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<p class="MsoNormal"><span style="color:#1F497D">Hi Stuart, well said.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D">Warrick<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
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<p class="MsoNormal"><b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif";mso-fareast-language:EN-AU">From:</span></b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif";mso-fareast-language:EN-AU"> itapps-bounces@edulists.com.au
[mailto:itapps-bounces@edulists.com.au] <b>On Behalf Of </b>Stuart Walkerden (STUW)<br>
<b>Sent:</b> Thursday, 8 December 2011 11:00 AM<br>
<b>To:</b> itapps@edulists.com.au<br>
<b>Subject:</b> [Year 12 IT Apps] Stu's views on ITA<o:p></o:p></span></p>
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<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">A number of people have been expressing views on whether we should include business management in IT. Others have hypothesised that commercial applications are not real IT. If they aren’t IT, what are they? Some of the views expressed reveal
their author’s bias. Some smack of intellectual snobbery.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">The subject we are discussing is ITApps not Computer Science.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">One would hope that every subject teaches thinking skills. There is obviously a huge range of thinking skills. The thinking skills taught in Maths are not the same as those taught in English. The thought process behind creating a web site
has similarities and differences from the thought processes involved in developing a computer program. No one can convince me that one is more valuable than the other, they are just different. We are about Information
<b>Communications</b> Technology. There is justification for teaching kids how to use existing applications to convert data into information and to communicate this information effectively. If there is an existing tool that helps us to solve a problem, we should
use it. If not we should create one that does the job or be able to give design specs to someone who can create it for us. The number of collisions on our roads tells us that most people who think they can drive, actually drive badly. Similarly, anyone can
use a computer, but most students use them poorly. IT subjects including VCE IT are our opportunity to redress this.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">I reckon that VCE IT should include <b>all</b> of the following:<o:p></o:p></p>
<p class="MsoNormal">A logical approach to problem solving<o:p></o:p></p>
<p class="MsoNormal">Spreadsheet <b>and</b> database software (It doesn’t matter whether we use Macrosoft, Google Docs and Open Office just as it doesn’t matter whether we learn to drive on a Holden, a VW or a Jag)<o:p></o:p></p>
<p class="MsoNormal">Web creation (WISIWIG or ASP et al – I don’t care)<o:p></o:p></p>
<p class="MsoNormal">Developing computer programs (again the language is unimportant)<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">We have to accept declining enrolments in IT as a fact. It is more a reflection on options on subject selection (kids can study three Maths, can count Psych as a Science etc) than an indictment on our study design. Changing just one or
two IT subjects will do little to reverse this trend. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">You can all have your soap boxes back now<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Stuart Walkerden<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Huntingtower<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
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