Information technology curriculum development

2001 ◽  
Author(s):  
Bei-Tseng (Bill) Chu ◽  
Venu Dasigi ◽  
John Gorgone ◽  
David Spooner
Keyword(s):  
Information Technology ◽  
Curriculum Development ◽  
Technology Curriculum ◽  
Information Technology Curriculum

Information technology curriculum development

2001 ◽  
Vol 33 (1) ◽  
pp. 400-401 ◽  
Author(s):  
Bei-Tseng (Bill) Chu ◽  
Venu Dasigi ◽  
John Gorgone ◽  
David Spooner
Keyword(s):  
Information Technology ◽  
Curriculum Development ◽  
Technology Curriculum ◽  
Information Technology Curriculum

scholarly journals Analysis of the document of computer and information technology curriculum according to Saudi vision 2030

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Amal Bint Abdullah Al Ibrahim
Keyword(s):  
Information Technology ◽  
Educational Process ◽  
Analysis Tool ◽  
Process Data ◽  
Technology Curriculum ◽  
Strategic Objectives ◽  
Secondary Stage ◽  
Vision 2030 ◽  
Information Technology Curriculum ◽  
Curriculum Document

  The study aims to analyses the document of computer and information technology curriculum for the Secondary stage according to Saudi vision 2030. The study applied analytical descriptive approach, the sample of the study was “The Curriculum of Computer and Information Technology "urgent plan" in 2013 for the Secondary stage. The content was analysed using an analysis tool, which constructed based on the strategic objectives of Saudi Vision 2030. It is content of five main themes, divided on 29 sub-goals. Statistical methods were utilized to process data frequencies and percentages. The validity and consistency of the analysis was verified by agreement over time. The study found that, the Curriculum document included most of the strategic objectives of Saudi vision 2030. The highest theme found was fifth theme "strengthening the capacity of the education and training system to meet the requirements of development and the needs of the labour market". Furthermore, the computer curriculum document has neglected/ignore to include four sub-objectives in the curriculum. The most important of which was "considering individual differences and special needs" and "involve parents in the educational process". Finally, some recommendations were proposed for the development of Curriculum document in the light of the study’s results.  

Information Systems and Computer Science Model Curricula

2011 ◽  
pp. 146-158 ◽  
Author(s):  
Anthony Scime
Keyword(s):  
Information Technology ◽  
Information Systems ◽  
Computer Science ◽  
Professional Organizations ◽  
High Demand ◽  
Technology Curriculum ◽  
Fields Of Study ◽  
Functional Aspects ◽  
Information Technology Curriculum ◽  
It Departments

Computer science and information systems are interrelated disciplines that both cover the technical and functional aspects of computing. They are fields of study in high demand by students and employers. Yet, many colleges do not have the resources to offer multiple computing departments. So, professional organizations have developed model curriculums to help define the knowledge necessary for information technology majors. This chapter provides a discussion of model IS and CS curricula. It is hoped that IT departments will be able to develop an information technology curriculum, which suits their student’s needs.

scholarly journals The Effect of Difference of Visual Stimuli in Photo Sharing Websites (Instagram) on Cognitive Achievement for Secondary Students in the Curriculum of Computer and Information Technology

2017 ◽  
Vol 2 (3) ◽  
pp. 34
Author(s):  
Hussain Hadi Al.harbi
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Visual Stimuli ◽  
Achievement Test ◽  
Cognitive Achievement ◽  
Validity And Reliability ◽  
Education Students ◽  
Technology Curriculum ◽  
Photo Sharing ◽  
Information Technology Curriculum

The study aims to clarify the effect of the difference of visual stimuli in Photo Sharing websites (Instagram) on cognitive achievement for secondary education students in computer and information technology curriculum through the answer of the following question: What is the effect different visual stimuli in PSW (Instagram) on the cognitive achievement for secondary education students in the computer and information technology curriculum? To answer this question, two different accounts in Instagram were signed up: the first account's subject was visual stimuli (Real Visual Stimuli) and the second's was visual stimuli (Graphical Visual Stimuli). The sample was (60) students of Al-Hateem Secondary School in Jeddah. The sample has been divided into two homogeneous groups. The first has been taught using RVS, and the second has been taught using GVS. A research tool (achievement test) has been applied for the experimental groups after the confirmation of validity and reliability of the achievement test.

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