Information Technology Reference
In-Depth Information
companies spend millions of dollars on include volunteerism, training, and internships.
The purpose of these programs is to increase the use of technology for both teachers and
students. The companies know that they are investing in the long term in order to have a
technology knowledgeable work force.
Wings 21 located in Omaha, NE, provides long-term exposure to technology and careers
(Greensberg, 2000). After completing an introduction to technology course, students have
the opportunity to take more advanced courses such as electronic imaging/publishing,
computer programming or computer-aided design. Paid internships and contract work with
area businesses such as Qwest are also available.
The New Technology High School (NTMS) in Napa, CA, is unique. According to
Salpeter (1999), the concept for this award winning school is two-fold: Prepare local students
for a technology rich future and draw businesses to the area. Students learn spreadsheets,
databases, word processors, and presentation software through real-world projects. In a
multimedia design and production class students use appropriate software and learn and
related concepts such as ethical issues regarding manipulating emotions and privacy
concerns. Additionally, at least one (per semester) advanced computer course is required at
the local community college. Students have access to electronic research databases and other
Internet sources through the school library.
This kind of a high school environment is enticing because of the real-world collabo-
ration. With authentic learning environments the necessary information technology skills are
embedded in the learning process. Also embedded in the learning process are the soft skills
that managers say are lacking in employees, such as problem solving, communicating
effectively and working in group environments (Lee & Trauth, 1995; Todd et al., 1995).
Making a Case for Cases
Without programs such as Wings 21 or The New Technology High School and even
with them, the computer skills that students possess and the skills needed within an IS degree
are often disparate (Easton & Easton, 2002; Karsten & Roth, 1998). Other students rightly
assume that they will learn the skills that are needed. In either case, students often find
themselves failing, which may contribute to the dropout rate within entry-level college IS
courses (Myers, 2001). According to a study completed by ITAA (Information Technology
Association of America) managers placed four-year colleges and private technical institu-
tions as the best method for acquiring overall “pre-hire” skills. (ITAA, 2000) Colleges may
be the best way to learn IT, but we are doing little to help students succeed and to experience
a holistic view of CIS. Addressing this problem seems particularly important because of the
shortage of qualified workers.
Rather than a sink or swim attitude on the part of colleges and universities, time spent
coaching and encouraging students on relevant skills for the IS degree may help them
complete the program (Compeau, 1999). As with some of the high school programs, this
requires providing meaningful and relevant learning environments in which to use the
technology (Venkatesh, 1999) that are similar to actual work-related scenarios (Gallivan,
2000).
Without an accurate picture, it is difficult for students to understand the work style of
information system professionals. The content of CIS courses are technically-oriented and
many students struggle with the content, usually in isolation. This, however, belies the actual
business environment where employees usually work together on projects. Learning should
