Information Technology Education in the New MillenniumDadashzadeh, Mohammad, Saber, Al, Saber, Sherry Idea Group Inc (IGI), 2001. gada 1. jūl. - 308 lappuses The information technologies explosion in our global society is creating tremendous challenges and opportunities for educators as they help shape the next generation of information pioneers. Eager to help fill the IT labor shortage, a growing number of programs have targeted re-training workers from other fields. Paving the way has been the mainstream acceptance of IT certification as a viable method for measuring an employee's skill set. As more and more organizations accept IT training as a strategic investment and not a cost center, the adoption of e-learning will accelerate. Information Technology Education in the New Millennium addresses crucial issues dealing with the most recent innovations and issues found within the field. |
No grāmatas satura
1.–5. rezultāts no 39.
... able to confersome kind of qualification and the educational world takes on an interesting aspect that may enable the realisation of the visions of earlier educators. “TEACHER” CREDIBILITY Illich suggests that: “Instead of placing ...
... able to demonstrate and communicate their expert knowledge in a way that satisfied the learner, traditional educators may still feel that such an individual lacks “credibility.” Illich also recognises the problem of the “expert ...
... able to judge the value and quality of the process on their own perceived outcomes. However, problems would probably arise if that learner wishes to translate the collection of “learnings” into a “recognised” qualification. The ...
... able to reach a global population and offera rich learning environment, with huge enthusiasm. It represents not only an exciting learningenvironment but also has an anarchic element that would allow the testing and development of new ...
... able to select or deselect providers on the basis of evidence freely available to all participants; and they would want to be able to have their studies acknowledged as being of a standard appropriate for recognition interms of ...
Saturs
1 | |
11 | |
16 | |
Chapter 4 An Action Learning Approach for the Development of Technology Skills | 26 |
Chapter 5 RealWorld Learning of Information Resource Management | 33 |
Determining the Right Curriculum | 44 |
Chapter 7 Measurement of a College Computer Literacy Course | 49 |
Chapter 8 The Place of Homework in an Information Systems Tutorials | 54 |
From Origin to Accreditation | 118 |
Developing a Strategic IT Perspective | 130 |
Chapter 17 Collaborative PhD Examination | 136 |
A Comparative Look | 146 |
Chapter 19 ECommerce Curriculum Development and Implementation | 159 |
Chapter 20 The Challenge of Teaching Research Skills to Information Systems and Technology Students | 170 |
Chapter 21 Towards Establishing the Best Ways to Teach and Learn about IT | 186 |
An Action Research Study of a WebEnabled Course Partnership | 214 |
Chapter 9 Human Learning Models and Data Collection Over the Long Haul | 64 |
Chapter 10 Are Information Systems Students in Their Right Minds? | 70 |
Collegiate and Corporate Solutions | 81 |
Chapter 12 A Methodology for Validating Entry Level Value versus Career Value of Courses in an MIS Program | 88 |
Chapter 13 A Personalized System of Instruction for Teaching Java | 95 |
Chapter 14 Places and Processes in Learning Environments | 109 |
A Vehicle for Teaching Creative Problem Solving and Critical Appraisal Skills | 234 |
Chapter 24 Information Systems Curriculum Development as an Ecological Process | 249 |
Whos Driving the Bandwagon? | 264 |
About the Editors | 284 |
Index | 285 |
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Information Technology Education in the New Millennium Mohammad Dadashzadeh,Al Saber,Sherry Saber Priekšskatījums nav pieejams - 2002 |