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10.9999 - Communications Technologies/Technicians & Support Services

This program prepares individuals to apply knowledge and skills in the field of multimedia technology. Multimedia technology specialists provide services in a variety of areas associated with typography, web and graphic design, video, audio, television production, animation, and photography. Instruction in this program includes but is not limited to, audio/visual technology, troubleshooting techniques, computer operation and maintenance, data transmission and management, oral and written communication, math and physics, concept development, layout and design, computer graphics, image capture, audio, video, web-related technologies, and animation. 



101 Investigate career pathways in Communications Technology.

102 Recognize copyright laws, fair use guidelines, and legal issues when producing media.



201 Use graphic software to create, format, and edit documents. 

202 Change application settings and manage files within a graphic software application. 

203 Prepare files for appropriate output.

204 Produce a logo using thumbnails, roughs, and comprehensives.

205 Distinguish between vector and raster graphics.

206 Use a vector-based application.

207 Use a bitmap-based application.

208 Use a desktop publishing application.



301 Apply the principles of typography.

302 Describe the principles of Color Theory (including Primary, Secondary, Additive/Subtractive, Contrast, Lighting Design, Color Themes, Psychology, Hue/Saturation/Value/Luminance).

305 Describe the principles of Visual Composition (including the Rule of Thirds, 180 rule, Framing, Depth of Field, Angles, Balance, and Hierarchy).

306 Apply basic principles of composition/field of view.

307 Apply elements of design (e.g., line, shape, texture, mass, form, value, color).

308 Apply principles of design (e.g., balance, emphasis, unity, alignment, repetition, motion).



401 Operate a digital still camera or other photographic device.

402 Import, capture, and/or transfer images from the camera.

403 Identify the parts of a digital still camera.

404 Apply basic principles of exposure.

405 Apply basic principles of focus.

406 Demonstrate the proper use of support systems (i.e., monopod, tripods, etc.).

407 Demonstrate the proper use of lighting (e.g., strobe, continuous, natural).



501 Identify hypertext markup language (HTML) elements.

502 Integrate graphics and links to an HTML page.

503 Identify properties of typography in HTML and Cascading Style Sheets (CSS).

504 Identify concepts of Responsive Web Design (e.g., cell phone, tablet, desktop).

505 Create, publish, and manage a supervised site (e.g., social media site, website, wiki, blog).

506 Identify network protocols (e.g., file transfer protocol (FTP), simple mail transfer protocol (SMTP), hypertext transfer protocol (HTTP).



601 Identify and use various script formats (i.e., radio, TV, 2-column, and screenplay).

602 Develop a storyboard and shot list.

603 Import, transfer, and organize media into editing software.

604 Use video and audio effects and transitions. 

605 Add titles and graphical elements to a video production.

606 Export finished project for distribution.

607 Identify types of microphones and pickup patterns.

608 Apply story-telling concepts to a project.

609 Apply frame rates, aspect ratio, and resolution.

610 Demonstrate the proper operation of a video camera.

611 Apply white balance procedures to the production environment.

612 Monitor and record proper audio levels.

613 Apply the principles of motion (including: pan, tilt, zoom, dolly truck, arc, and pedestal).

614 Apply principles of sound (including: harmony, melody, rhythm, ambient, diegetic, and non-diegetic).

615 Apply color correction and color grading to postproduction.

616 Apply equalization and compression to audio postproduction.

617 Apply three-point lighting.



701 Create and manage a production schedule.

702 Create a budget for media projects.

704 Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources collaboratively. 

706 Create a format and present a media presentation.

707 Research new industry trends.

708 Create a self-marketing package (including portfolio, demo reel, and resume).

709 Participate in a critique (including graphic design, video, web, and photo).

710 Develop, publish, and present an advertising campaign.

711 Produce media for an intended target audience, including those with disabilities.



802 Demonstrate proper ergonomics.

803 Identify hazards when working with electrical equipment.

804 Review MSDS/SDS.

805 Identify types of fire extinguishers.

807 Practice proper cable management and storage skills.



901 Maintain computer equipment and solve common problems relating to computer hardware.

902 Identify file formats for use in media productions (Print formats, Web formats, Video/Audio Formats, Photography).

903 Use terminology associated with hardware. 

904 Create a file management system.

905 Identify different types of software and general concepts related to software categories (Graphics, Video, Web, Word Processing, Audio).

