Proceedings of the 8th International Conference on Computing Education Research 2008
DOI: 10.1145/1595356.1595365
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Implementing a contextualized IT curriculum

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Cited by 19 publications
(12 citation statements)
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“…On the other hand, implementing western pedagogical practices, such as problem-based learning into the developing world has faced many challenges [4]. Factors that affect especially Tanzania include educational infrastructure, facilities, university organization, competence of staff, but most importantly, differences in pedagogical viewpoints [5], [6]. One critical challenge is that that promising engineers cannot always find a proper context for using and developing their skills further.…”
Section: A Pedagogical Frameworkmentioning
confidence: 99%
“…On the other hand, implementing western pedagogical practices, such as problem-based learning into the developing world has faced many challenges [4]. Factors that affect especially Tanzania include educational infrastructure, facilities, university organization, competence of staff, but most importantly, differences in pedagogical viewpoints [5], [6]. One critical challenge is that that promising engineers cannot always find a proper context for using and developing their skills further.…”
Section: A Pedagogical Frameworkmentioning
confidence: 99%
“…In this light, the main question regarding technology transfer turns out to be "How can technology be transferred in a way that its users gain a sense of ownership of technology?" People should be able to use the new technology to solve problems they define in their own communities [6,33,41]. It has been shown that acceptance or rejection of a new technology depends on actual needs that the users perceive, users' previous knowledge about the technology, observability of the benefits of technology, and the relative advantage, compatibility, trialability, and low experienced complexity of the new technology [24].…”
Section: Role Of Education In Ict Transfermentioning
confidence: 99%
“…In our curriculum design, we did not consider the fact that not everyone shares the same ideas about concepts that are very abstract (e.g., context sensitivity, problem-based learning, and practicality) (Tedre, Sutinen, Ngumbuke, & Bangu, 2008). That is, it was implicitly assumed that tutorial assistants, Tanzanian students, program designers, program management, university administration, and all other stakeholders would all share the same idea about the essence, importance, and implications of, say, 'practical orientation.'…”
Section: Tumaini's Bsc-it Program Principlesmentioning
confidence: 99%