FHSST Computer Literacy/Contents

Part 1

• Computers in all walks of life
• General concepts
  • Hardware
  • Software
  • Networks
• Types of computer systems
• Input and output devices
• Typical components and characteristics of a computer
• Types of system software and application software
• Computer ethics, security and viruses
• Impact of computers on the environment and society
• Safety and health issues
• File management and trouble shooting simple end-user computer-related hardware and software problems
• Utilising your OS.

Part 2

• Word Processing
  • Inputting Data
  • Formatting Data
  • Producing Printed Documents
  • Design and layout of documents
  • Using Templates
  • Creating Templates
• Spreadsheets
  • Cells and ranges
  • Formatting cells and worksheets
  • Functions and formulae
  • Creating and editing charts

• Databases
  • Creation of a single-table data source
  • Manipulation of records and fields
  • Generation of forms, queries and reports

• Presentations
  • Creating content
  • Design principles
• Web Authoring
  • Creating content
  • Design principles
• Desktop Publishing
  • Creating content
  • Design principles
• Integrating Applications
  • Working between applications
  • Linking and exchanging (importing/exporting) data with other applications

• Effective communication of information
  • Different types of communication tools|Tools
  • Different modes of communication
  • Use different modes and tools of communication
  • Selection of appropriate communication modes and tools

Part 3

• Task definition:
• recognising information needs;
  • defining problems;
  • identifying the type and amount of information needed to solve problems.
• Information-finding strategies:
  • considering possible information sources (e.g. various types of electronic resources for data gathering

including databases, CD-ROM resources, commercial and Internet online resources, electronic reference works, community and government information electronic resources) as well as primary resources including interviews, surveys, experiments and documents that are accessible through electronic means;

• • developing a plan/strategy for searching;
  • identifying and applying specific criteria for evaluating resources;
  • identifying and applying specific criteria for constructing meaningful data gathering tools;
  • using a computer to generate modifiable flow charts, timelines, organisational charts and calendars

which will help the learner to plan and organise complex or group information problem-solving tasks;

• • using a computer or other devices to manage the process (e.g. track contacts and create to-do lists and

schedules).

• Access information:
  • locating information from a variety of resources using appropriate computer resources and available

technologies;

• • accessing specific information found within individual sources by using organisational systems and

tools specific to electronic information sources that assist in finding specific and general information.

• Use of information:
  • engaging with information to determine its relevance;
  • extracting relevant information through, for example, citations, note taking and summaries;
  • processing and analysing statistical data;
  • saving and backing up data gathered.
• Synthesis:
  • organising results of information gathering and processing;
  • presenting results by selectively creating or generating printed reports, computer-generated graphics, charts,

tables and graphs, original databases, electronic slide shows, overhead transparencies, Web pages, etc.

• Evaluation of the effectiveness and efficiency of information management
  • content, format and design;
  • spell and grammar checking capabilities;
  • legal principles and ethical conduct related to information technology with special attention to copyright

and plagiarism;

• • netiquette when using Internet, e-mail, etc.;
  • information problem-solving process (efficiency).