How to integrate computers into the curriculum Essay

Computer technology has become an integral part of all(prenominal) individualists life. The advent of figurers and their explosive use in practically every field has jolted the humilitary personnel r champion into what experts call the informational revolution (Veneris, 1984). In the current era, information ahs become so distinguished and central to a business, it has occupied its true place as a resource kind of than a by product of business operations.With the current society like a shot headed towards what Drucker (n. d.) claims to be the next information revolution, it is only imperative that we train our future day generations in this field like we do in any otherwise subject that is considered to be vital by societal standards such as language, mathematics, general science etc. Being a fairly invigorated field of study when compared to other courses of a curriculum, IT and such are ceaselessly changing due to the technological leaps made everyday. A thing invented t oday becomes obsolete a month later. Skeptics argued that the technological bubble has burst going away in its wake many people broke who invested in dispel com companies.This might be true but only to the extent where the pan gravy in the jobs market is not as exp one(a)ntial as it use to be. If we look at the new products that come on market shelves every fifteen days or so, it will be proof becoming for the fact that technology has never seen a better time than this before. And this creates problems when one tries to incorporate IT in school curricula. It becomes hard for schools to keep up with the ace of technology and many schools fail to fully equip their students with the skill clip needed to compete effectively in the new world.Schools usually frustrate some questions regarding the matter such as ? Can data processor applications military service improve student act in basic skills and other mention areas? ? For what specific skill areas, grade levels, and content areas are computer applications near effective? ? Which kinds and levels of students seem to profit most from using computers to learn? ? Which kinds of computer applications are most effective for which skill and content areas? ? Can computer applications improve students attitudes toward school, learning, and their abilities to learn?? Will improved attitudes translate into better performance in school? These are in fact the key points that they should call off and try to achieve the answers to when designing their course strategies. Guidelines to consider are ? denounce and intellectual level of students ? Scope of subject ? Updating with external sources ? image of instructor (industry experience or not) These are the most important factors that an cornerstone should consider while designing the curriculum. The appropriate bundle too is important to compliment the overall course structure.The software to be used should be decided upon ? User friendliness of software ? Degr ee of specialization ? subdue area (programming, multimedia etc. ) ? Skill level of students The hardware should be one that can support the requirement of the software. For example an application by Adobe such as the Adobe reader requires a stripped-down of a Pentium 2 but windows XP requires a minimum of a Pentium 3 processor to function. Hardware requirements are usually best when taken from the software vendor.One thing to note is that students should be exposed to as man types of hardware as they would come across in the corporate surroundings ranging from keyboards, printers to graphics tablets.References Abernethy K. , T. Kevin, & Piegari G. Assessing the impact of the emerging discipline of information technology on computing curricula some experiences.Journal of Computing Sciences in Colleges. pot 22 issuing 2. Publisher Consortium for Computing Sciences in Colleges. Dreher F. , Cummings M. , & Harris J. (2006). The role of IT policies in the CS/IS curricula. Journal o f Computing Sciences in Colleges.Volume 22 homecoming 2 Publisher Consortium for Computing Sciences in Colleges Drucker P. (n. d. ). The Next training Revolution. ASAP E-Commerce. Retrieved January 26, 2007, from http//www. versaggi. net/ecommerce/articles/drucker-inforevolt. htm Veneris, Y (1984). The Informational Revolution, Cybernetics and Urban Modeling. PhD Thesis. University of Newcastle upon Tyne, UK. Zhu L. , & Tang C. (2006). A module-based integrating of information retrieval into undergraduate curricula. Journal of Computing Sciences in Colleges, Volume 22 Issue 2 Publisher Consortium for Computing Sciences in Colleges.