Bulletin of Applied Computing and Information Technology

	01:02
	December 2003

Bulletin of Applied Computing and Information Technology.
Vol 1, Issue 2(December 2003).
ISSN 1176-4120.

Welcome to the second issue of BACIT 1(2), the online publication of the National Advisory Committee on Computing Qualifications (NACCQ).

We have expanded the coverage of the Bulletin. In this issue:

An Editorial by our guest editor Dr Terri Lomax from the Auckland University of Technology.

The Views Section (new) introduces Gordon Stegink - an American scholar currently at the Auckland University of Technology.

The Articles section includes a selection of five papers on computing and computing education practices (originally presented at the NACCQ Conference 2003).

The Reports section (new) contains a report on the state of computing qualifications in New Zealand prepared for NACCQ '03 by NACCQ Executive Chair, Garry Roberton.

BACIT was launched as a tool to help build our research base and as a place where new writers can write and learn from the experience. As a rule, submissions to the Bulletin are reviewed by members of the Editorial board; we welcome contributions requiring blind peer review and will mention them specifically.

The Call for Papers - Volume 2 is now out. We welcome research papers, research and project reports and opinion pieces on computing theory and practice, on ICT education and ICT innovation and development.

If you interested in submitting a paper to BACIT, you can read the submission requirements and download a template here.

For further information please contact the Editors, or e-mail your paper as an attachment.

Krassie Petrova (krassie.petrova@aut.ac.nz)
Michael Verhaart (mverhaart@eit.ac.nz )

Editorial

Editorial: What is computing knowledge? What is new in teaching computing?

Dr Terri Lomax (tlomax@aut.ac.nz )

One of the things about life is that it takes twists and turns that one may never expect. It is our knowledge and understanding of the world that allows us to survive those unexpected, and make sense of the world as we knew it, and as we know it now. Computer science has changed the way that we view the world. Our knowledge and understanding of our world has markedly changed the way we think. I never expected to be teaching programming...

Views

What am I doing here?

Gordon Stegink (gordon.stegink@aut.ac.nz)

I've been asked to answer that question many times, and when the editor of BACIT gave me a chance to articulate an answer, I thought I should take that opportunity. Of course the answer will be nothing profound, but if it helps people get acquainted and stimulates a bit of thinking, perhaps it is worth it.

Articles

Epistemology and computing studies

Dr Brian Cusack (brian.cusack@aut.ac.nz)

Computing is a field of study that has evolved from traditional disciplines in mathematics and science, and now covers a very large and general array of knowledge. As a field of study Computing is defined by the way objects are included rather than by any that may be excluded.

Teaching computer science: an NLP perspective

Andrew Eales (andrew.eales@weltec.ac.nz)

Neuro-Linguistic Programming offers a rich set of practical tools that can profoundly influence human performance and achievement. It has its origins in models developed to describe the intuitive techniques used by exceptionally gifted psychotherapists. It is an epistemology, describing how we know what we know, as well the processes that humans use to competently as a methodology that creates models describing perform specific tasks.

Teaching technology to the Playstation generation

Paul Kearney & Stephen Skelton
(pkearney2@unitec.ac.nz, skeltand@xtra.co.nz)

Today's computing students arrive in our classroom familiar with a wide range of technologies. They are used to rapid change and fast paced, interactive environments. This is the Playstation generation and engaging them in the classroom requires us to be innovative and creative with our learning strategies.

Prevalence of online assessment? Causative factors

Irene Toki & Mark Caukill (i.toki@ucol.ac.nz)

Online assessment tools are ‘advertised’ with the promise that setting and marking assessment tasks can be more efficient. So why are they not prevalent at tertiary level? This paper seeks to investigate the reasons behind this from both an online author’s and student’s perspective.

Using a third party language with Microsoft's .NET

Ryan Clarke & Paul Roper
(rclarke@nmit.ac.nz, proper@nmit.ac.nz)

In addition to the inevitable hype, Microsoft’s .NET initiative has introduced several interesting technical features such as the move from APIs to namespaces and the integration of different programming languages. The .NET Framework will allow developers to use at least sixteen languages in addition to Microsoft’s mainstream VB and C# .

reports

NACCQ qualifications: A performance review and future developments

Garry Roberton & Janne Ross
(garry.roberton@wintec.ac.nz, rossj@cpit.ac.nz)

In 1986 a committee, consisting of industry and polytechnic computing representatives, was formed to design a new qualification in computing that would replace the outdated New Zealand Certificate in Data Processing... [NACCQ] has continued to strive to serve its member institutions over the last fifteen years by endeavouring to keep up with, and ahead of, developments in the rapidly changing field of Information and Communications Technology.

editorial board

Editor	Krassie Petrova (krassie.petrova@aut.ac.nz) Auckland University of Technology
Guest editor	Dr Terri Lomax (tlomax@aut.ac.nz), Auckland University of Technology
Reviewers panel	Dr Donald Joyce, UNITEC Dr Samuel Mann, Otago Polytechnic Krassie Petrova, Auckland University of Technology Michael Verhaart, Eastern Institute of Technology
Web Editor	Michael Verhaart (mverhaart@eit.ac.nz), Eastern Institute of Technology