Computing has become a diverse and multi-faceted discipline. It is imperative that computing curricula evolve so that they will effectively convey this breadth. An awareness of the societal implications of computing must also be at the core of all computing curricula. Furthermore, we observe that new computing curricula must be responsive to change, that pedagogy must be informed by reasoned judgment, and that educators function as reflective practitioners. This requires educators to respond appropriately to market pressures and technological innovations. This paper investigates some of the components of the discipline's evolving computing' curricula from a variety of historical perspectives.

innovations in curriculum or pedagogy.Computing has become a diverse and multi-faceted discipline. It is imperative that computing curricula evolve so that they will effectively convey this breadth. An awareness of the societal implications of computing must also be at the core of all computing curricula.Furthermore, we observe that new computing curricula must be responsive to change, that pedagogy must be informed by reasoned judgment, and that educators function as reflective practitioners. This requires educators to respond appropriately to market pressures and technological innovations. This paper investigates some of the components of the discipline's evolving computing curricula from a variety of historical perspectives.Many institutions, departments, and programs of study introduce innovations into the computing curriculum on a trialand-error basis. In doing so, they learn which innovations are useful and which are not. However, in the haste to do something new or adopt some current fad, educators sometimes overlook adverse impacts of the innovations. Computing breakthroughs, when applied without the proper balance of idea versus application, can be costly. This paper reflects the exchange of ideas among educators on how innovations affect the computing curriculum and classroom. It focuses primarily on the broad philosophical issues of a computing curriculum.The working group members identified and evaluated the status and trends of the computing curriculum. Historical facts and research findings were used to delineate the negative and positive aspects of an innovation. The members of the working group engaged in a pedagogic dialog on the topics researched. They focused their thinking toward the curricular issues and arrived at a consensus toward each issue. The working group achieved its goal to produce a document that would serve as a starting point for a discussion or project that includes innovations in the computing curriculum.

New technologies are transforming the world around us. Those of us in computer science education are affected by these changes more so than other academic fields. We are facing difficult and uneasy choices in deciding how to best educate the next generation as new technologies force us to redefine the very nature of our educational mission.As the Internet and the World Wide Web (WWW) make their way into the field of education, we educators are struggling to integrate these new technologies into our academic programmes (i.e., CS). The WWW is rapidly bringing the world together into a single electronic community with participants from all spheres of society. The WWW has a tremendous potential in education by enabling our students to explore a world that was previously unknown and largely inaccessible to them. The WWW can provide a nearly instantaneous channel of communication that allows people separated by great distances and cultural barriers to conduct open dialogues thereby helping them to gain a greater understanding of their similarities and differences (such as race, cultural beliefs, customs, language, art forms and others). Perhaps it will be possible one day for us to have a truly global curriculum representative of ail peoples and societies.This demonstration will present a schematic model of how to effectively organize and manage a computer science curriculum through the World Wide Web. This model will expioro somo of the approaches that an institution or department can use in addressing computer science education related issues and thclr use of the WWW in computer science education (Lc. fcntures, services, computer science curriculum, administration, ctc,), This model is a comprehensive Javn Scripted Web-bnscd educational and administrative tool designed to hoip administrators, faculty, and students communicate effcctivoiy to maximize the learning process. This model shows the structure of a, generic university from the top down. (Lo., genoral information, administration, other services). Univorsity services are designated by roots and the departments (Loa, computer science) by nodes. Under the computer scionco department node, a student will find information related to tho department and its faculty members.Under each fncuity member, students will find a course list and under each courso students will find registration, syllabus, assignments, nnd quizzes (automated grading/reporting mechanism). Also under this node students will find QA, lectures (muitimcdin demonstrations) and notes, records system, and gonerni announcements.This model can not only minimize tho time wasted by faculty and administrative tasks but also gives students a chance to participate and take an active role in thoir own education. This model is not intended to repinco the classroom lecture but rather to serve as a supplementary tool for faculty and students.