An Implementation of the IT Fundamentals Knowledge Area in an Introductory IT Course

Aasheim, Cheryl L.; Lee, Choong Kwon; Reichgelt, Han

doi:10.28945/254

Cited by 12 publications

(11 citation statements)

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“…However, there will be increased demand for expertise related to: process design, redesign, and reengineering; information design and knowledge management; change management; and the analysis of organizational readiness. Skills related to project management and a systematic understanding of the interdependence between ICT applications and organizational processes are crucial (Bullen, 2007;McAdams, 2007;Australian Government, 2006;Aasheim et al, 2006;Ekstrom et al, 2006;Gomes and Joglekar, 2005;Hildebrand, 2005;Morello, 2005;Westervelt, 2005). ICT professionals need to understand the organization's vision, mission, strategic plan, goals, culture, structure, management procedures, and social factors (Australian Government, 2006;Bell and Caldwell, 2005;Gaudin, 2005;Meredith, 2005;Morello, 2005;Plummer et al, 2005).…”

Section: Related Literature and Theoretical Framework 21mentioning

confidence: 99%

“…Recent studies have focused on requirements for ICT curricular designed to provide initial knowledge, skills, and experience. Aasheim et al (2006) identified five areas of knowledge which are pervasive themes and need to be included as part of ICT curricular: organizational issues; the history of ICT; related and informing disciplines; application domains; and the application of mathematics and statistics to ICT. In the United States extensive reviews of national skill standards conducted by the National Workforce Center for Emerging Technologies and the Ohio IT Competency Profile identified a wide variety of skills required in order to meet the needs of local, regional, and national markets (Floyd, 2004).…”

Section: Related Literature and Theoretical Framework 21mentioning

confidence: 99%

“…Many entry level curricula have emphasized the importance of a range of basic systems development skills (e.g. application and computer acquisition; systems analysis and design; programming; data structures; algorithmic processes; system testing, implementation, and integration) (Bullen et al, 2007;Aasheim et al, 2006;Ekstrom et al, 2006).…”

Section: Related Literature and Theoretical Framework 21mentioning

confidence: 99%

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ICT Curricular and the Requirements of Organizations in Thailand

Winley

Wongwuttiwat

2013

E J Info Sys Dev Countries

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The study compared ICT professional requirements in organizations in Thailand with ICT bachelor degree curricular offered in universities in Thailand using a theoretical framework with three related components: domains of expertise; the scope of the professional's knowledge, skills, and experience; and specific skills associated with the domains of expertise. Data was collected by questionnaire from 166 medium to large sized organizations and 42 universities which offered in total 78 ICT related bachelor degree programs. The findings showed that, although there was a reasonable degree of alignment between the importance of skills in the organizations and the ICT curricular, the ICT programs were not addressing adequately the needs of organizations for a range of skills related to understanding organizations and their functions, ICT management activities, and especially the management of ICT physical and financial resources. On the other hand, ICT programs placed more emphasis than the organizations on skills concerned with systems development methodologies for the complete development of applications/systems, CASE tools, programming and coding, database design, technical expertise with object relational and object oriented databases, and multimedia applications. Previous studies of this kind conducted in Thailand were not found and the findings are expected to be of value and interest to those responsible for national ICT policy and especially ICT education and training.

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Section: Related Literature and Theoretical Framework 21mentioning

confidence: 99%

Section: Related Literature and Theoretical Framework 21mentioning

confidence: 99%

Section: Related Literature and Theoretical Framework 21mentioning

confidence: 99%

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ICT Curricular and the Requirements of Organizations in Thailand

Winley

Wongwuttiwat

2013

E J Info Sys Dev Countries

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“…Take, for instance, a first-year "101" IT Fundamentals course taught in the U.S., as described by Aasheim, Lee, and Reichgelt (2006). The same 101 introductory course takes somewhat different form in Tumaini's BSC-IT program.…”

