in Information Technology and Computer Science ...

International Journal of Conceptions on Computing and Information Technology Vol. 3, Issue. 2, August’ 2015; ISSN: 2345 - 9808

Training Teaching Cultivation (TTC) in Information Technology and Computer Science Education Ernest Johnson

Silas Sargunam

Shanthi Johnson

Faculty of Business Administration, University of Regina, Regina, Canada.

Dept. of Management Studies, Anna University, Tirunelveli, India.

Faculty of Kinesiology & Health Science, University of Regina, Regina, Canada.

Abstract— Contemporary enterprises are in the market for a large number of information technology and computer applied professionals. Educationalists have mentioned and proved that training teaching is an effective teaching method in this world. The paper sets forth the necessity and feasibility of training teaching in computer science education by highlights training teaching theory, objectives and teaching model. It is a conceptual study for which the data has been collected from various journals and websites. Based on author’s practice teaching experience, it presents strategies of carrying out training teaching from multiaspects, which is a substantive exploration of training teaching. Many adolescents find difficult and they face plenty of hurdles ad hazards in learning new technology. This research elucidates us about the easiest way of learning information technology and computer science education.

Keywords- Training teaching Cultivation (TTC), Training strategies, Hurdles & hazards; I. INTRODUCTION Unlike other more static disciplines, computer science is constantly being reshaped. New thinking and technologies continue to expand our understanding of what computer scientists can and need to know. With the swift development of economy, especially the accelerated pace of information technology (IT), society has a much higher demand for graduates of computer science (Jiejun,2005). Being employed by enterprises, graduates should master both theoretical knowledge of information technologies and computer science practical skills, so that they will have an ability of further study, capability of practical design, innovation ability and hand-on ability as well. In recent years, graduates in information technology and computer science face a severe employment pressure, and one-off sign on gradually falls off whereas some computer training institutes have a good recruitment and employment (Jingmin .C & Zhubao .W,2009 and others are not recognized by companies and the current market. On the other hand we can find that there is still a large demand for information/computer professionals and the training model of cultivating applied talents is warm welcomed. So higher education should not only promote training the innovation and research talents, but also pay much more attention to applied talents training (Huadong.W & Zhikao.

R,2007). Set up a mechanism of training applied talents. And the model of training teaching should be inducted into the personnel training system of undergraduate computer science and information technology curriculum to meet the demand of society for professionals (Guangxu .C,2009). Some developed countries, especially Germany have a successful experience in higher education. From seventies in 20th century, Germany began to set up an “applied university of science and technology”, which is different from the traditional comprehensive colleges, and its purpose is to train “applied professionals” rather than “academic talents” (Jun.D & Lifen. Z, 2006). Practice has proved that these applied talents have made a great contribution to Germany’s economy and society and also they are concerned with the international higher education sectors (Yonghui. Z,2005). Therefore, higher education sectors should absorb successful models of Germany applied university of science and technology and computer training institution’s teaching models and methods, making the best use of characteristics of computer science and digging its own resource for undergraduate Training "restructuring" reforms. Being market-oriented, they cultivate a large number of engineering-based and applied talents for enterprises. Meanwhile they should also work closely with "quality engineering" and make a further study of applied-talents training and its corresponding model to meet national construction and development, thus developing a lot of talents for our new industrial construction. II. TRAINING TEACHING CULTIVATION (TTC) When the new era is started the global education system entered into a popular education, college of computer science should make out a new teaching model and method, complied with its characteristics and demand of society (Di .H,2005). Especially at present structural imbalance between supply and demand is becoming more and more serious, computer science education should meet the demand of the enterprises. Nowadays a lot of graduates cannot find jobs after graduation. And even if some of them who stand out as the best in class can find jobs, yet they cannot finish developing the actual projects for a long time. The reason is that they only obtain some IT and computer theories and system but are lacking in some practical computer developing and design skills.

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Especially they do not have a good grasp of the current technology trends, industry standards and application direction. Graduates doesn’t meet the market’s demand and they are just some “half-finished products”, which is the common evaluation of enterprises (Ballantyne, R., McLean, S. V., & Macpherson, I.2003). Finally, they have no choice but to look for work of other majors, or pay fees to participate in some social professional computer trainings, wasting a lot of money and time. Therefore, it is necessary that TTC is added in information and computer science education, which is the key to cultivating applied talents. And it is both in line with the market’s demand, and global new industrialization enterprises’ demand. It is feasible to carry out training teaching in general higher education with advantages of academic characteristics and resource sharing.

