Abstract
The focus in this paper is how people concerned with vocational education can more effectively integrate the use of computers into their curriculum. It is based on a study conducted by the authors which found that vocational education has not kept pace with the rapid technological changes occurring in the workplace. The most pervasive problem is that such curricula tend to be out-of-date because they are reactive rather than proactive. Suggestions are made that institutions must anticipate changes, be more flexible in order to accommodate such changes, and place more emphasis on the cognitive process of handling information and solving problems. The result must be a functional integration of vocational computer knowledge into all the related curricula and methods; not separate courses geared to strictly teaching computer-related skills.
Published Version
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