Free Essay

Module 6 - Technology Review

In: Computers and Technology

Submitted By adventurelane
Words 1724
Pages 7
Katy J. Kaldenberg
EDU-225 Instructional Technology (O102)
Wednesday, July 20, 2011
Zach Beck, B.S. Ed., M.Ed. C&I: Technology

Technology Review

Five Educational Technology Examples: 1. Compass Learning Odyssey a. http://www.compasslearningodyssey.com/ 2. Skyward Family and Student Access b. http://www.skyward.com 3. ePALS c. http://www.epals.com/ 4. Google Earth d. http://www.google.com/earth/index.html 5. WebQuests e. http://webquest.org/ f. Webquests are more controlled and focused than a Web search.

The three technologies that I have chosen to review are Compass Learning Odyssey, ePALS, and Google Earth.
Compass Learning Odyssey: A. Usefulness in the classroom (either from a teacher or a student standpoint) a. Compass Learning Odyssey allows students to work at their own pace and to reinforce the classroom curriculum. b. The Odyssey Manager delivers individual learning paths based on student assessment scores. Student data is immediately available through a wide variety of reports. B. Ease of use c. It is very easy to use and has visual graphics as well as spoken and written instructions. C. Cost d. The exact cost is unknown however, there is an access fee. Must have internet access. D. Reliability e. Available where ever an internet connection is available. E. Availability f. It is available 24/7 with a personal log in ID, password, and internet access. F. Teaching or learning outcomes g. Customizable, easy-to-read reports provide the information educators need for data-driven decision making. h. As students move through the curriculum, Compass Learning Odyssey allows educators to easily monitor individual, group, and class progress through comprehensive quizzes and tests. i. Naturally integrates 21st century skills into class activities j. Engages today’s digital natives k. Increases student discussion and peer-to-peer interaction ePALS: A. Usefulness in the classroom (either from a teacher or a student standpoint) a. The online project ePALS allows students from all over the world to communicate with each other (Shelly, Gary B., Gunter, Glenda A., & Gunter, Randolph E. 2010). b. ePals offers schools, teachers, students, and parents worldwide a safe and secure platform for building educational communities, providing quality digital content and facilitating collaboration for effective 21st century learning. B. Ease of use c. Very easy to use and child friendly. C. Cost d. Some features are free others have a fee. D. Reliability e. It is available 24/7 with a personal log in ID, password, and internet access. E. Availability f. It is available 24/7 with a personal log in ID, password, and internet access. F. Teaching or learning outcomes g. When students know that other students, in addition to the teacher, are reading their work, "their writing is so much more improved," Ms. Connelly said. "When they're on ePals, they are much more formal. They're not focused on socializing; they're focused on their assignment." (Davis, 2011) h. Teachers can create a class homepage for their students to share homework assignments, promote conversations related to unit studies, and use presentations with content. i. Educators have opportunities to collaborate with peer groups, PTA organizations, and community sources and also to maintain a professional development meeting place. j. Lesson plans, rubrics, unit studies, resources, and best practices can be shared with others.

Google Earth: A. Usefulness in the classroom (either from a teacher or a student standpoint) a. Google Earth is an online, virtual globe, 3D program that allows students to develop critical thinking skills on how everyday decisions affect our environment as they travel and explore the globe, while communicating with other students and teachers through Google Community (Shelly, Gary B., Gunter, Glenda A., & Gunter, Randolph E. 2010). B. Ease of use b. Very easy to use and has simple directions along with a help feature. C. Cost c. Free. Must have internet access. D. Reliability d. Available 24/7 with a free download. Must have internet access. E. Availability e. Available 24/7 with a free download. Must have internet access. F. Teaching or learning outcomes f. Google Earth can help you bring a world of information alive for your students. g. Students can use Google Earth to explore topics like the progress of human civilization, the growth of cities, the impact of civilization on the natural environment, and the impact of natural disasters like Hurricane Katrina. h. Teachers can use Google Earth demos to get their students excited about geography beyond the static map, or use different Google Earth layers to study transportation, demographics, economics, and in specific local or exotic contexts.