3) A single hardware resource.: The devices of professional computer training are computers that are easy to supply without additional financial support.

1) Large freedom degree of space: Computer Science does not require much actual business hardware working environment, only some software environment, which is easy to achieve resource-sharing. And the current university laboratories can simulate the development of scenarios with a greater freedom space.

6) The superiority of organization: College has their own standardized management institutional sector and personnel training plan, which is conductive to master the students’ knowledge level and make out training teaching plan and content.

4) Successful training teaching cases: Now a lot of training institutions have successful experience. Colleges can cooperate and exchange with them, learning their teaching models and absorbing their teaching methods and management experience. 5) The rich resources of teachers: Some teachers with a large-scale system developing and design experience or having their own research projects act as training instructors and give lectures to enable students to learn the actual system development and the current computer technology trend, mobilizing students’ enthusiasm.

7) Reducing burdens on student:. It can help students 2) To facilitate co-ordination of teaching programs: reduce the high extra cost of training, transportation and Training colleges can make overall arrangements for accommodation costs as well. educational programs to avoid conflicting with the normal teaching and ensure the normal development of training teaching. TABLE I: TRAINING TEACHING CULTURE

Training Teaching Culture (TTC)

Syllabus Course materials

Other materials

Software

Interactive Sources

Reference papers

Technical reports

Adequate Lab

Live examples

Text books

Conferences proceedings

Presentations

Journals

Exercises

Videos

Advanced Software

Demonstrations

Tools Kits & Others

III. THEORY AND OBJECTIVES OF TRAINING According to the current scenario of practical work in the information and computer industry, students with only computer theory are trained to have a good grasp of information and computer software programming technologies and application skills. And some other industry knowledge

Live projects

Guest Lectures

Seminars

learning are added such as software specifications standards, teamwork, and corporate culture etc. Thus students are cultivated to be applied professionals with actual combat skills of computer design developing (Bauch, P. A., & Goldring, E. B. 2000). However, it is impossible to achieve the transformation from theory to practice within a Short span of time, and apply an enterprise's actual working environment.

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International Journal of Conceptions on Computing and Information Technology Vol. 2, Issue. 3, March’ 2014; ISSN: 2345 - 9808 Complying with business demand, training teaching adopts the model of enterprises. Then a systematic and professional training is carried out, achieving transformation from halffinished products to advanced workers with practical combat (Computer Science Teachers Association 2005). To cultivate a large number of computer applied talents is an important task of the general higher education, which is also the objective of training teaching. Training teaching is an effective means of cultivating applied talents. Training teaching emphasizes that students should have good grasp of theory from practice. And they should improve their computer developing skills and ability to learn professional knowledge through a lot of practical exercises of application projects(National secondary computer science survey. October 16, 2005). So according to the market’s demand cultivating a lot of information and computer professional and technical talents for enterprises is the objective of training teaching. IV.

TRAINING TEACHING MODEL

Experimental teaching is the main teaching methods of training teaching. Training teaching emphasizes a good grasp of theory from practice and then apply the theory to practice, improving students’ software developing skills and employ ability. Discard the uniform experimental projects and move the practical application projects to classroom. Instruct students to finish experimental task with the actual developing steps from project planning, requirements, design, implementing to testing (Fullan, M. 2002). Thus students have a good programming habits, hands-on ability and independent research and development capability, achieving the unity of "teaching content" with "industry development" Training teaching is a reformation and innovation of higher education. It completely abandoned the traditional "spoon-fed" teaching form, simulating the actual working environment of IT business and learning the current popular development technologies and methods to achieve the goal of “apply what they learn”. Students can be good skilled in completing a practical project, rather than doing. So students can apply working environment in a short time, which meet the demand of enterprises, achieving the unity of talents cultivation with social development (McLaughlin, M. W. 1992). V. HURDLES AND HAZARDS The body of research from around the world relating to the Institutions computer science education indicates that learning computer science provides direct benefits to students. While there are distinct differences between how various countries implement their high school computer science programs, a growing number of countries already require computer science education of all high school students. Providing computer science education is not an easy thing. This won’t happen in a thin air. It is a long time process to adapt this Change. First and foremost thing is the teachers must undergo adequate training programmes. When they accept the training teaching is more beneficial they will implement the same strategy in the classes of theirs too. When the organization hesitate to provide training to the teachers it

