1c. What are the essential engineering and/or design principles relevant to information technology?

  • Describe it;
  • Identify the age or educational level at which you believe it should first be introduced; and
  • Explain how it might be introduced.

2. How do you expect the essential concepts, applications, and engineering/design principles described in your answers to change over time (as information technology evolves)? How should the pedagogical process deal with such changes? How can/should individuals be taught to learn about how to use new and never-before-seen computational artifacts (e.g., new applications, services, hardware devices, software packages)?

3. How should concepts and skills be balanced in information technology literacy? How do/should concepts and skills complement each other in information technology literacy? How do they compete with each other? In other words, how and to what extent is there a trade-off in learning about concepts versus skills? (For purposes of this discussion, the committee regards a "skill" as facility with a specific computational tool or artifact such as a spreadsheet.)

4. How can individuals best learn the limitations of information technology? How can they learn to make informed personal/social/policy decisions about issues that involve information technology?

D.2.2 Questions for Employers and Labor Professionals

  1. What information technology skills and knowledge will workers need to do their jobs in the early 21st century? Please indicate whether the perspective from which you are answering this question is that of manufacturing or services, and provide separate answers for entry-level, mid-level, technical-level, and executive-level positions. (For purposes of this discussion, a "skill" is "facility with a specific computational tool or artifact such as a spreadsheet." "Knowledge" might be something like "knowledge of programming," though not necessarily knowledge of a specific programming language.) An example of an entry-level skill might be "data input and use of the Internet." Skills required in mid-level positions might include word processing, database, and spreadsheet skills. An executive-level skill might be the use of teleconferencing. (These examples are intended only as possible illustrations.)


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