An information technology competency model and curriculum

This paper addresses the progress made by the Association for Computing Machinery (ACM) and the IEEE Computer Society (IEEE-CS) in developing a competency model and curricular guidelines for four-year degree programs in information technology. The authors are members of an international task group representative of academic institutions, industry, and professional organizations. The task group is to develop a competency model, called IT2017, for information technology education within two years based on earlier guidelines and other perspectives. This paper provides a brief background of the project, some activities undertaken, the progress made, and expectations for future developments. IT2017 seeks to produce a futuristic model of academic excellence so information technology graduates will be prepared for new technological challenges in a global economy

The formation a computer and network engineering major curriculum for vocational high school in Indonesia

Science and technology continues to develop at this time which requires human resources ready for work and equipped with competences in their field [1]. Producing quality human resource cannot be separated from the role of any educational institution. In Indonesia one of the educational institutions which refer to the development of human resources is the Vocational Technology School (SMK). SMK Technology deals with the tasks of a technical vocational institution that aims to prepare graduates as future workforce. To do so the students need to develop the knowledge and also the skills of the workforce. Alignment of education and the Work Ministry of Education team in a matter of socialization alignment, identified a negative gap related to the relationship between SMK and industry the biggest gap at curriculum factors the industry was not satisfied concerning conformity between vocational curriculum and development industry with a score of -0.71 gap [2]. This research aims at (1) investigating the Indonesia Qualification Framework (IQF) and the Vocational Curriculum as an object of the research, (2) investigating the Productive Curriculum in Vocational School at Computer Technical Support skill of Vocational School students, (3) investigating the industrial work qualification of the Information Technology and Communication Major of SMK, particularly Computer Technician and Network Engineering Competency, (4) synchronizing and developing the Curriculum for the Information Technology and Communication Major of SMK, specifically the Computer and Network Engineering Competency that suits stakeholders’ needs. The results of this research were expected to produce some advantages on different areas of vocational education as: (1) Theory: by supporting an argumentation of the urgency of the relationship between work qualification and competency in a standard-based learning process, particularly for the Information Technology and Communication Major, (2) Comparison: by becoming a theoretical reference for other majors in designing a competency development model, (3) Practice: by detailing references for the Information Technology and Communication Major for SMK, particularly Computer Technician and Network Engineering Competency regarding the relation between work qualification and standard-based competency curriculum, (4) Evaluation: by improving the curriculum and particularly by determining the level of competency accomplishment in the end of each academic yearВ настоящее время наука и технология продолжают развиваться, что требует человеческих ресурсов, которые готовы работать и компетентны в своей области [1]. Производство качественного человеческого ресурса не может быть отделено от роли любого учебного заведения. В Индонезии одним из учебных заведений, которое относится к развитию человеческих ресурсов, является профессиональная техническая школа (SMK). Профессиональная техническая школа имеет дело с задачами профессионально-технического учреждения, основной целью которого является подго-товить выпускников как будущих работников. Для этого студентам необходимо разви-вать знания и навыки работников. Выравнивание образования и рабочей группы Мини-стерства образования в течение нескольких социализаций, определены как отрицатель-ный разрыв. Это было связано с отношениями между профессиональной технической школой и промышленностью. Учебная программа не соответствовала профессиональ-ной программе развития промышленности. Данный разрыв составлял минус 0.71 [2]. Данное исследование направлено, во-первых, на исследование структуры ква-лификаций в Индонезии (IQF) и учебной программы для профессиональной школы как объект исследования, во-вторых, на изучение учебной программы учащихся в SMK, в-третьих, на исследование квалификации для производства в области информационных и коммуникационных технологий для SMK, в частности на исследование квалифика-ций технических компьютерных и инженерных сетей и, в-четвертых, на синхрониза-цию и разработку учебного плана для профессиональной технической школы в области информационно-коммуникационных технологий и определение компетенций в области компьютерных технологий и инженерных сетей. Результаты этого исследования должны произвести некоторые преимущества в различных областях профессионального образования, такие как: 1) Теория: путем оказания поддержки аргументацией актуальности отношения между квалификационной работы и компетентности в стандартной основе процесса обучения, в частности, для информационно-коммуникационных технологий; 2) Сравнение: становясь теоретическим источником других специальностей в разработке модели развития компетенций; 3) Практика: описание требований информационно-коммуникационных техно-логий для профессиональной технической школы, в частности компетенций в области компьютерных технологий и инженерных сетей, касающихся связи между квалифика-ционной работы и на основе стандартов компетенции учебного плана SMK; 4) Оценка: путем совершенствования учебных программ и, в частности путем определения уровня достижений компетентности в конце каждого учебного год

Teaching Sustainability Concepts: Information and Communications Technologies and the United Nations Millennium Development Goals

Pace University teaches an Issues in Information Systems course in the final year of its Master of Science in Information Systems program. Currently, the class explores the potentials for using Information Systems and Technology to achieve sustainable progress with the eight United Nations Millennium Development Goals (MDGs). In September 2000 these international development goals were formally accepted by all 192 UN member states and many other international organizations under the United Nations Millennium Declaration. These 192 parties agreed to achieve the goals by 2015. In our course, sustainable development is broadly interpreted using Brundtland\u27s 1987 concept of development that meets present needs without compromising the abilities of future generations to meet their own needs. We designed an Applied Sustainability Learning Model with three layers of learning to attain educational competency in the area of Applied Sustainability. These are the Domain Layer, the Sustainability Layer and the Information and Communications Technology (ICT) Layer. This brief abstract describes the current assignment structure the students are asked to complete during this course. The Hopefully, these and other assignments may help in an attempt to codify curriculum requirements necessary to apply Information Systems and Technology trans-globally to foster economic, societal and environmental sustainability

