Business, Computer and Information Technology Department
Curriculum Review
May, 2007
The North Allegheny School District Business Department conducted its last
curriculum review in 1994. At that time,
“business classes” were thought of as vocational, the Internet did not exist, NAFTA
had just been launched (Jan, 1994), the European Union was in its infancy (Feb,
1992), and the Savings & Loan Scandals were headline news. So significant and revolutionary is the
change which has occurred between then and now that the Business
Department must reinvent itself to meet the needs of today’s
students.
Business, Computer, and Information
Systems departments in public schools have been evolving in relation to their
respective role within this world of No Child Left Behind. Previously viewed as non-academic programs
for vocational and workforce preparation and career exploration, the North
Allegheny Business Department first and
foremost prepares students for success at the college and university
level by offering a highly academic, rigorous, and challenging curriculum. Career exploration and workforce preparation
still exists, but has become a secondary focus of the Department.
The vision of the Business, Marketing, and Diversified Occupations Review is to create a visionary and dynamic 21st
century curriculum based on research, aligned to standards, providing
opportunities for every North Allegheny student. The curriculum will
prepare students to succeed in the global environment in any endeavor they
choose to pursue. The academic rigor
will meet or exceed any that they will encounter upon leaving this
program. As technology has become a
foundation in today’s society, students will be given the opportunity to
understand what technology is available and how to use it to their individual
and organization’s advantage. Without a
thorough knowledge and skill level in the use of technology, students will not
be able to compete in a global environment.
The primary purpose of Business,
Marketing, and Diversified Occupations education is to provide instruction for
and about business and information technology. Business and information technology education prepares learners to make
wise personal economic and career choices while developing
knowledge/understandings, skills, and attitudes necessary to succeed in a
global workforce. Business education and
technology courses provide the impetus for students to successfully complete
college programs in one of several areas of business and/or information
technology. The multifaceted discipline of
business education should include subject areas which focus on the functional
areas of business (management, marketing, finance, accounting,
entrepreneurship), on factors which affect business (economics, international
business, business law), and on the examination of business from different perspectives
world-wide and otherwise. An important component of Business,
Marketing, and Diversified Occupations education is information
technology. In this critical area,
students learn to use computers as tools in conjunction with related
software. Technology enables students to
learn in ways never before possible. Using technology, students learn to make decisions; to access, store,
and retrieve information and data in a category driven way; to develop a global
perspective and understanding; to research topics and information using
libraries and other sources around the world; and to produce professional
documents. Students also learn that
business can be driven by communication via technology. Furthermore, becoming highly competent users
of technology enables students to succeed in all of their curricular areas and
as a private citizen. Through participation in FBLA
(Future Business Leaders of America) and DECA (An Association of Marketing
Students), students can apply the knowledge that they have acquired in the
classroom to real-world situations. The
results of their efforts are realized both immediately and throughout their
lives. Strong business and information
technology education programs are responsive to shifting educational and
instructional paradigms. Those
include: global interaction and
commerce, changing technology, changing demographics, the economy, political
developments, and resulting local education policies and practices. Instruction in economics education,
keyboarding, computer applications, and business career exploration are now
taught in some schools at the elementary and middle schools levels. Secondary
level business and information technology programs should serve a broad,
accelerated learner base through 21st century, global programs for
all students. Inclusiveness of all populations is
an important part and obligation of the business education curriculum. The economic consequences of preparation
affect both consumption and life-work decisions. Leadership, teamwork, and
interpersonal skills, as well as effective communication as writers, listeners,
and speakers are necessary to function in social, industrial, and business
settings. Business education and information
technology students use technology, multimedia computing, local and worldwide
networks, and interactive systems in the instructional process. Selecting and applying the tools of
technology as they relate to personal and business decision-making are critical
to success in all areas. In sum, in a dynamic environment,
business, and information technology education is guided by a global vision,
recognizing business as an essential component of curriculum involving all learners
in real-life applications of learning. The specific instructional contexts, content, and teaching resources
used for student learning are designed for diverse audiences using constantly
evolving technology.
- PURPOSE
- VISION
- PHILOSOPHY
- 5 YEAR PLAN (WORD Document)
- BOARD PRESENTATION (POWER POINT)