The two proposals we make concern the major issues of general knowledge in Information and Communication Technologies and Technologies (ITIC) to be given to all students, as well as the training of high level specialists including the country. Needs and companies are struggling to recruit now. These proposals outline the modalities for implementing an ambitious school policy. They advocate for the educational system the complementarity of approaches: computer science and ICT in the didactic and pedagogy of traditional disciplines, computer science and ICT as a specific discipline.

They highlight the obstacles that hinder the adaptation of our country to the intangible economy, including “our way of thinking”, inviting to change a number of “our collective reflexes based on an essentially industrial economy.” They cite software publishing among four technologies representative of the growth issues of the coming years. They insist”On the risk that also induces the too weak capacity of our secondary education system to meet the requirements of the intangible economy in the very content of the training provided …” The IT freedom option is now present now.

The Right Economic Life Now

All areas of economic life, all trades are profoundly transformed by IT and ICT, whether in the process of wealth production or with manufactured objects, material and immaterial. IT and ICT are at the heart of the knowledge society. They promote the acceleration of process and product innovation because they are generic technologies. They support a more collective and interactive production of knowledge and skills. They allow innovative networking practices. They systematize the accumulation of knowledge in databases, the integration of knowledge and their mobilization, the externalities of knowledge. IT and ICTs are a major factor of growth.

The Steps Now

The school therefore has a strong stake in general, scientific and technical culture, making its place in ITIC. Without knowledge there is no growth. Many agree that the present situation is unsatisfactory. The EPI had questioned candidates in the presidential election on the desirability of a specific teaching of informatics, complementary to the approach by the different disciplines and activities.

  • In kindergarten and elementary school, a first initiation is through the discovery and use of computer tools. We know the importance of early learning.

As part of the pedagogy practiced at these levels, Computers and ICTs, because of their specific pedagogical virtues, lend themselves well to activities that promote the creativity and inventiveness of children as well as “working together”.

  • In college, the technology course is the institutional framework for IT and ICT. How to imagine, in the immaterial society, technology without ITIC? However, a reform project currently being drafted raises fears that IT and ICT will be reduced to the minimum, whereas on the contrary, the teaching should be consolidated.

In general, the traditional school subjects evolve in their “essence” (objects, methods) by the “irruption” of computing and computers, whether they use computer resources or computer-generated concepts. They can only benefit from the acquisition of computer fundamentals acquired in a specific “IT and ICT” discipline.

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