Information Technology

Overview

Information technology refers to the collection of tools that make it easier to use, create, manage and exchange information. The Internet is the latest of a long series of information technologies, which includes printing, mail, radio, television and the telephone.

The course comprises three parts. The first provides an overview of the current state of information technology, and more importantly, its use for and by business. The second examines the directions n which these technologies are being extended, nd the potential directions in which they may be eveloped. The third considers the strategic ilications of IT for future business practice. Student are expected to develop cutting edge expertise by the end of the course. Evaluation is based on two group projects (50%), three individual assignments (30%) and class participation (20%).

Pre-requisites

The key requirements for success in the course is a significant interest in IT, a willingness to think beyond traditional boundaries, and an ability to live with the uncertainty of business problems with no textbook solutions.

Reference:

 Kohli, R.(n.d.), Information Technology. Retrieved July 8, 2014  from http://www.columbia.edu/~rk35/overview.html 

What is educational technology?

As an academic discipline, the study of educational technology prepares individuals by helping them acquire a deeper understanding and mastery of:

• learning resources: messages, people, materials, devices, techniques and settings;
• processes for analyzing and devising solutions to those problems through research, theory, design, production, evaluation, utilization;
• the processes involved in organization and personnel management.

The focus is on effective processes to facilitate learning using technologies and understanding the impacts of technology on learners and organizations.

Areas of specialization may include distance learning, human performance technology, technology integration and management, media design and development, learning sciences, instructional design, change management, and communications processes. It should be noted that the field is not merely concerned with learning technical skills nor the simplistic use of technology for technology’s sake in teaching, a common misperception by non-educators. Practitioners in the field typically hold an advanced degree, Master's or doctorate.

Retrieved from: http://etec.hawaii.edu/aboutbackground.html