Section: Syllabusmentioning

confidence: 99%

Contextualized IT Education in Tanzania: Beyond Standard IT Curricula

Tedre

Bangu²,

Nyagava³

2009

JITE:Research

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Executive SummaryTumaini University at Iringa, Tanzania, started a new B.Sc. program in IT in 2007. In the course of planning and implementation of the program, we found out that standard ACM/IEEE IT curricula are not adequate for an IT program in a poor, developing country. The standard curricula describe, in detail, the competences that IT specialists in industrialized countries should possess, but the special characteristics of developing countries require a plethora of additional skills and competences that IT professionals in developing countries should have.The environment-natural, cultural, and technical-of developing countries brings about issues that IT specialists in industrialized countries do not know much about. Inadequate ICT and electrical infrastructure cause hardware to malfunction, wear out, and break; a hostile natural environment causes problems with equipment and eventually destroys it; quirks of local manufacturing and procurement complicate acquisitions; counterfeit products, inexistent customer care, and lack of warranty make purchases risky; excessively complex customs and shipping procedures make foreign acquisitions painful; widespread problems with corruption make accounting tricky; and lack of qualified staff is a systemic problem.In industrialized countries there is a high level of specialization and separation of professionals and their tasks, and one can easily delegate parts of a project to consultants. But in Tanzaniaespecially in rural Tanzania-there usually are no specialists available. IT professionals have to be able to do a large number of rudimentary tasks outside the field of IT. The most common tasks concern electrical installations, telephony, architectural design, structural modifications to buildings, protection from forces of nature, and all kinds of installation-related construction tasks.In an attempt to make IT education in our university relevant to the local environment and socioeconomic context, we have pinpointed four areas of IT curriculum that we have had to re-think. Firstly, the pedagogical approach must resonate with students' and teachers' learning styles. Secondly, the scope of IT education must be broader than the scope of IT education in industrialized countries. Thirdly, selection and emphasis of topics must meet the needs of Tanzanian society. Fourthly, all kinds of cultural, technical, environmental, and other contextual issues must be understood and taken into account in curriculum and course design.

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“…It should involve both computer and information literacy, which means using the computer as a collection of applications, the way of communication, and the source of information (Hoffman & Blake, 2003). However, a model curriculum which formulates basic content to be included in the introductory IT courses is often hard to achieve due to the time limitations (Aasheim, Lee, & Reichgelt, 2006).…”

Section: Designing An Introductory It Coursementioning

confidence: 99%

Challenges IT Instructors Face in the Self-Education Process

Ruzic-Dimitrijevic¹,

Dimitrijevic²

2010

JITE:IIP

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Executive SummaryEvery few years, there is a breakthrough in information technology, introducing a new concept that becomes widely used. This paper deals with the challenges IT (information technology) instructors face due to these rapid developments in the IT industry. More specifically, we are interested in the challenges instructors of the introductory IT courses face in staying current with technology and its use in business. In order to accurately evaluate the instructors' challenges and identify how instructors overcome them, we have conducted a survey among IT instructors and presented the results.The survey includes IT instructors who teach at various colleges and universities in several countries. We are specifically interested in the experience of the IT instructors who teach introductory computer science courses, as they are often heavily affected by the information technology changes.The data gathered in our survey addresses the following hypotheses:[H1] The technology studied by the IT instructors when they were in school is not the one they must now teach.[H2] The course syllabus of the introductory IT courses changes every two or three years due to the technology changes.[H3] The instructors primarily self-teach new technologies by using textbooks.[H4] The lack of time is one of the major challenges IT instructors face in their self-education.According to the survey results, most IT instructors now teach different technologies than those they had studied, which supports the first hypothesis. In the analysis of our survey, we compare the year the instructors graduated, the technology they studied, and the technology they now teach. We find that the earlier the instructors graduated, the smaller is the chance they studied the technologies similar to the ones they teach. We found that none of the surveyed instructors who graduated before 1979 teach a technology they studied.The analysis of the survey also supports the second hypothesis. The results show that 70% of the IT instructors have to change the course syllabus every 2-3 years due to the technology changes.We also found that the majority of the instructors primarily use textbooks and online tutorials to self teach new techMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Challenges IT Instructors Face in the Self-Education Process IIP-36nologies, which supports the third hypothesis. ...

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An Implementation of the IT Fundamentals Knowledge Area in an Introductory IT Course

Cited by 12 publications

References 4 publications

ICT Curricular and the Requirements of Organizations in Thailand

ICT Curricular and the Requirements of Organizations in Thailand

Contextualized IT Education in Tanzania: Beyond Standard IT Curricula

Challenges IT Instructors Face in the Self-Education Process

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