Introduction to ComputersCIS 149

COURSE DESCRIPTION

This course is an introduction to computers and their impact on society. The course covers the development of computers, their impact on society, as well as future implications of development of computer and related communication technologies. This course introduces programming and computer operating systems. Upon completion, students will have basic knowledge of computer technology and will be able to perform basic functions with a computer system. The course will help prepare students for the IC3 certification.

CREDIT HOURS

Theory3 credit hours

Lab0 credit hours

Total3 credit hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as manipulative (3:1 contact to credit hour ratio) or experimental (2:1 contact to credit hour ratio).

PREREQUISITE COURSES

As required by college.

CO-REQUISITE COURSES

As required by college.

PROFESSIONAL COMPETENCIES:

  • Execute computer programs
  • Explain concepts related to computer communication and networks.
  • Use the principles of data communications and networking standards.
  • Use the internet to obtain and communicate information.
  • Explain the impact of computers on various aspects of society.

INSTRUCTIONAL GOALS:

Cognitive: Comprehend foundational knowledge of computer systems.

Performance: Apply foundational knowledge of computer systems.

PROFESSIONAL COMPETENCIES/OBJECTIVES

Unless otherwise indicated, evaluation of student’s attainment of cognitive and performance objectives is based on knowledge gained from this course. During performance evaluations, students will be provided necessary tools, equipment, materials, specifications, and any other resources necessary to accomplish the task. Specifications may be in the form of, but not limited to, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab assignments, or any combination of specifications.

MODULE A – COMPUTER CONCEPTS
MODULE DESCRIPTION: During this module students comprehend basic concepts related to operating computers. This module is a foundation for other modules in this course.
PROFESSIONAL COMPETENCIES / PERFORMACE OBJECTIVES
A1.0Explain basic computer concepts.(B) / A1.1This module is measured cognitively.
ENABLING OBJECTIVES / KSA Indicators
A1.1.1Define computer terms
A1.1.2Explain the historical development of computers
A1.1.3Explain the evolving impact of computers on society
A1.1.4Explain the importance of computer literacy
A1.1.5Describe categories of computers and their uses
A1.1.6Identify types of computer users
A1.1.7Identify common programming languages
A1.1.8Differentiate between common programming languages / A
B
B
B
B
A
A
B
MODULE A OUTLINE
  • The historical development of computers and their evolving impact on society
  • Categories of computers and their uses
  • Common programming languages

MODULE B – COMPUTER COMPONENTS AND SOFTWARE
MODULE DESCRIPTION: This module provides students with basic information on the use of various computer components and software.
PROFESSIONAL COMPETENCIES / STUDENT PERFORMACE OBJECTIVES
B1.0Use computers to accomplish specified tasks. (B/3b) / B1.1Use various types of computer components and software to accomplish specified tasks.
ENABLING OBJECTIVES / KSA Indicators
B1.1.1Explain the purpose and function of common computer components.
B1.1.2Describe procedures for safely starting and terminating computer activity.
B1.1.3Describe common features of specified computer operating systems.
B1.1.4Describe the attributes and function of various types of software.
B1.1.5Differentiate between storage and memory.
B1.1.6Describe the function and purpose of various types of storage media and storage devices. / B
b
a
B
B
B
MODULE B OUTLINE
  • Computer components
  • Software
  • Input and output devices
  • Storage
  • Operating systems and utility programs

MODULE C – COMPUTER COMMUNICATION AND NETWORKS

MODULE DESCRIPTION: This module provides students with an introduction to how computers communicate with various devices through networks.
PROFESSIONAL COMPETENCIES / PERFORMACE OBJECTIVES
C1.0Explain concepts related to computer communication and networks.(B) / C1.1This competency is measured cognitively.
ENABLING OBJECTIVES / KSA Indicators
C1.1.1Define terms associated with computer communication and networks.
C1.1.2Explain the implications of the impact of computers and related communication technologies on society.
C1.1.3Explain the purpose of a network.
C1.1.4Identify the components required for successful communications.
C1.1.5Describe commonly used communication devices.
C1.1.6Explain communications applications.
C1.1.7List advantages of using a network.
C1.1.8Differentiate between a local area network and a wide area network.
C1.1.9Describe various communications technologies.
C1.1.10Describe uses of internets and extranets.
C1.1.11Explain the telephone network.
C1.1.12Describe various physical and wireless transmission media. / A
B
B
a
B
B
A
B
B
B
B
B
MODULE C OUTLINE
  • Sending and receiving devices
  • Types of networks
  • Internets and extranets
  • Telephone networks
  • Communication devices

