![]() In this view, a student is a "blank slate" onto which the appropriate knowledge can be written. Standards for content reflect a "knowledge-telling" philosophy of education and are the most prevalent. This appendix addresses the evolving philosophy, standards, curricula, and other venues in which such educational efforts-for non-specialists-have developed an identity and/or a significant implementation in the modern world. Vocational schools and community colleges have developed programs that impart job-related technology skills, and a variety of continuing-education enterprises (both in-house and "outsourced") have been sponsored by companies for their employees. In some cases, model curricula have been developed, as well as a host of college-level courses that focus on literacy about information technology. ![]() A considerable amount of work has focused on the development of educational standards to which various populations (e.g., high school students, teachers, all citizens) should be held accountable these include standards for mathematics, science, and technology education and have been designed by various organizations. Judging by the scale of effort involved, many interested parties embrace the idea that knowledge of and familiarity with information technology are important to citizens. ![]()
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