Being Fluent with Information Technology (1999) / Chapter Skim
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B Related Work
B Related Work
Pages 78-101
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From page 78... ...
Vocational schools and community colleges have developed programs that impart job-related technology skills, and a variety of continuing-education enterprises (both in-house and "outsourced") have been sponsored by companies for their employees.
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From page 79... ...
Because the most common assessments emphasize a skill development or a "knowledge-telling" approach to instruction, instruction that putatively implements cognitive standards may in practice be quite far from constructivist instruction. Although a given set of educational standards does not necessarily imply a form of instruction, the form of instruction really does have an impact on their implementation.
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From page 80... ...
In the academic arena, the National Council of Teachers of Mathematics (NCTM) produced the first set of national mathematics content standards for K-12 education, Curriculum and Evaluation Standards for School Mathematics, released in 1989.5 (NCTM also produced Professional Standards for Teaching Mathematics (1991~6 and Assessment Standards for School Mathematics (1995~.7 ~ Also in 1989, the American Association for the Advancement of Science, through its Project 2061 program, published Science for All Americans,8 which defined scientific literacy for all high school graduates.
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From page 81... ...
1996. National Science Education Standards, National Academy Press, Washington, D.C.
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From page 82... ...
1989. Curriculum and Evaluation Standards for School Mathematics, National Council of Teachers of Mathematics, Reston, Va., p.5.
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From page 83... ...
, and an updated version is expected in the year 2000. B.1.2 Standards for Science Education The standards set forth in the National Research Council's National Science Education Standards were developed "to provide criteria to judge progress toward a national vision of learning and teaching science in a system that promotes excellence...."~7 Approximately four years of deliberations and the combined work of thousands of educators, scientists, science educators, and other experts nationwide produced a comprehensive vision of effective science education.
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From page 84... ...
The standards are intended to guide local educational administrators and educators in for
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From page 85... ...
1996. National Science Education Standards, National Academy Press, Washington D.C., p.
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From page 86... ...
In equipping students with technology literacy, a standards-based curriculum prepares graduates to become "vested members of our technologically based society, contributing members of our workforce, and cognizant members of our democracy."23 The ITEA's Technologyfor All Americans standards are expected to be released in 2000. 23Technology for All Americans: A Rationale and Structure for the Study of Technology, 1996, Chapter 1, p.
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From page 87... ...
1988. National Educational Technology Standards for Students, International Society for Technology in Education, Eugene, Ore.
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From page 88... ...
5. Technology research tools (students use technology to locate, evaluate, and collect information from a variety of sources; use technology tools to process data and report results; and evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks)
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From page 90... ...
Box B.4 describes how the SCANS competencies and FITness capabilities relate to each other. B.1.6 State Standards for Technology Literacy Some states, such as New York and Maine, have begun to develop standards for K-12 technology education.
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From page 91... ...
Each standard identifies content for appropriate learning and requirements at the elementary, intermediate, and high school levels. New York State's technology standards encompass seven different areas of investigation and education as described below: · Engineering design: Modeling and optimization are used in an iterative process to develop technological solutions to problems within given constraints.
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From page 92... ...
Bellevue 28This description is adapted from a Web page on information technology skill standards provided by the Northwest Center for Emerging Technologies at Bellevue Community College in Bellevue, Washington. The page can be found at |
From page 93... ...
To support the needs of industry, NWCET has defined standards for eight information technology positions (career clusters) : database administration associate, information systems operator/analyst, interactive digital media specialist, network specialist, programmer/ analyst, software engineer, technical support representative, and technical writer.
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From page 96... ...
A complementary view regarding information technology literacy is offered in the report Digital Literacy: Survival Skillsfor the Information Age (BiT3M partners, under the auspices of SRI Consulting) , which was commissioned to address how to create a digitally literate workforce.
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From page 97... ...
Aimed at 10th grade, the ACM "Model High School Computer Science Curriculum" was originally published in 1993.3° It proposed that computer science education should be required for all high school students, similar to the curriculum requirements for the natural sciences: "The study of computer science is composed of basic universal concepts that transcend the technology and that comprise an essential part of a high school education. It is these concepts that enable the student to understand and participate effectively in our modern world." The recommended topics and areas listed below are based on this premise.
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From page 98... ...
Examples include the following: · Artificial intelligence, e.g., games, expert systems, robotics, knowledge representations; · Computational science, e.g., scientific visualization, modeling; · Graphics, e.g., image generation, two- and three-dimensional animation; · Simulation and virtual reality; · Software engineering, e.g., system development, software development cycle, modeling, and diagramming. Secondary schools have not embraced computer science as an essential discipline for all students, and so the ACM model high school curriculum has not been widely implemented.
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From page 99... ...
The content of specific computer literacy courses for non-computer science majors varies widely among colleges. Many of these courses are 3iSee |
From page 100... ...
At Duke University, the computer literacy course focuses on the theme "what computers can do and what they can't do, now and in the future."35 It assumes no prior computing experience, and in a single semester introduces students to the fundamentals of programming, hardware and software, and the limits of computation. At Brown University, the computer literacy course "Concepts and Challenges of Computer Science" introduces students to programming and other problem-solving tools, as well as a wide range of topics that relate computing to daily life.36 Sample assignments in this course include home budgets, client database management, and writing a Java script to play the game tic-sac-toe.
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From page 101... ...
Classes are generally offered six days a week and twice a week during the evenings. There are over 150 CompUSA Training Centers located nationwide with several new Training SuperCenter Plus sites opening in greater metropolitan areas.
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