A freshman course in emerging information technologies

Miertschin, Susan; Willis, Cheryl L.

doi:10.1145/947121.947146

Cited by 4 publications

(5 citation statements)

References 2 publications

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“…Likewise, Chamillard and Braun [3] discuss employing various means to evaluate cadet performance in a setting very similar to ours. In the end, our evaluation methodology has been and still is intended to provide outcome-based assessment [4] in support of the accreditation of academic programs in our department.…”

Section: Previous Workmentioning

confidence: 99%

Work In Progress: A Comparison of Assessment Techniques

Cobb

Giordano

Cook

2006

Proceedings. Frontiers in Education. 36th Annual Conference

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First year cadets at the United States Military Academy are required to complete an introduction to computers and technology course. In the past, we assessed the student mastery of the basic programming concepts of sequence, selection, and iteration through large out-ofclass projects.Recently, we redesigned the course assessment technique to replace the out-of-class projects with three in-class graded labs involving scaled down problems. Comparison of the results of term end exams and end-of-course surveys from cadets and faculty from both semesters indicate that the in-class graded labs are a better assessment technique. This paper discusses the implementation and results of the in class graded labs.

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Section: Previous Workmentioning

confidence: 99%

Work In Progress: A Comparison of Assessment Techniques

Cobb

Giordano

Cook

2006

Proceedings. Frontiers in Education. 36th Annual Conference

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“…Edward and Barnett do, however, suggest that students benefit strongly from wireless access in both lecture and lab environments. Miertschin and Willis [2003] describe a first year course in emerging information technologies focused on building students' technology skills so that they can become successful leaders in the workplace. Miertschin and Willis chose the Tablet PC for classroom use because these devices help the students gain experience from mobile and wireless technologies.…”

Section: Prior Research In Educational Mobile Computingmentioning

confidence: 99%

“…Similar to Edwards and Barnett [2004], this study compares the learning of students using handheld computers to those not using handheld computers. Similar to Miertschin and Willis [2003], this study examines the usefulness of handheld computers as a tool for helping students build their technology skills. Similar to Campbell and Pargas [2003], this study focuses on ways to integrate handheld computers in the curriculum by using the handheld computer outside the classroom.…”

Section: Prior Research In Educational Mobile Computingmentioning

confidence: 99%

Upgrading IT101 With Handheld Computers

Frydenberg¹,

Kamis

Topi³

2005

CAIS

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This study examines the impact of handheld computers on students in a first year Information Technology course (IT101), measuring IT attitudes, skills, and performance. Students in standard sections used their laptop computers and traditional textbooks. Students in intensive sections used both handheld computers and laptop computers, that is, multiple platforms. Both standard and intensive sections covered the same topics. Although students in both standard and intensive sections became more skilled during the semester, students in the intensive sections improved more in programming and Microsoft Excel skills. Students in intensive sections also scored significantly better than students in the standard sections on the common portion of the final exam. Finally, according to anecdotal evidence, students in the intensive sections gained significantly more skill-based confidence in IT compared to students in the standard sections. Seven of our ten expectations were supported. While students benefited from the intensive version of IT101, several factors could account for the improvements: a self-selection factor, an active learning vs. textbook learning factor, and possibly an instructor factor. Future research should shed light on the relative weights of these factors.

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“…Faculty experiences inspired a triangulation analysis of literature pertaining to the changing nature of work, employer expectations of graduates, and accreditation standards for science, mathematics, engineering, and technology disciplines [3]. The analysis together with recommendations from the Committee on Information Technology of the National Research Council that institutions promote a more ambitious goal of computer fluency over computer literacy [5] inspired the following goals for the revised course.…”

Section: Course Revision -Backgroundmentioning

confidence: 99%