Three Pieces of Technology Integration Essay
As a 21st Century teacher I would integrate Compass Learning Odyssey, ePALS, and Google Earth into my classroom curriculum. All three programs will provide opportunities to enhance my students learning. These three programs will also help to develop 21st Century skills.
Compass Learning Odyssey is an internet-based program. Compass Learning Odyssey would be used to allow students to practice targeted skills based on their standardized test results. I feel this would be a good program for my students because it allows them to work at their own pace and will reinforce the material they are learning in the classroom.
This program will allow me as a new teacher to easily access data on all of my students and differentiate my curriculum accordingly. Educators nationwide are using Odyssey in their classrooms and are seeing results. I will also take advantage of the Compass Learning Odyssey message center which is much like email only in a safe and controlled format which will allow me to have one on one communication with my students and their parents inside and outside the classroom.
Another great feature of Compass learning Odyssey is that my students can use it at home as well as in school bridging the gap between home and school. I will post weekly questions to my students on the Compass Learning Odyssey message center to extend my students learning process. Another program that I will use to extend my students learning process is ePALS. ePals offers primary and secondary schools, teachers, students, and parents worldwide a safe and secure platform for building educational communities, providing quality digital content and facilitating collaboration for effective 21st century learning (Davis, 2011). ePals is used more than 700,000 educators and 25 million students and parents in 200 countries and territories (Smithsonian Institution and ePals To Deliver Rich Educational Content with Enterprise-Grade Social Learning Platform. 27 June).
I will have my students post some of their writing assignments to their ePALS. Studies have shown that when students know other students are reading their work their writing is improved and more formal (Davis, 2011). This online forum will also allow my students to bring ideas that I may not have thought of myself (Davis, 2011). ePALS will also offer my students a safe, online storage area for personal school files including documents, photos, video, and audio. My students can also upload homework assignments.
I will create a class homepage on ePALS which will also provide a place for my student’s parents to access their homework assignments and grades along with classroom news. My students will enjoy the opportunity to interact with peers around the world (Electronic Resources for Schools. 2011). ePALS will also provide my students the opportunity to interact with students who are native speakers of the target language and is a way to investigate cultural differences (Glisan and Shrum, 2005; Kinginger, GourvesHayward, & Simpson, 1999; Wang, 2005). I will also plan mutual projects with other classroom across the world (Aline Stomfay-Stitz, & Edyth Wheeler. 2001). In addition to Compass Learning Odyssey and ePALS I will introduce my students to Google Earth.
Google Earth is easy to use and presents, in a visual geospatial context, a great deal of information that applies to topics that are addressed in geoscience courses and many other educational settings (Richard, Glenn A. 2011). Google Earth will help me to bring alive a world of information for my students. I will have my students use Google Earth to learn topics such as the progress of human civilization, the growth of cities, the impact of civilization on the natural environment, and the impact of natural disasters like Hurricane Katrina.
Google Earth will help my students to become excited about the world of geography, history, and science. I will have my students access up to date data on weather, earthquakes, elephants migrations, and so on. Because Google Earth is a free download my students can use it in the classroom and at home once again bridging the home school gap. Google Earth is a great tool for visual learners and will help to provide better inclusion for visual learners in the classroom (Karimi, 2006).
All three tools will be a great addition to my classroom. However I will not limit my technology to these three technologies instead I will continue to seek out technologies to integrate into my classroom and enhance my students learning.

References
Aline Stomfay-Stitz, & Edyth Wheeler. (2001). Kids reach out globally for peace. Childhood Education, 78(1), 36F-36G. Retrieved July 23, 2011, from Career and Technical Education. (Document ID: 83485941).
Davis, Michelle R. (2011). Safe' social networking tailored for k-12 schools. Education Week, 30(35) p. S17-18, Retrieved from http://library.gcu.edu:2048/login?url=http://vnweb.hwwilsonweb.com.library.gcu.edu:2048/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e05ffc7b82686c1ca7acd468603eceb391cc34e95ad80