906 Identify types of communication networks (e.g., Wi-Fi, Bluetooth, Local and Wide Area Networks).

907 Locate services and resources on the internet.

908 Distinguish between different input and output devices.

909 Identify various cables and connectors

910 Explain the ways software manufacturers protect against software piracy.

911 Identify concepts of internet safety (e.g., firewalls, viruses, worms, captcha, trojan horses, encryption, phishing).

912 Communicate using netiquette across digital platforms.

There are numerous careers available in the Communications Technology area. Multimedia technology specialists provide services in a variety of areas associated with typography, web and graphic design, video, audio, television production, animation, and photography. Students in this program will be exposed to a variety of skill areas in order to specialize in a related career.


Instruction in this program includes, but is not limited to, computer system setup and maintenance, basic computer and communication operations and applications, design and layout of graphic and multimedia images, photography, website, video, and/or audio design and production.


Graphic designers, or graphic artists, plan, analyze and create visual solutions to communications problems. They find the most effective way to convey messages in print and electronic media using color, type, illustration, photography, animation, and various print and layout techniques. Graphic designers develop the overall layout and production design of magazines, newspapers, journals, corporate reports, and other publications. They also produce promotional displays, packaging, and marketing brochures for products and services; design distinctive logos for products and businesses; and, develop signs and signage systems for businesses and government. An increasing number of graphic designers also develop material for internet web pages, interactive media, and multimedia projects.


Audio and video equipment technicians set up and operate audio and video equipment, including microphones, speakers, video screens, projectors, video monitors, and recording equipment. They also connect wires and cables, set up and operate sound and mixing boards, and related electronic equipment for concerts, sports events, meetings and conventions, presentations, and news conferences. They may set up and operate associated spotlights and other custom lighting systems. They also are needed to install and maintain equipment in many large businesses and universities that are upgrading their facilities with audio and video equipment.


Network and computer systems administrators design, install and support an organization’s computer systems. They are responsible for local area networks (LANs), wide area networks (WANs), network segments, and internet and intranet systems. They work in a variety of environments including large corporations, small businesses, and government organizations. They install and maintain network hardware and software, analyze problems, and monitor networks to ensure their availability to users. Revised July 2013 2 Photographers produce and preserve images that paint a picture, tell a story, or record an event. These individuals need technical expertise, creativity, and the appropriate professional equipment to create commercial-quality photographs. Photographers may specialize in areas such as portrait or commercial photography.


High-quality programs should meet the following standards:

1. Promote positive working relationships.

2. Implement a curriculum that fosters all areas of skill development

3. Use appropriate and effective teaching approaches.

4. Provide ongoing assessments of student progress.

5. Employ and support qualified teaching staff.

6. Establish and maintain relationships and use the resources of the community.

7. Provide a safe and healthy learning environment.

8. Implement strong program organization and supervision policies that result in high-quality teaching and learning.

9. Integrate academic skills and aptitudes necessary for postsecondary education, gainful employment, and a foundation of lifelong learning.


CIP Code 10.9999 Communications Technologies/Technicians and Support Services -  This program prepares individuals to apply knowledge and skills in the field of multimedia technology. Multimedia technology specialists provide services in a variety of areas associated with typography, web and graphic design, video, audio, television production, animation, and photography. Instruction in this program includes but is not limited to, audio/visual technology, troubleshooting techniques, computer operation and maintenance, data transmission and management, oral and written communication, math and physics, concept development, layout and design, computer graphics, image capture, audio, video, web-related technologies, and animation.


Teachers/Instructors must hold a valid certificate to teach that CIP Code. That information is also listed in the CIP Code description obtained from PDE’s website. During curriculum creation, services and accommodations must be made available to all students with IEP’s. The guidance or student services department must work with the teacher to establish articulation agreements and or dual enrollment for the program area. Every single program area should promote student involvement in CTSO’s. Students that are involved do better in school because they have a vested interest. It is also important to look for other industry certifications to offer besides the NOCTI Certification. In my program area, students are encouraged to become Adobe Software certified, which is our industry-standard software suite.


If your program has a CIP code, you can follow the task grid created by the PA Department of Education or PDE. It serves as a template for integrating your curriculum into what the state requires while adding your own lessons and academic content. This information will also be used in your school's strategic plan, which outlines how we will meet the requirements of the standards created by the PDE. The plan also shows the need for involvement from the community, teachers, administration, and parents to work together to accomplish these goals. A second group that is instrumental in creating and reviewing the curriculum is the programs Occupational Advisory Committee OAC.


