Communications of the ACM - Special issue: Soviet computing
Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
CITC4 '03 Proceedings of the 4th conference on Information technology curriculum
The affective dimension of pervasive themes in the information technology curriculum
Proceedings of the 8th ACM SIGITE conference on Information technology education
Sharing courses: the CS & IT capstone experience
SIGITE '08 Proceedings of the 9th ACM SIGITE conference on Information technology education
Changes to an IT program in response to the IT 2008 curriculum guidelines
Proceedings of the 10th ACM conference on SIG-information technology education
IT 2008: the history of a new computing discipline
Communications of the ACM
Hi-index | 0.02 |
Building a curriculum is an engineering process much like others. It specifies a curriculum, designs an instructional program, assesses its results and, like other engineering processes, is based on an underlying theory. This paper will survey the specification, theory, design and assessment of the SIGITE Information Technology curriculum. It is necessarily a survey because of the breadth of these topics, but the engineering perspective proposed will yield a framework in which much current activity can be understood and guided, and in which missing elements can be identified and proposed. Within this context, a significant element of specification is the pervasive theme - those deep, recurring and enduring understandings that lie at the heart of the IT discipline and define us as members of a shared profession. A methodology is given for instructional design that supports pervasive themes while not diminishing instructional time already committed to traditional topical coverage and skills mastery. Finally, recommendations are made for how SIGITE can support instructional design for pervasive themes.