83cc836206123f1ba3e4&fmt
Electronic Resources for Schools. (2011). Internet@Schools, 18(3), 29-32. Retrieved from EBSCOhost.
Glisan, E., & Shrum, J. (2005). Teacher’s handbook: Contextualized language instruction. Boston: Thompson Heinle.
Karimi, Sabah. (2006). Google earth in the classroom. Associated Content, Retrieved from http://www.associatedcontent.com/article/74487/google_earth_in_the_classroom_pg2.html?cat=4
Kinginger, C., GourvesHayward, A., & Simpson, V. (1999). A telecollaborative course on FrenchAmerican intercultural communication. French Review, 72(5), 853866.
Richard, Glenn A. (2011, January 28). Teaching with google earth. Retrieved from http://serc.carleton.edu/sp/library/google_earth/index.html
Shelly, Gary B., Gunter, Glenda A., & Gunter, Randolph E. (2010). Teachers Discovering Computers Integrating Technology and Digital Media in the Classroom Sixth Edition. Mason, Ohio: Cengage Learning.
Smithsonian Institution and ePals To Deliver Rich Educational Content with Enterprise-Grade Social Learning Platform. (27 June). Business Wire. Retrieved July 23, 2011, from ProQuest Newsstand. (Document ID: 2385235551).

Similar Documents

Premium Essay

Decision Support Systems and Business Intelligence: an Overview

...Decision support systems and Business Intelligence: an overview Contents Course introduction 1–3 Module one objectives 1–3 Use of Study Guide 1–3 Suggested study schedule 1–4 Readings 1–4 Changing business environments and computerised decision support 1–4 Managerial decision-making 1–5 Computerised support for decision making: systems and technologies 1–5 The systems 1–5 The technologies 1–5 A framework for decision support 1–6 Management science 1–6 Concept of decision support systems & business intelligence 1–7 DSS – BI connection 1–7 Course plan and themes 1–7 Conclusion 1–8 Course introduction This first module aims to provide an overview of the topic and provide the broad backdrop into which the other modules will fit. Today’s business environment is constantly changing, and it is becoming more and more complex. Private and public organizations are required to respond quickly to changing conditions; be it government regulations or informed customers or market conditions. This requires organizations to be agile and to make frequent and quick strategic, tactical, and operational decisions. Making such decisions may require considerable amounts of relevant data, information, and knowledge. Processing these, in the framework of the needed decisions, must be done quickly, frequently in real time, and usually requires some computerized support. This course is about using business intelligence as computerized support for managerial...

Words: 1621 - Pages: 7

Premium Essay

Liukanyan

...Pattinson [pic] Microsoft launches Office in the cloud Source: http://www.bbc.co.uk/news/technology-13943437 (9/9/2011) Contents Module aim 1 Module team 1 Module learning outcomes 1 Module delivery pattern 2 Learning strategy 2 Module timetable 3 Assessment strategy 4 Key texts 5 Assessment Referencing 6 Module Assessment Feedback 7 Assessment Marking Criteria & Feedback Grid 8 Module aim This module provides an insight into the development of technology, current issues and how it effects organisations. It provides students with an opportunity to explore the relationship between Information Management and the strategic formulation of technology in businesses and its implications/consequence for support of business change processes. Module team • Jim Innerd (module leader) • Steve Patterson (module tutor) Block delivery tutors: |Group |Tutor |Contact details* | |ML |J Innerd |Email: Jim.Innerd@tees.ac.uk | |MT |S Pattinson |Email: S.Pattinson@tees.ac.uk | * Please check the module VLE for a definitive list of group tutors. Module learning outcomes On completion of this module learner will: |Knowledge & Understanding ...

