ICTL | labmanagement-1

ICTL Content

Topic Form 1

1. Computer Lab Management
     1.1 Computer Lab Regulation
     1.2 Lab Organisation
     1.3 Ethics in Using Computer

2. Computer Hardware
     2.1 Computer Evolution
     2.2 Computer System
     2.3 System Unit
     2.4 Peripherals
     2.5 Input Output Storage Devices
     2.6 Handling Devices
     2.7 Computer Setting

3. Computer Software
     3.1 Introduction
     3.2 Operating System
     3.3 File Management
     3.4 OS Based Utility
     3.5 Utility Software
     3.6 Compress & Decompress

4. Application Software
     4.1 Word Processing
     4.2 Presentation
     4.3 Spreadsheet
     4.4 Database

Topic Form 2

1. Programming Software
1.1 Visual Basic Express
1.2 Just Basic

2. Network
     2.1 Introduction To Network
     2.2 Sharing Document
     2.3 Sharing Hardware

3. The Internet
     3.1 Introduction to the Internet
     3.2 Internet Application
     3.3 Netiquette
     3.4 Internet Communication
     3.5 E_mail
     3.6 Skype Chat
     3.7 Cyber law
     3.8 Creating Website

The programme emphasizes the integration of knowledge, skills and values.

KNOWLEDGE:
The knowledge to be acquired in the ICTL for Secondary School Programme consists of concepts and facts about ICT, including ICT terminology. It includes procedures in managing computer laboratory, computer hardware, computer software, network and the Internet.
SKILLS:
The skills involved are communication skills, information skills, managing computer system and problem-solving skills.
VALUES:
The values inculcated by the ICTL for Secondary School Programme are responsibility, accountability, respect, cooperation, virtue and abide by ICT code of ethics.

CONTENT ORGANISATION
The scope of the ICTL for Secondary School Programme is designed according to four domains:
• Computer Lab Management
• Computer Hardware
• Computer Software
• Networks and The Internet
Each domain is divided into learning areas. It enables pupils to expand their knowledge, enhance their skills and inculcate values in life. The holistic approach of the content Organisation allows pupils to incorporate culture, beliefs, nvironment and experience to be a person who is open-minded, disciplined, confident and creative (Figure 1).
Pupils have various levels of competency in ICT skills. Therefore, the learning areas may be taught in any sequence according to student ability. This also means that teachers are not confined to follow the order in which the topics are set out.