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

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

A Review of Work Based Learning in Higher Education

The idea of work based learning in higher education might sound like a contradiction in terms. Work based learning is surely in the the workplace. The senses in which it might also, under certain conditions, be in higher education are explored in this review. There are increasing arrangements whereby people can obtain academic recognition for learning which has taken place outside of educational institutions. In addition to traditional forms of professional education and sandwich courses, one can add a host of relationships between employers and higher education institutions which involve quite fundamental questioning of the roles and responsibilities of each in the continuing education and training of adults. Such developments can be related to broader themes concerning the organisation of knowledge in society, the changing nature of work and career, the learning society and the implications they hold for individual workers, their employers and educational providers. The Department for Education and Employment sponsored the study to produce a substantial literature review of progress and issues raised in the field of work based learning in higher education. The first part of the book provides a contextual and conceptual backdrop against which more practical aspects of work based learning are then considered in part two. The final part considers strategic issues of implementation for higher education institutions, employers and individuals, before turning to more wide ranging issues of policy

Development of Learning Media Based on Active Learning for Principles Design Subject to Conduct Students Intellectual Skills

This study aims to accommodate the learning ability of students to do with the intellectual skills that include skill discriminate or distinguish information, defines the concept of skill, and skill in applying the rules of the course design principles. The study was designed in two stages. The first stage, a preliminary study of the principles of product development engineering courses. The second phase, further research in the form of class action research steps followed by three cycles of Lewin's model of the steps include (1) planning, (2) action, (3) observations, and (4) reflection. Implementation of the four components of relationship is seen as one cycle. Learning in classroom action research using active learning strategies, the results indicate that the product of learning the principles of design applied to the active learning strategies can enhance the intellectual skills. In conclusion, learning on the course design principles are implemented with the active learning with the help of media interactive learning can assist students in learning to apply the principles of designing a simple technological tools, so as to enhance the intellectual skills of student

Education to Employment: Designing a System that Works

Considering the education-to-employment system as a highway with three critical intersections -- enrolling in postsecondary education, building skills, and finding a job -- this research has determined places where students take wrong turns or fall behind, and why. With increased data and innovative approaches, employers, educators, governments and youth can create a better system