It is recognized that Computing requires many competencies covering a wide range of domains exhibiting an impressive changing rate. This paper examines three primary competencies, which are: 1) Algorithms, Programming, Data, and Computational Thinking (CT); 2) Networks, Internet and Security; and 3) Ethics. Due to the standards and relationship of competences, the authors categorized, algorithms, programming, data and CT together. Thus, we leveraged national guidelines in Italy, mandatory national computing curriculum in England, and state guidelines in Alabama, USA in conjunction with ACM computing frameworks. The primary lessons learned from comparing computing curricula, and implications for implementing computing education curriculum are discussed.
{"title":"P12 Computing in Italy, England and Alabama, USA","authors":"F. Maiorana, A. Csizmadia, Gretchen M. Richards","doi":"10.1145/3368308.3415376","DOIUrl":"https://doi.org/10.1145/3368308.3415376","url":null,"abstract":"It is recognized that Computing requires many competencies covering a wide range of domains exhibiting an impressive changing rate. This paper examines three primary competencies, which are: 1) Algorithms, Programming, Data, and Computational Thinking (CT); 2) Networks, Internet and Security; and 3) Ethics. Due to the standards and relationship of competences, the authors categorized, algorithms, programming, data and CT together. Thus, we leveraged national guidelines in Italy, mandatory national computing curriculum in England, and state guidelines in Alabama, USA in conjunction with ACM computing frameworks. The primary lessons learned from comparing computing curricula, and implications for implementing computing education curriculum are discussed.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117125148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wearable healthcare technology allows consumers to track their healthcare data for either personal or clinical use. As advancements in this technology continue to rise, the use of these wearable devices has become more widespread. This paper summarizes the factors that influence elderly consumers? adoption of wearable healthcare devices and perceived risks. This paper also reviews advancements for the wearable healthcare devices and examines the associated ethical questions. The use, issues, and future of wearable technology in healthcare need to be critically analyzed to best serve the interest of the elderly population. The suggestions for future studies may help companies interested in increasing the adoption of wearable devices.
{"title":"The Adoption, Issues, and Challenges of Wearable Healthcare Technology for the Elderly","authors":"Chi Zhang, H. Shahriar","doi":"10.1145/3368308.3415454","DOIUrl":"https://doi.org/10.1145/3368308.3415454","url":null,"abstract":"Wearable healthcare technology allows consumers to track their healthcare data for either personal or clinical use. As advancements in this technology continue to rise, the use of these wearable devices has become more widespread. This paper summarizes the factors that influence elderly consumers? adoption of wearable healthcare devices and perceived risks. This paper also reviews advancements for the wearable healthcare devices and examines the associated ethical questions. The use, issues, and future of wearable technology in healthcare need to be critically analyzed to best serve the interest of the elderly population. The suggestions for future studies may help companies interested in increasing the adoption of wearable devices.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128261531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To address the long-standing urban challenges and improve city services and utilities, major cities are adopting smart city initiatives which involve cyber physical systems and emerging technologies. Nevertheless, there is a need for a high-quality workforce with adequate training and skills at different capacities. The proposed solution is to design and develop a cloud-based learning and simulation platform that includes major features and functionalities of smart cities. The scope of this platform could be limited to IoT, Sensors networking, Big Data, smart power grid, smart transportation, and cybersecurity.
{"title":"Smart City Concepts Cloud-Based Learning Platform for Undergraduate IT Students","authors":"Paul-Marie Moulema Douala, Sriharsha Mallapuram","doi":"10.1145/3368308.3415356","DOIUrl":"https://doi.org/10.1145/3368308.3415356","url":null,"abstract":"To address the long-standing urban challenges and improve city services and utilities, major cities are adopting smart city initiatives which involve cyber physical systems and emerging technologies. Nevertheless, there is a need for a high-quality workforce with adequate training and skills at different capacities. The proposed solution is to design and develop a cloud-based learning and simulation platform that includes major features and functionalities of smart cities. The scope of this platform could be limited to IoT, Sensors networking, Big Data, smart power grid, smart transportation, and cybersecurity.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126962023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ITIL 4 Foundation enables candidates to look at IT Service Management through an end-toend operating model for the creation, delivery and continual improvement of tech-enabled products and services.