Words: 1742 - Pages: 7

Premium Essay

Relationship Management

...GM1114 Relationship Management 2015 Course outline The course is divided into four modules Module 1 - RM Concepts, Module 2 - RM Applications in Consumer and Business Markets, Module 3 - RM Tools, Techniques and Technologies, and Module 4 - RM Implementation Module 1: Sessions 1-4 The Concept of Relationship Management Text: Chapters 1-4 This module focuses on the conceptual and theoretical foundations of RM. A number of theoretical perspectives developed in economics, law and social psychology are being applied in RM. These include transactions cost analysis, agency theory, relational contracting, social exchange theory, network theory, and inter-organizational exchange behavior. Resource allocation and resource dependency perspectives and classical psychological and consumer behavior theories have also been used to explain why organizations and consumers engage in relational behavior. An overview of these theories will help develop insights on RM from multiple perspectives. Session 1 : CRM : The Strategic Imperatives Reading – Chapter 1 Session 2: Conceptual Foundations of CRM Reading – Chapter 2 Session 3: Building Customer Relationships Reading – Chapter 3 Session 4: Economics of CRM Reading – Chapter 4 Additional Recommended Readings Module 1 Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer Engagement: Conceptual Domain, Fundamental Propositions, and Implications for Research. Journal of Service Research, 14(3), 252271. Egol...

Words: 1471 - Pages: 6

Premium Essay

Rohan

...methodology will include a mix of lectures, discussions of pre-readings, presentations by practitioners, exercises and case analysis. The cases are integrative in nature but will also help develop an appreciation of specific elements of CRM. Group Project – Option 1 - Identify any organisation which is practicing some form of CRM. Start working with them to understand the objectives, strategy, structure and process of relationship management. Identify the key issues they faced in implementation especially related to financial and marketing evaluation of the program. Interview some relationship customers of this organisation to understand the customer perspective. Option 2 – Choose any topic in CRM and write a paper based on literature review or use a...

Words: 1490 - Pages: 6

Premium Essay

Crm Curriculum

...Indian Institute of Management Bangalore Customer Relationship Management Faculty: Prof. G. Shainesh Room C-103, Tel : 3334 Term IV PGP (2014-15) 3 Credit Course Background – Businesses aim to win and keep customers. Its competitors also seek to do the same. Most successful firms have developed capabilities for attracting customers through their marketing programs. But they have shown mixed results when it comes to retaining these customers. Customer Relationship Management helps businesses in successfully implementing strategies aimed at winning and retaining customers profitably. It is also helping businesses shift from a short-term transaction based mode of operation in their interactions with customers to a long-term relationship mode. Objectives – The objective of this course is to help students understand the concept and practice of CRM derived from research and applications across businesses. These concepts and applications from real life case studies will help identify opportunities, which can be successfully implemented for long term profitability. Pedagogy – The teaching methodology will include a mix of lectures, discussions, presentations by practitioners, videos, exercises and case analysis. The cases are integrative in nature but will also help develop an appreciation of specific elements of CRM. Each session will require preparation of assigned reading / case and active participation by students. A significant portion of the performance...

Words: 2004 - Pages: 9

Premium Essay

Advanced Corporate Finance

...to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of finance concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in finance needed to function properly in the association’s capstone courses. Examination Guidelines for Questions i) Question Type The following are guidelines on the type of questions and their approximate weightings: Question Item Multiple-choice questions Short-answer and/or short case-type problems of both a qualitative and quantitative nature ii) Description...

Words: 4207 - Pages: 17

Premium Essay

=Lk:; , =, M, Lmlkk

...[pic] MODULE: PEOPLE, MANAGEMENT AND ORGANISATIONS MODULE CODE: BUSS 1141 (Queens) Module Handbook 2015/2016 PLEASE RETAIN THIS HANDBOOK FOR FUTURE REFERENCE. IT MAY BE REQUIRED FOR SUBMISSION TO PROFESSIONAL BODIES WHEN APPLYING FOR EXEMPTION FROM EXAMINATIONS. PEOPLE, MANAGEMENT & ORGANISATIONS BUSS 1141 Queens 2015/2016 CONTENTS TEACHING STAFF 3 STUDENT CENTRED LEARNING 4 TEXTBOOKS 5 GUIDANCE ON USING WEB MATERIAL 5 SCHEDULE 6 FORMATIVE ASSESSMENT 9 SUMMATIVE ASSESSMENT 9 ASSESSMENT CRITERIA 9 This handbook is intended for the guidance of students taking this module in 2015/2016. Whilst the details contained in this handbook represent teaching staff intentions at the time of writing, it is in the nature of Higher Education that some module information may be subject to modifications during the teaching of a module. Teaching staff reserve the right to make such minor changes in the matters covered by this publication and will endeavour to publicise any such changes as widely and in as timely a manner as possible. PEOPLE, MANAGEMENT & ORGANISATIONS 2015/2016 TEACHING STAFF MODULE LEADER: Professor Susan Miller (SM) s.j.miller@durham.ac.uk tel: 0191 334 0223 TEACHING TEAM: Dr. Carole Elliott (CE) c.j.elliott@durham.ac.uk tel: 0191 334 5553 Mr. Peter...

