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A New approach to Information Technology Education: Shifting Emphasis from Technology to Information
Prof. (Dr.) V. Nandamohan* and R.P. Sanal
*Department of Futures Studies,
University of Kerala, India
[Compendium on Information Technology on Science Education, National Science Day 2001, Kerala State Committee on Science Technology and Environment, Government of Kerala, India]
Introduction
Information being the lifeblood of existence, the role of information technology is widely reckoned in all walks of life and in particular in education. With the development the need for information increases. The lag in the development of information technology makes a country non-competitive in the world scenario. Thus the importance of imparting timely education in IT is understood.
The Philosophy of Information Technology Education
In our present universe of knowledge explosion, the philosophy of education in information technology need be viewed as information centered rather than as technology. It is in this context, that one should understand the importance of the IT education. Now a days Internet has become the largest medium that induce cascade effect on knowledge system; with the opening up of the horizon of knowledge, it has been more and evolutionary. If the aim is evolution, these open minds are essential. Evolution does not happen when we dig in our heels and hold out like luddites against everything that is new because it is new; in fact, that leads to stagnation.
The Children of the Future
The goal of the "Children of the Future" is to increase their social competence so that they will be able to develop the knowledge and skills necessary to grow up successfully into
today's and tomorrows information technology society. This includes the use of information technology both in a constructive manner and as an aid to understanding today's society. Here it is the understanding and not the technology as such that is paramount.
Different Aspects of Information Technology in Education
The different aspects of information technology can be divided into four as follows:
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Learning about information technology, which is basically programming; software and its applications as well as machinery structure.
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Learning with the aid of information technology which refers to a further aid to the learning process, using Internet, a CD-ROM encyclopedia, a graphics calculator, or sensors for collecting data; in all such cases the computer is used as s support or a resource, but does not provide the teaching modality.
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Learning by means of information technology includes both Computer Aided Learning (CAL) such as science and geography simulations and computer based modeling; and Computer Managed Learning
(CML) referring to computer based programme management of a pupil's learning progress through a particular course.
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Information technology as an aid to school management, refers to the use of IT for carrying out tasks related to the school management and to store information related to the students learning progress.
Computer Literacy and Information Literacy
In the 1960s and early seventies, computer literacy means learning how to do computer programming. Later, it meant learning how to use electronic spreadsheets, databases and word processors with a personal computer. Today it means, learning about computing and information technology, its terminology and its impact, along with some use of application software on a personal computer or local area network, as well as how to use electronic communications, news groups and the Internet. Such computing literacy is also recommended for the entire work place. With increasing access to technologies, creating a literature, well-trained and skilled workforce for an increasingly competitive world becomes top priority for many nations.
The 'information literacy' movement promotes the use of technology to access the information. Many such courses provide information on how to use the Internet, how to do electronic publishing, and how to use electronic communication to gain access to information. In fact, it does not refer to the computer literacy. Computing literacy and information literacy can both be taught across disciplines.
Information Education Lacking Thrust
Although the computing disciplines are evolving toward a profession, information education has not been given the importance it has got; we badly need a strategic approach in informatics education. Some new ways to approach curricular change may be needed, such as those which look across boundaries of other more-established disciplines and across all levels of education. Some suggestions for enhancement are:
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Promote good practice in the profession of informatics by working towards having computer specialists as teachers
(guest)
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Integrate technical topics of informatics as a subject with other sciences.
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Incorporate instruction about the technology into the student's use of it as a tool. When students use computers to communicate via the Internet, for example, teach them something about computing literacy too.
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Mesh topics of informatics and its applications into all other subjects, such as the arts, science, etc.
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Include topics of the impact of technology on humankind in every discipline, as that discipline is taught. Encourage an appropriate usage of technology in the future.
With an interdisciplinary approach to subject matter, informatics can serve as a bridge between and among disciplines. The informatics discipline, through its faculty, could promote and support informatics education in the way that some other disciplines have done. To make progress, it is critical to have co-operation between informatics departments and other departments.
Problems facing Informatics Education
The tools used in the informatics continue to change rapidly, both in hardware and software. The practices used to apply the tools to problems in need of solution are also continuing to change. It is almost impossible for corporations in industry to maintain a current state in their computing environment, and it is even more difficult for schools. In addition to maintaining current hardware and software, good technical and managerial support is also needed, to co-ordinate, manage, acquire, and maintain all the systems being acquired. Staff are needed to carry out the work required to sustain the many new applications being run on computers and communications today.
Now coming to the financing of the informatics education: in many cases, such support is being solicited from private industry, from organizations which provide grants, and from community contributions. As a result, the National Information Infrastructure which will provide computing and information technology to the schools is now tied to corporations, to industry, to grants from governments, to colleges in colleges of higher education, to parents of students, and to the general public at large. The ability to get and keep an infrastructure is dependent on such collaborative relationships from a strategic point of view.
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