{"title":"Instructor led training and Certification - ITIL V4 Foundation","authors":"Gaurav Shekhar","doi":"10.1145/3368308.3415453","DOIUrl":"https://doi.org/10.1145/3368308.3415453","url":null,"abstract":"ITIL 4 Foundation enables candidates to look at IT Service Management through an end-toend operating model for the creation, delivery and continual improvement of tech-enabled products and services.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132162769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With traditional classes moving to online platforms and the need for online content growing exponentially, there is a deficit of customized content that helps students understand concepts well. It is the need of the hour to have round the clock support and resources to ensure smooth transition and continuity of academics. Our solution proposes the use of RASA, an open-source conversational Artificial Intelligence (AI) framework, to support students with contextual help and provide them with resources like specific slides of a presentation or real-world problems discussed in class in the form of a Virtual Teaching Assistant. It can also ask leading questions to provide tailored answers. Its responses are based on the material the Instructor teaches in class, making it relatable to the students, unlike generic responses. The Contextual Virtual Teaching Assistant will also assist the Instructor in identifying students that need additional help with academics, answering queries related to upcoming tests or assignments, and can even alert students about deadlines
{"title":"AI-Driven Contextual Virtual Teaching Assistant Using RASA","authors":"Gaurav Shekhar, Rhea D'souza, Kevin Fernandes","doi":"10.1145/3368308.3415442","DOIUrl":"https://doi.org/10.1145/3368308.3415442","url":null,"abstract":"With traditional classes moving to online platforms and the need for online content growing exponentially, there is a deficit of customized content that helps students understand concepts well. It is the need of the hour to have round the clock support and resources to ensure smooth transition and continuity of academics. Our solution proposes the use of RASA, an open-source conversational Artificial Intelligence (AI) framework, to support students with contextual help and provide them with resources like specific slides of a presentation or real-world problems discussed in class in the form of a Virtual Teaching Assistant. It can also ask leading questions to provide tailored answers. Its responses are based on the material the Instructor teaches in class, making it relatable to the students, unlike generic responses. The Contextual Virtual Teaching Assistant will also assist the Instructor in identifying students that need additional help with academics, answering queries related to upcoming tests or assignments, and can even alert students about deadlines","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"658 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123355879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lecture-based classes became an old strategy of teaching even in higher education. Education now focuses on student-centered strategies that actively engage students in their learning and how teacher can design classes to facilitate learning process. This paper presents some practices for teaching in higher education.
{"title":"Promoting Teaching Practices in IT Higher Education","authors":"S. Kaddoura, R. Grati","doi":"10.1145/3368308.3415447","DOIUrl":"https://doi.org/10.1145/3368308.3415447","url":null,"abstract":"Lecture-based classes became an old strategy of teaching even in higher education. Education now focuses on student-centered strategies that actively engage students in their learning and how teacher can design classes to facilitate learning process. This paper presents some practices for teaching in higher education.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114205661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 has created challenges and opportunities for K-12 education. Advances in technology and changes to the delivery mode of educational content has provided opportunities to better integrate spatial thinking into curriculums. Such integration is of enormous value due to the centrality of spatial thinking within the STEM disciplines.
{"title":"Filling an Educational Void with Spatial Thinking in the Online Age of Pandemics","authors":"Kate Sherwin, V. Winter","doi":"10.1145/3368308.3415446","DOIUrl":"https://doi.org/10.1145/3368308.3415446","url":null,"abstract":"COVID-19 has created challenges and opportunities for K-12 education. Advances in technology and changes to the delivery mode of educational content has provided opportunities to better integrate spatial thinking into curriculums. Such integration is of enormous value due to the centrality of spatial thinking within the STEM disciplines.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122426625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Organizational databases are seldom designed and used by individuals. In fact, database design benefits from the idea that two heads are better than one. Therefore, when teaching students about databases it follows that using a team approach would be useful. This research studies the impact of utilizing team-based learning (TBL) strategies in an undergraduate Database Management course in order to determine if the methodology is effective for student learning related to database technology concepts in addition to student preparation for working in database teams. Findings related to student learning performance and perceptions are presented as well as future research opportunities.