is impossible to adapt this training teaching methodology in the institution. It is obvious that it would take plenty of time for the teachers to be trained. The Institution has to appoint a special trainer. He has to be treated well. He must have an intention to help the teachers to enable the students in the forthcoming days. It is known by every individual that nowadays no institution is proving training to the teachers when a teacher steps into teaching profession. Some develop their skills with lot of difficulties. So this research says that the Trainer must be technically sound and practically too. Simultaneously he has to make people understand the concepts. Diagrams and Charts can be used for most of the concepts which would have a good impact among the students. This would be an easiest way to understand the concepts. The teachers must have the curiosity to learn the subjects practically (Sargent, J. (2004). That alone will help them to do lot of research work in their arena. The theory teaching alone will not be useful. Most of the western countries have adapted this methodology. The students have to go their schools and colleges on the first day of the week. A lecturer may conduct a class for the students for about two hours and he will give some field work or research related work to them. The students will have to finish it by the end of that same week. These helps them a lot to develop themselves among other country people. Most global educational system is an orthodox one. These students are studious because they are bookish and they struggle when they step into an organization which has to be changed. It has to give more significance to the practical study. Courses like media & management have practical classes whereas information technology and computer science which is a blood of every nation are not being taught practically. Hence, this methodology has to be adapted (Shackelford, R.2005). All the higher authorities of the universities and colleges must take steps to cast out the useless system which is being used. Practical education system must be introduced. The hurdles are there even in the practical training teaching method. It may be physically, mentally, financially or psychologically. A person who works with the computer has to work with a computer which is good. That should not affect the eyes of the person who uses the computer. A laboratory which has got plenty of computers and technology must be maintained good. Anti -virus software must be updated. So it is clearly mentioned the organization must try to avoid the hurdles and hazards. Some methods to overcome difficulties: 

Students can try to acquire a broad overview of the field to construct a comprehensive picture of computer science as a discipline. B)Students need to understand not only the theoretical underpinnings of the discipline but also how that theory influences practice.



Computer science and information technology instruction may focus on problem solving and algorithmic thinking.



Concepts can be taught independent applications and programming languages.

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of specific

International Journal of Conceptions on Computing and Information Technology Vol. 2, Issue. 3, March’ 2014; ISSN: 2345 - 9808 

Students shall be taught what will be expected from them in the “real world,” specifically, what is actually required to write and maintain computer programs and large software systems. Computer Science perhaps be taught using real-world applications rather than specialized educational tools.



Information technology and computer science instruction might include integrative and interdisciplinary knowledge.



High school students could be exposed to advanced topics of information technology and computer science (e.g. computational models) to enable them to become familiar with some of the theoretical aspects of computer science.



Perhaps, students recognize recurring concepts and principles such as abstraction, complexity, modularity, and reusability.



Programming shall be taught in a broad sense, covering not only the coding act itself, but also the design of the algorithms underlying the programs and, to some extent, considerations of correctness and efficiency.



The curriculum may be designed to address the underrepresentation of women and minority students in information technology and computer science.



Teachers shall try to motivate students to endure the rigors of traditional computer science and information technology programs by engaging students with exciting, accessible, and leading-edge courses.



Teaching and learning activities shall be designed to treat common misconceptions of the essence of computer science and information technology.

The research also indicates that student success in computer science is predicated on the teacher’s knowledge of the discipline and ability to actively engage students in their own learning, and identifies several key factors that help to ensure exemplary teaching. 

High school information and computer science teachers might have a thorough formal background in computer science.



Pre-service teacher education may prepare teachers to better employ general pedagogical principles as well as teaching methods in the context of computer science and information technology education.



To be best qualified, computer science high school teachers shall be certified and offered courses in computer science education in addition to regular computer science courses.



Classroom teachers require on-going access to appropriate and relevant professional development opportunities that allow them to master new technologies, implement new curricula, and constantly improve their teaching.