Integrating Soft Skills Assessment through University, College, and Programmatic Efforts at an AACSB Accredited Institution

The growing demand for verification that students are, indeed, learning what they need to learn is driving institutions and programs to develop tools for assessing the level of knowledge and skills of their graduating students. One such tool, the Information Systems Analyst (ISA) certification, is a recently developed instrument for measuring eight skill areas based upon the IS2002 Model Curriculum. While the exam strongly evaluates the technical skill set of Information Systems (IS) majors, in this paper, the authors suggest additional means of addressing and measuring requisite soft skills for Information Technology (IT), accounting, and other business students. In this article, the authors address the concerns voiced by the employers of college graduates regarding the apparent insufficient competency in soft skills and suggest an assurance of learning model for incorporating these skills into curricula. In addition, the authors share activities at the university, college, and program level to integrate the assessment of soft skills at educational institutions

MAMIC: a visual programming library for amalgamating Mathematics and Coding through Music

The role of computing within the National Curriculum framework has changed dramatically in recent times. Traditionally, the computing curriculum in schools focussed on software competency and proficiency in common but basic tasks such as word processing, delivered through the subject of Information Communication Technology (ICT). In other words, students became perfunctory but perhaps uninspired end users, closely tied to ubiquitous commercial packages such as Microsoft Office. However, in September 2014, then Education Secretary Michael Gove made significant changes to the National Curriculum that affected both primary and secondary education in the UK. This has consisted in essence of an enforced shift from the prior ICT model to one that, at least in theory, embraces coding as a fundamental tenet of computing (i.e. active creation rather than end use, closely related to Rushkoff’s notion of “programmed or be programmed” [7]) and promotes computational thinking more broadly [1]. For instance, Key Stage 1 now asks that students actively consider program structure and sequential design as well as demonstrate core competency [2]. The inclusion of computational thinking seems particularly prescient and important: if the ability to cheaply outsource the drudgery of basic software development (particularly to the far east) may mean that the ability to code is, in and of itself, becoming less important from a UK labour perspective, it could be argued that students able to adopt a computational mindset, may be better prepared to apply computing principles to a range of scenarios

A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

Alternatif Media Pembelajaran Dengan Learning Management System Moodle Pada Fakultas Teknologi Informasi Dan Komunikasi Universitas Semarang

Learning methods development in enducation world has grown rapidly in last few years. This rapid development becomes needs for the education in Indonesia. As the Information Techonolgy has been improved, the learning methods has to be improved also, using the concept of learning management system based on information technology. This concept then well known as e-Learning , bringing a kind of learning transformation. From convensional methods becomes digital , in contents also in the systems. In this case, there is an application to run e-Learning , which is called Moodle. Moodle is one of Learning Management System tool which is usually used by education institutions. Moodle is open source software ,can be relied to meet the users needs and supplies some additional moduls.This research tried to apply Moodle as one of alternative learing model in Learning Based Competency Curriculum in the Faculty of Information Technology and Communication Universitas Semarang, especially Information System major. Try out has been done to four classes with two different lessons and some students as subject. The result is e-Learning product using Moodle as a software package . As one of evaluation subject, questionaire has been distributed to students as a research subject

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

IT2017 Report: Implementing A Competency-Based Information Technology Program (Panel)

ACMand IEEE have developed a computing curriculum report titled Information Technology Curricular 2017: Curriculum Guidelines for Undergraduate Degree Programs in Information Technology, also known as IT2017 [4]. The development of this report has received content contributions from industry and academia through surveys as well as many international conferences and workshops. Open online publication of the report became available in fall of 2017. In this special session, �ve members of the IT2017 executive committee will present a digest of the content of the report, describe the proposed IT curricular framework, and facilitate open and vigorous discussion of the report\u27s guidelines for developing new information technology programs or enhancing existing ones. The novelty of the report is its focus on industry-informed competencies that IT graduates should have to meet the growing demands of a changing technological world in the next decade. The experience should provide a better understanding of IT in a modern age

A Model For Promoting Active Learning And Information Literacy Skills In Large And Small Classes

Collaboration between Education and Library Instruction faculty resulted in technology being integrated into the Adolescent Development course curriculum taught at SUNY Fredonia’s School of Education, fulfilling information literacy competency requirements.  Our paper presents a model for the practical application of implementing information literacy components required for each SUNY campus.  Our goal for an Adolescent Development course was to instruct students in the most efficient methods of library research while incorporating active learning strategies within large and small lecture classes.  Collaboration between two different disciplines yielded the formulation of student exercises on subject-specific research within ERIC and PsycINFO databases.  A Research Integration Project required students to compare resources, identify, and evaluate studies.  By utilizing peer-assisted teaching strategies, this method fostered active learning through cooperative groups and promoted critical thinking skills. Workshop effectiveness and the Library Instruction assessment tool are discussed