Historical perspectives on the computing curriculum

  • Authors:

  • Iouri A. Bogoiavlenski;A. G. Clear;Gordon Davies;Hans Flack;J. Paul Myers;Richard Rasala;Michael Goldweber;John Impagliazzo

  • Affiliations:

  • Univ. of Petrozavodsk, Russia;Auckland Institute of Technology, Auckland, New Zealand;Auckland Institute of Technology, Auckland, New Zealand;Uppsala Univ., Uppsala, Sweden;Trinity Univ., San Antonio, TX;Northeastern Univ., Boston, MA;Beloit College, Beloit, WI;Hofstra Univ., Hempstead, NY

  • Venue:
  • ACM SIGCUE Outlook - Special issue: ITiCSE '97 working group papers
  • Year:
  • 1997

Quantified Score

Hi-index 0.00

Visualization

Abstract

Computing has become a diverse and multi-faceted discipline. It is imperative that computing curricula evolve so that they will effectively convey this breadth. An awareness of the societal implications of computing must also be at the core of all computing curricula. Furthermore, we observe that new computing curricula must be responsive to change, that pedagogy must be informed by reasoned judgment, and that educators function as reflective practitioners. This requires educators to respond appropriately to market pressures and technological innovations. This paper investigates some of the components of the discipline's evolving computing' curricula from a variety of historical perspectives.