MODULE D – The Internet and the World Wide Web

PROFESSIONAL COMPETENCIES / STUDENT PERFORMACE OBJECTIVES
D1.0Use the internet to obtain and communicate information.(3b) / D1.1Use various applications to perform various functions through the internet.
ENABLING OBJECTIVES/KEY INDICATORS / KSA Indicators
D1.1.1Define terms associated with the Internet and the World Wide Web
D1.1.2Explain the uses of the Internet and the World Wide Web
D1.1.3Explain how a user can be a Web publisher
D1.1.4Explain how the Internet works
D1.1.5Explain ways to access the Internet
D1.1.6Describe various types of Web pages
D1.1.7Explain how Web pages use graphics, animation, audio, video, and virtual reality
D1.1.8Identify the tools required for Web publishing
D1.1.9Identify software products available for Web applications
D1.1.10Identify the rules of netiquette. / A
B
B
B
b
B
B
a
B
A
MODULE D OUTLINE
  • Uses of the Internet and the World Wide Web
  • How the Internet works
  • Searching the Web
  • Web casting
  • Web publishing
  • Communicating through the Web

Module E – Computers and Society
PROFESSIONAL COMPETENCIES / STUDENT PERFORMACE OBJECTIVES
E1.0Explain the impact of computers on various aspects of society.(B/c) / E1.1This competency is measured cognitively.

ENABLING OBJECTIVES

/

KSA Indicators

E1.1.1Define terms associated with E-commerce
E1.1.2Describe the uses of electronic commerce (e-commerce)
E1.1.3Explain the impact of e-commerce on global society
E1.1.4Differentiate between various e-commerce models
E1.1.5Identify various e-commerce revenue streams
E1.1.6Identify e-commerce market sectors
E1.1.7Explain issues associated with building an electronic storefront
E1.1.8Explain the impact of computers on daily living
E1.1.9Explain how computers are used in the home
E1.1.10Describe how computers change interactions with various segments of our society.
E1.1.11Describe the digital divide
E1.1.12Describe ways virtual reality, intelligent agents, and robots are being used in daily life
E1.1.13Describe health-related disorders and injuries due to computer use
E1.1.14Explain how to prevent health-related disorders and injuries due to computer use Explain how to design a workspace ergonomically
E1.1.15Identify symptoms of computer addiction
E1.1.16Explain green computing
E1.1.17Explain ethical issues surrounding computer use
E1.1.18Explain types of security risks associated with computer use.
E1.1.19Describe techniques to ensure personal privacy while operating computers.
E1.1.20Explain how common types of viruses affect computers.
E1.1.21Explain how to prevent viruses from infecting a computer.
E1.1.22Describe computer encryption.
E1.1.23Explain the importance of backing up computer information.
E1.1.24 Describe various careers found in the computer industry.
E1.1.25Differentiate between various levels and types of computer certifications. / A
B
B
B
A
A
B
B
B
B
B
B
B
B
B
B
B
B
b
B
b
B
c
B
B
MODULE E OUTLINE
  • E-Commerce
  • Home, work, and ethical issues
  • Security and Privacy
  • Computer careers and certification

ENABLING Objectives Table of specifications

The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

Facts/ Nomenclature / Principles/ Procedures / Analysis/ Operating Principles / Evaluation/ Complete Theory
A/a / B/b / C/c / D/d
Module A / 38% / 62% / 0 / 0
Module B / 17% / 83% / 0 / 0
Module C / 25% / 75% / 0 / 0
Module D / 30% / 70% / 0 / 0
Module E / 12% / 84% / 4% / 0
Knowledge, Skills, and Attitudes (KSA) Indicators
Value / Key Word(s) / Definition
Performance
Ability / 4 / Highly
Proficient / Performs competency quickly and accurately. Instructs others how to do the competency.
3 / Proficient / Performs all parts of the competency. Needs only a spot check of completed work.
2 / Partially
Proficient / Performs most parts of the competency. Needs help only on hardest parts.
1 / Limited
Proficiency / Performs simple parts of the competency. Needs to be told or shown how to do most of the competency.
Knowledge of Skills / d / Complete
Theory / Predicts, isolates, and resolves problems about the competency.
c / Operating Principles / Identifies why and when the competency must be done and why each step is needed.
b / Procedures / Determines step-by-step procedures for doing the competency.
a / Nomenclature / Names parts, tools, and simple facts about the competency.
Knowledge / D / Evaluation / Evaluates conditions and makes proper decisions about the subject.
C / Analysis / Analyzes facts and principles and draws conclusions about the subject.
B / Principles / Identifies relationship of basic facts and states general principles about the subject.
A / Facts / Identifies basic facts and terms about the subject.
Affective / *5 / Characterization
by Value / Acting consistently with the new value.
*4 / Organization / Integrating a new value into one's general set of values, giving it some ranking among one's general priorities.
*3 / Valuing / Showing some definite involvement or commitment.
*2 / Responding / Showing some new behaviors as a result of experience.
*1 / Receiving / Being aware of or attending to something in the environment.
Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law.
A lower case letter indicates a level of ”Knowledge of Skills." Individuals are taught information pertaining to performing a competency . These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task. (example: Can state or explain procedures for doing a task).
Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency.
Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure.
Asterisk items indicate desired affective domain levels and are used to indicate the desired level for a given competency. They may be used independently or with other indicators (i.e. 1a-*1, 2c-*3). If used with another indicator, separate with a hyphen.
NOTE: Codes indicate terminal values.

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