Information Technology Reference
In-Depth Information
development. Armitage et al. recommended additional research on computer science re-
search studies in younger individuals (<30 years old) to supplement the findings.
Researchers examining computer science development interventions designed to im-
prove the scientific practice indicated design values, particular device-choice knowledge,
and readiness to social change were positive predictors of scientific and technological de-
velopment (Shive and Morris 2006). College and university students' actions are charac-
teristically excited about this development. Furthermore, Shive and Morris reported addi-
tional factors contributing to computer science development, such as the frequent design
of high-speed CPUs and large capacities of RAM, resulting in faster data processing. The
misunderstanding in information technology processing techniques to raise the financial
instability of the industry has dramatically declined to some extent over the years; such de-
clining circumstances may impede the time spent in planning, preparing, and implement-
ing these techniques. Financial limitations or transportation challenges may also inhibit the
growth in cognitive human development of computer science and technology.
College students are at an advantageous time in life where their behavior is susceptible
to transformation; the social role of student learning ethics includes their readiness for a
social change in their respective communities (Shive and Morris 2006). Shive and Morris
noted an objective of higher institution of learning 2010 is to increase the proportion of
college students who are ready to be admitted to the institution ranging from 7.4 to 25.5
percent. Bisogni et al. (2005) illuminated a new concept in thinking relative to technology
management and usage on campus. From a theoretical perspective, the daily activities re-
quired to accomplish positive learning-choices in the various faculties of study in order
to develop from programs that addressing the institute promotional diversities in students'
behavior toward social change. Interventions initiated by Shive and Morris (2006) might
serve as a template for future work with community college and University students.
The Depth section of the current KAM included the integration cognitive development
concepts of classical theories, particularly those of Bandura, with current findings on mo-
tivation and choice in young adults. The discussion included contemporary cognitive the-
ories such as the reasoned action model and the theory of planned behavior in relation to
the phenomenon of computer usage and the choice of RAM and CPU capacities. Ideas
emerged for interventions for use in the modification of attitudes, social norms, and beha-
vioral control of intentions to alter the negative feelings and associated behaviors for com-
puter science.
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