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An Implementation of the IT Fundamentals Knowledge Area in an Introductory IT Course
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, , , Georgia Southern University, United States

JITE-Research Volume 5, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute

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Abstract

The recently promulgated IT model curriculum contains IT fundamentals (ITF) as one of its knowledge areas. It is intended to give students a broad understanding of (1) the IT profession and the skills that students must develop to become successful IT professionals and (2) the academic discipline of IT and its relationship to other disciplines. The model curriculum recommends 33 lecture hours to complete the IT fundamentals knowledge. The model curriculum also recommends that the material relevant to the IT fundamentals knowledge area be offered early in the curriculum, for example in an Introduction to IT course; however, many institutions will have to include additional material in an introductory IT course. For example, the Introduction to IT course at Georgia Southern University is used to introduce students to the available second disciplines (an important part of the Georgia Southern IT curriculum aimed at providing students with in-depth knowledge of an IT application domain), some productivity tools, and SQL in addition to an introduction to the discipline of IT. For many programs there may be too much material in an introductory IT course. This paper describes how Georgia Southern University resolved this problem by describing the structure of the introductory course at Georgia Southern, its assessment methods, and the relationship between the course and the ITF knowledge area and how those aspects of the ITF knowledge area that are not covered in the introductory course are covered elsewhere in the program.

Citation

Aasheim, C., Lee, C.K. & Reichgelt, H. (2006). An Implementation of the IT Fundamentals Knowledge Area in an Introductory IT Course. Journal of Information Technology Education: Research, 5(1), 373-388. Informing Science Institute. Retrieved August 13, 2022 from .

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