Words: 1984 - Pages: 8

Premium Essay

Credit Risk Management

...Gujarat Technological University MBA Semester - IV Syllabus for MBA Programme effective from the Academic Year 2009-10 onwards The course curriculum and syllabus for MBA of Gujarat Technological University are devised considering the norms of AICTE/UGC. While preparing the syllabus, the syllabi of different national level universities/institutions have been taken into account. This syllabus has endeavoured to strike a balance between theory and practice and classic and contemporary concepts. The MBA programme of Gujarat Technological University (GTU) will be conducted on a semester basis with four semesters spread over two academic years. The duration of each semester will be around 15 weeks. In each semester there will be seven courses/subjects. In the first year all the 14 courses are compulsory. In the second year there will be three types of courses, namely, compulsory, electives and sectorial specialisation. The MBA programme will have four electives, namely, Marketing, Finance, Human Resource and Information Systems. A student can choose any one of the four electives. There will be five sectorial specialization areas, namely, Retail, Pharmaceutical and Healthcare, Rural and Cooperatives, Public Systems and Policy, and Banking and Insurance. A candidate has to opt for one of the sectorial areas. In each semester of the second year there will be three compulsory courses, three electives and one sectorial course, thus making a total of six compulsory courses, six elective...

Words: 17188 - Pages: 69

Premium Essay

Operations

...Module 1 Readings and Assignments Complete the following readings early in the module: Read the overview for Module 1 From the textbook, Operations management: Creating value along the supply chain (7th ed.), read the following chapters: Introduction to operations and supply chain management Project management From the Argosy University online library resources, read: Barney, J. B. (1991). Firm resources and sustained competitive advantage. Journal of Management, 17(1), 99–120. (ProQuest Document ID: 215258436) http://search.proquest.com.libproxy.edmc.edu/docview/215258436?accountid=34899 Barney, J. B. (2001). Resource-based theories of competitive advantage: A ten-year retrospective on the resource-based view. Journal of Management, 27(6), 643–650. Retrieved from http://jom.sagepub.com.libproxy.edmc.edu/content/27/6/643.full.pdf+html Gopalakrishnan, S., Kessler, E. H., & Scillitoe, J. L. (2010). Navigating the innovation landscape: Past research, present practice, and future trends. Organization Management Journal, 7(4), 262–277. doi:10.1057/omj.2010.36 (ProQuest Document ID: 820961459) Long, L.D., Ohsato, A. (2008). Fuzzy critical chain method for project sheduling under resource constraints and uncertainty. International Journal of Project Management, 26(6), 688–698. Retrieved from http://www.thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=auo&turl=http://www.sciencedirect.com/science/article/pii/S0263786307001548 Assignment Summary: Module 1 Due...

Words: 1087 - Pages: 5

Premium Essay

Accounting Information Systems: Course Objectives, Description, Topics, and Assignments

...various database models. Finally, you will learn about how to use internal controls effectively for risk management, as well as the requirements for business reporting. After completing this course, you should not only have a clear idea of how accounting information systems work, but you should also be prepared to design and configure them to meet the record-keeping and risk management requirements of the organization. In addition, you will be prepared to design them to meet legal obligations—such as those defined in the United States’ Sarbanes-Oxley Act of 2002—as well as ethical obligations. LEARNING OUTCOMES: A. Develop a conceptual knowledge of the nature and functionality of an accounting information system and systems in general (Module 1). B. Explain how an accounting system captures business events,...