{"title":"Four Heads Are Better Than One: Using Team-Based Learning to Learn Database Technology","authors":"Alanah Mitchell","doi":"10.1145/3368308.3415359","DOIUrl":"https://doi.org/10.1145/3368308.3415359","url":null,"abstract":"Organizational databases are seldom designed and used by individuals. In fact, database design benefits from the idea that two heads are better than one. Therefore, when teaching students about databases it follows that using a team approach would be useful. This research studies the impact of utilizing team-based learning (TBL) strategies in an undergraduate Database Management course in order to determine if the methodology is effective for student learning related to database technology concepts in addition to student preparation for working in database teams. Findings related to student learning performance and perceptions are presented as well as future research opportunities.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"576 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134376527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent decades have seen the continual growth in the number and quality of undergraduate computing programs and disciplines. For example, the ACM and ABET draw distinctions between these computing disciplines: Computer Engineering, Computer Science, Information Technology, Information Systems, Software Engineering, and Cybersecurity. This paper analyzes data from ABET-accredited undergraduate programs in these disciplines, pulling in data from the Carnegie Classification of Institutions of Higher Education about the type of institution. We illustrate the contrasting initial growth pattern between Computer Engineering (slow growth) and Computer Science (rapid growth) and the newer disciplines (moderate growth). Information Technology is notable in its consistent growth and high percentage of accredited programs that are in research universities compared to other newer disciplines. Further analysis shows that about half of all institutions with an ABET accredited program have only one accredited program. This data can help inform academics, ABET, and others hoping to better understand the state of the computing disciplines and their trajectory so far.
{"title":"The Evolution of Computing Degrees: Tracking ABET Accredited Undergraduate Disciplines over Time","authors":"Derek L. Hansen, Aatish Neupane, C. Helps","doi":"10.1145/3368308.3415386","DOIUrl":"https://doi.org/10.1145/3368308.3415386","url":null,"abstract":"Recent decades have seen the continual growth in the number and quality of undergraduate computing programs and disciplines. For example, the ACM and ABET draw distinctions between these computing disciplines: Computer Engineering, Computer Science, Information Technology, Information Systems, Software Engineering, and Cybersecurity. This paper analyzes data from ABET-accredited undergraduate programs in these disciplines, pulling in data from the Carnegie Classification of Institutions of Higher Education about the type of institution. We illustrate the contrasting initial growth pattern between Computer Engineering (slow growth) and Computer Science (rapid growth) and the newer disciplines (moderate growth). Information Technology is notable in its consistent growth and high percentage of accredited programs that are in research universities compared to other newer disciplines. Further analysis shows that about half of all institutions with an ABET accredited program have only one accredited program. This data can help inform academics, ABET, and others hoping to better understand the state of the computing disciplines and their trajectory so far.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134619333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Blended Learning has traditionally been seen as a popular choice in the pursuit of educating the masses in an ever increasing digital world. The 2020 pandemic forced educators across the globe to rethink how their courses could be delivered in an alternative format to this traditional blended approach. We present here a discussion on a suite of tools Tutors, which allows for the complete online delivery of single modules or even full courses both synchronously and asynchronously, and its application in a global context.
{"title":"Online Education and the \"New Normal\"","authors":"D. Drohan, Eamonn de Leastar, P. Seeling","doi":"10.1145/3368308.3415433","DOIUrl":"https://doi.org/10.1145/3368308.3415433","url":null,"abstract":"Blended Learning has traditionally been seen as a popular choice in the pursuit of educating the masses in an ever increasing digital world. The 2020 pandemic forced educators across the globe to rethink how their courses could be delivered in an alternative format to this traditional blended approach. We present here a discussion on a suite of tools Tutors, which allows for the complete online delivery of single modules or even full courses both synchronously and asynchronously, and its application in a global context.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132072180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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