Improving the Quality of “The Internet of Things” Instruction in Technology Management, Cybersecurity, and Computer Science

Complexities In The Field

Due to this rapid growth, and the breadth of content areas that fall under the umbrella of cybersecurity, a wide array of curriculum and pedagogical practices are part of cybersecurity classrooms (Chisholm, 2015). While this diversity reflects the reality of cybersecurity education, it is a significant hindrance to the development of a comprehensive model for cybersecurity education which would allow for consistent and continuous improvement (Chisholm, 2015). For example, knowledge areas which could be incorporated into cybersecurity include: computer architecture, criminology/law, cryptography, databases, human-computer interaction, information retrieval, information theory, management/business, mathematics, military science, mobile computing, networks, operating systems, digital forensics, philosophy/ethics, programming languages, software engineering, statistics/probability, and web programming (Burrell at el, 2015). Additionally, the expected outcomes from these courses may vary dramatically, with schools teaching cybersecurity as practical vocation skills, as good engineering practices, or as academic theories (Chisholm, 2015).