. The strategies are designed to guide rather than dictate. Instructors are encouraged to modify these activities based on the abilities or special requirements of their classes. Sample handouts using a fictitious company, the International Recording Company (IRCO), are often provided to demonstrate how realistic learning experiences can be simulated.

HOT Activities: Higher Order Thinking (HOT) activities provide additional strategies essential to acquire all of the learning competencies. HOT activities and teaching strategies address knowledge content, skills, and practice in analysis, synthesis and evaluation processes. Instructors may enhance or modify these activities during class.

Assessment Methods: A range of assessment methods based on practices typical in the IT industry is provided. The overview of each module defines the deliverables to be produced by the students for their portfolios. Assessments address competencies, deliverables, and other behaviors or habits that students need to be effective in any work environment.

Instructor evaluation and comments for improvement: This space is provided for the instructors to make personal notes about the changes or suggestions they would like to make to the plan.