Teachers should become part of a collaborative computer science teachers' community of practice by joining local and national associations that provide useful resources and support their ongoing learning and leadership development. VI.

IMPLEMENTATIONS SOME STRATEGIES OF TRAINING: TEACHING MODEL The training teaching model is different from the present class training. It is distinctly characteristic of teaching organization form, teaching methods, teaching staff, textbook construction and assessment methods. So it is carried out from the following aspects. A. Construction of training plan and training outline: Training outline must be compiled with training plan, and they should be harmonized. Training plans should accord with normal teaching cycle and teaching content. And it should be added in the system of general higher education of information technology and computer science. Training outline and plan must be compiled and designed by some experienced projects developed teachers, who should follow a unified plan and outline. And each training class should be under a thorough arrangement and careful design (Taulbee,O.E. 2003). B. Construction of training teaching textbook: Textbook of training teaching should be compiled by teachers who have some projects -developed experience, rather than the common traditional applied teaching materials, preferably being in conjunction with the Training Project Construction. And it can be compiled on materials of social training institutions. Firstly, teaching materials must be compiled on the basis of students’ level. Secondly, it should reflect the current popular design developing technology and direction of industry technology. Thirdly, we must focus on the development of a comprehensive Training project to enables students to master all developing theories and processes. Finally, each technical point or issue of textbook should united with the actual realization of the project application and it should be specific and practical. C. Specialization of management institution: Practical teaching is a complex systematic engineering. We must set up a special administrative body, whose main responsibility is to build good environment for training teaching, carry out projects programs demonstration, training teaching evaluation and examination etc. In addition, training direction is divided on the basis of market’s demand and students’ level and interest, for example, Java and the Net programming technology direction, embedded system development direction etc, highlighting the objective and effectiveness of training teaching. D. Highlighting the professional self-study ability: By training teaching students should not only master some skills but also professional self-study ability. Computer technology is developing fast, so students should have a strong self-learning ability, obtain some methods of acquiring knowledge, learn to use the library, the Internet and other

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International Journal of Conceptions on Computing and Information Technology Vol. 2, Issue. 3, March’ 2014; ISSN: 2345 - 9808 resources to solve problems. Emphasize theory into practice, meanwhile pay more attention to mastering the principle. Through a lot of practice students have good grasp of theory, which is useful to improve their professional studying ability. E. Development of teaching staff: Building a good training teaching staff with project developing experience is a main part of training teaching. They may not be with a high title and qualification, but they should have a thorough grasp of computer enterprises, including their technology, environment, operation mode and developing team etc. And it will be better if they have business-developed experience and keep a close relation with enterprises. In addition, college may also let some young teachers participate in some computer training class, learn some vocational training experience and business computer developing process and methods (Tucker, A., Deek, F., Jones, J., McCowan, D., Stephenson, C. and Verno, A. 2003). And if permitted, they can employ one or two business project manager as a lecturer to improve the quality of training teaching. F. Diversification of teaching methods:

techniques for their implementation and application. It is frequently described as the systematic study of algorithmic processes that create, describe, and transform information. In a word, training teaching is a computer technology training. Its goal is to cultivate applied talents. It is a complicated and special teaching task, which should do a lot of theoretical study and practice exploration to guarantee quality of practical teaching. As it is mentioned above the talents of the people must be identified and developed for the sake of improving the skills of the students which would also develop the nation. Training is mandatory for every computer science and information technology students. Using the books prescribed by the university published by renowned authors of publishers will help the students only to get the ideas the authors had and used. When the students want to be creative they must undergo training teaching methods in their classroom. That alone will make the subjects comfortable and to make the students creative. So when they step into the organizations they won’t struggle to grasp the things in the organization. So here the researcher concludes that training teaching is an effective way of conducting classes in the colleges. REFERENCES [1]

Training is a project-driven in general, highlighting students’ process of practice and surrounding theory - practice - theory - experience - summary -practice, thus achieving the the unity of teaching and learning, theory and practice. In the specific implementation the practical training instructors should make out appropriate teaching models according to the different courses. For example, to explain Java,. Net programming languages control, which focuses on the application. There is no deep theoretical knowledge. Students can learn by themselves. Instructors put emphasis on the technical skills, forcing students to complete learning tasks by applying the actual project control, which not only mobilized students’ enthusiasm, but also improved students’ practical skills and self-learning ability. G. Training Assessment:

[2]

[3]

[4]

[5] [6]

[7]

Training assessment system should be based on the characteristics of training courses. Take example for the training class of Java or .Net programming technology. Graduates should complete a small application system developing as a final examination, which includes system architecture design, coding quality and efficiency of the system implementation, system testing etc. Secondly, the assessment should take the requirements of actual project development as a standard. The code comments, variable names, class names and definitions of the data table name should follow a certain standard. Thirdly, the assessment should be authoritative. Otherwise, the training will be affected and students will lose interest. College can take measures, telling students that they can be recommended to enterprises if they are outstanding in training evaluation. VII. CONCLUSION Information technology and computer science and information technology is the study of the theoretical foundations of information and computation, and of practical

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Jun .D & Lifen. Z, (2006) Exploration on model of Computer Application teaching, Jiujiang College Academic Journal (Natural Science Edition), vol. 2, pp. 78–80. Jiejun .B,(2005) The research on the computer teaching reform, Science and technology information, vol. 16, pp. 72–74 Journal of Computer Education. Jingmin .C & Zhubao .W, (2009) The research and practice on talents training model of Germany applied university of science and technology, pp.24–26, Journal of Technology. Huadong .W & Zhikao. R, (2007) Research and exploration on training teaching reform in higher undergraduate education, Computer and Information Technology Journal, v. 4,pp.101 -02. Di .H,(2005) Exploration on computer teaching reform in higher college, Journal of Liaoning Administration College,vol. 4, pp. 101–103. Shackelford, R. (2005). Why can’t smart people figure out what to do about computing education. Presentation at the CSTA/ISTE Computer Science and Information Technology Journal, Philadelphia, PA. Ballantyne, R., McLean, S. V., & Macpherson, I. (2003). Knowledge and skills required for creating a culture of innovation: Supporting innovative teaching and learning practices. Brisbane: Faculty of Education, Queensland University of Technology. Guangxu .C, (2009) Exploration and practice on Teaching Reform in Research Undergraduate education, pp.14–17. Bauch, P. A., & Goldring, E. B. (2000). Teacher work context and parent involvement in urban high schools of choice. Educational Research and Evaluation, 6(1), 1–23. Fullan, M. (2002). The change leader. Educational Leadership, 59(8), 16–21. Information Technology Association of America. (2002). Bouncing Back: Job skills and the continuing demand for IT workers. Arlington, VA: Information Technology Association of America. Yonghui. Z,(2005) Exploration on how to give a good computer training course, Cultural and Educational Information, vol. 23, pp.174– 175. Tucker, A., Deek, F., Jones, J., McCowan, D., Stephenson, C. and Verno, A. (2003). A model curriculum for K–12 computer science: Report of the ACM K–12 Education Task Force Computer Science Curriculum Committee. New York, NY: Association for Computing Machinery. McLaughlin, M. W. (1992). How district communities do and do not foster teacher pride. Educational Leadership, 50(1), 33–35. National Research Council Committee on Information Technology Literacy.

International Journal of Conceptions on Computing and Information Technology Vol. 2, Issue. 3, March’ 2014; ISSN: 2345 - 9808 (1999). Being fluent with information technology. Washington, DC: National Academy Press. [14] Sargent, J. (2004). An overview of past and projected employment changes in the professional IT occupations. Computing Research News, 16(3), 1–22. [15] ACM K–12 Task Force. (2005). ACM K–12 Task Force Curriculumhttp://csta.acm.org/Research/sub/TuckerSurveyResults.htm

[16] Computer Science Teachers Association (2005a). Strategic Plan. http://csta.acm.org/About/sub/ CSTAStrategicPlan.html/. Computer Science Teachers Association. (2005). [17] Results of the national secondary computer science survey. http://csta.acm.org/Research/sub/CSTANationalSurvey2004.htm [18] Taulbee, O. E. (2003). 2002–2003 Taulbee study: Undergraduate enrollments drop; Department growth expectations moderate.http://www.cra.org/statistics/The College Board.(2005).AP http://www.collegeboard.com/about/news_info/ap/2005/index.html

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