Words: 6838 - Pages: 28

Premium Essay

English Only Debate

...EDU 225 Instructional Technology Benchmark Assessment and Rubric Targeted Essential Learning Students study and utilize a variety of technologies such as computer software and hardware and will develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. (APTS 3, INTASC 6) Assessment Tool Selected 1) Comprehensive Classroom Technology Plan 2) Reflection Essay Specific Performance/Task(s) Select and implement appropriate technology and resources. (APTS 3.11) Select and use research-based strategies to engage learners. (APTS 3.12) Relevancy of Task to Teacher Candidate Demonstrate the effective use of technology to foster active inquiry, promote collaboration, and support interaction in the classroom. Assessment: Student Prompts/Teacher Directions Comprehensive Classroom Technology Plan (e-Portfolio Assignment) In Modules 2-6 you will be drafting the component parts of a Comprehensive Classroom Technology Plan for use in a 21st century classroom. The Comprehensive Classroom Technology Plan will include the sections listed below. Drafts of these sections will be submitted throughout the course for instructor feedback and will be revised for inclusion in the Benchmark Assessment, due in Module 7. A Reflection Essay will also be prepared to accompany the plan. The plan is composed of the following components: * Section One: Mission and Vision...

Words: 3012 - Pages: 13

Premium Essay

Au2 Blueprint

...to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of auditing concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in assurance needed to function properly in the association’s capstone courses. Examination Guidelines for Questions i) Question Type The following are guidelines on the type of questions and their approximate weightings: Percentage Weighting 20-30% 70-80% Question Item Multiple-choice questions Short-answer and/or short case-type problems and/or a longer...

Words: 7165 - Pages: 29

Premium Essay

Web Application Security

...file with their respective question numbers and answers, for the following: • From the SINN book – Chapter 7, Review Questions 2 to 22 even p. 292 • From the GREMB book -- Chapter 10, Review Questions 2 to 20 even pp. 275-277 3. Part II: visit the following three sites: • http://www.ieee.org • http://www.PMI.org • http://www.webappsec.org For Each of the three sides find three societies or special interest groups that deal with security, application security, or Web application security. Write a synopsis of what the organization does, and how the society or special interest group can help you become more successful Web developer when it comes to implementing security into your software design. This question must be answered with at least 60 words each part with proper citations, proper references, and formatting. Combine the answers into the same above file. From the SINN book – Chapter 7, Review Questions 2 to 22 even p. 292 2. _____________ is concerned with what an identity is allowed to do. Authorization 4. What is the main purpose of the "Negotiate" authentication protocol? Negotiate is one of the six authentication protocols that are widely used today. Negotiate is the protocol that picks one of the available authentication methods for a system. Negotiate implements RFC-2478: The Simple and Protected GSS-API Negotiation Mechanism. 6. What are the three different types...

Words: 2041 - Pages: 9

Premium Essay

Database

...DSS 630 Database Management Systems Theory and Practice COURSE EXPECTATION FORM Course Description: The implementation of technology such as bar codes and scanners enable organizations to accumulate large volumes of data. Further, as the technology to collect data gets cheaper and more simplified, business organizations gather and process a huge amount of data and information. Thus, data management has become a key function for many organizations. Managers need high-quality information to manage change in a turbulent, global environment. Business organizations use information systems to store and retrieve data, the raw material in knowledge-based economies. This repository of data is organizational memory. Databases are an important component of the organizational memory. Thus, information systems professionals should develop a comprehensive understanding of data management principles to fully utilize the organizational role of information technology. This course provides core skills of data management for the relational database management systems. This course will review the theoretical concepts and applications of a modern relational database management system. In addition to a basic theoretical presentation of the database design concepts, students will be required to design and develop a database application using a modern fourth generation language system. This course teaches students data modeling and design...

Words: 1374 - Pages: 6

Premium Essay

Dvanced External Auditing [Au2] Examination Blueprint 2013/2014

...to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of auditing concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in assurance needed to function properly in the association’s capstone courses. Examination Guidelines for Questions i) Question Type The following are guidelines on the type of questions and their approximate weightings: Percentage Weighting 20-30% 70-80% Question Item Multiple-choice questions Short-answer and/or short case-type problems and/or a longer...

Words: 7165 - Pages: 29