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Behavior Analysis and ICT Education: Teaching Java with Programmed Instruction and Interteaching

Behavior Analysis and ICT Education: Teaching Java with Programmed Instruction and Interteaching

Henry H. Emurian
Copyright: © 2008 |Pages: 9
ISBN13: 9781599048819|ISBN10: 1599048817|EISBN13: 9781599048826
DOI: 10.4018/978-1-59904-881-9.ch011
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MLA

Emurian, Henry H. "Behavior Analysis and ICT Education: Teaching Java with Programmed Instruction and Interteaching." Encyclopedia of Information Technology Curriculum Integration, edited by Lawrence A. Tomei, IGI Global, 2008, pp. 71-79. https://doi.org/10.4018/978-1-59904-881-9.ch011

APA

Emurian, H. H. (2008). Behavior Analysis and ICT Education: Teaching Java with Programmed Instruction and Interteaching. In L. Tomei (Ed.), Encyclopedia of Information Technology Curriculum Integration (pp. 71-79). IGI Global. https://doi.org/10.4018/978-1-59904-881-9.ch011

Chicago

Emurian, Henry H. "Behavior Analysis and ICT Education: Teaching Java with Programmed Instruction and Interteaching." In Encyclopedia of Information Technology Curriculum Integration, edited by Lawrence A. Tomei, 71-79. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-881-9.ch011

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Abstract

Acquiring skill in computer programming is acknowledged to be valuable for information science students (Forgionne, 1991). Educators in the discipline, however, recognize that students may sometimes select management information systems (MIS) and related academic majors to avoid the programming demands of a computer science curriculum (Gill & Holton, 2006). Although object-oriented software methodologies are included in undergraduate curriculum recommendations for information systems programs (e.g., IS 2002, presented in Gorgone et al., 2002) and information technology programs (e.g., IT 2005, presented in SIGITE, 2005), the complexity and instability of object-oriented languages such as Java1 pose additional burdens on both students and educators alike (Roberts, 2004). Moreover, the diversity challenges of a typical freshman class in computer programming are highlighted by Koen (2005): “Freshman are very diverse with respect to their entering computer skills—some are state computer champions, while others have never touched a computer before” (p. 599). Realizing these challenges and given a course in Java that is intended to be taken by information systems majors, what instructional approach should the teacher adopt to maximize student learning?

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