This committee consists of local business owners in the community, parents, past and present students, and professionals that work in the industry of the CIP code you teach. The committee meets twice a year and reviews the current curriculum including your task lists and lessons, reviews the equipment and textbooks used in the program to ensure it complies with the industry, and discusses current trends in the industry that may need to be added in the future. Once the information is collected, the instructor will form a plan of action to use the information to keep their program up to the standards of the industry while meeting the requirements of PDE and your organization.


The third group of stakeholders that I look to for guidance with my curriculum is professional organizations like ONET, NOCTI, L&I, and the MAVCC that provide data and resources specific to your content area. I have provided a list of references below that explain these organizations and provide links for further study. I visit these websites on a regular basis to see what the job market is like, to find out what jobs are in demand, and what prerequisites are needed to obtain these jobs in terms of education and job skills. I can also collect the information from these sites for my OAC and administrators to show what changes or improvements need to be made, if any, and to make sure that I am preparing my students to give them the opportunity to be successful in their chosen profession.


Once you have a program that complies with the standards of your content area, it's important not to forget about the academics needed to teach your material. Even though we teach a specific trade or profession, we are still academic teachers and need to make sure we integrate subjects like math, science, and reading and not "hide" them in our curriculum. I was fortunate enough to join our school's Technical Assistance Program or TAP initiative that gives teachers the resources and techniques to successfully integrate academics specific to your content area.  My group and I have attended numerous workshops and seminars that provide methods to help us in this pursuit. We take what we have learned and pass them on to the rest of the staff during In-Service and faculty meetings. We have seen a marked improvement in our student's PSSA and NOCTI scores, and the students realize that academics are a part of our everyday life and need to be learned in order to work in their chosen careers and just don't end at graduation. Lastly, it's important to periodically review and revise your curriculum in order to keep up with changing requirements by the organization, state, and by industry.


O-NET OnlineThe O*NET system serves as the nation's primary source of occupational information, providing comprehensive information on key attributes and characteristics of workers and occupations. The O*NET database houses this data and O*NET OnLine provides easy access to that information.


Labor and Industry L&I administer benefits to unemployed individuals, oversees the administration of workers' compensation benefits to individuals with job-related injuries, and provides vocational rehabilitation to individuals with disabilities. The Department prepares job seekers for the global workforce through employment and job training services for adults, youth, older workers, and dislocated workers. In addition, L&I enforces various laws and safety standards in the workplace and administers the Commonwealth's programs for community service by young Pennsylvanians.


Center for Workforce Information & Analysis (CWIA) Your comprehensive online resource serving Pennsylvania's job seekers, employers, education and training providers, counselors, news media, and workforce professionals.


PA Tech Prep Initiative Tech Prep programs combine at least two years of high school education with two years of postsecondary education to prepare students for technical careers in areas such as engineering technology, health, and human services, and business/information technology.  These articulated programs combine a common core of higher academics in math, science, and communications with a specific field of technical preparation.  Tech Prep is a college prep program that leads to an associate degree, two-year certificate, or apprenticeship.  Tech Prep students will be technically and academically prepared to join the workforce or continue their education toward a baccalaureate degree.(|6334|)


Multi-State Academic and Vocational Curriculum Consortium (MAVCC) For over 30 years, the Multistate Academic and Vocational Curriculum Consortium (MAVCC), has been recognized as a leading provider of career and technical instructional materials that help prepare students for a diverse, high-performance workforce.  But, what you may not know is that today, we offer so much more. (


National Center for Career and Technical Education Career and technical education programs are an integral part of public education and are designed to educate about, thought, and for careers. The National Research and Dissemination Centers for Career and Technical Education, as primary sources of research-based information, will significantly affect the quality of knowledge and understanding necessary to advance career and technical education in the United States.


NOCTI  The National Occupational Competency Testing Institute (NOCTI) is a leading provider of high-quality occupational competency assessment products and services to secondary and post-secondary educational institutions in the United States and around the world. The Whitener Group, a wholly owned subsidiary of NOCTI was created in 1999 to serve the special needs of our business and industry clients. Directors Club of Philadelphia    This site consists of the creative minds that conjure the visual images that move you in print, on the web, and in full motion. The ADCP is open to all creative designers, art directors, illustrators, web designers, videographers, animators, and copywriters.

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