It is an excellent reflection of the type of response expected from our graduates. The discussions centering on the concept of automating versus informating are not new. Bertram Bruce wrote an interesting article about the evolution of the term educational technology. In one school of thought, educational technology seemed to include any device, medium, or artifact that is used for instruction, thus both the familiar chalkboard and the textbook, and in another group, educational technology extended to include lesson plans, assessment procedures, essentially any form of codified educational practice. As inventions, such as film strips, television, or a simple globe of the earth, made their appearance, the argument between the item and its use continued.
Computers are no exception.
When you automate, you do the same thing you always did only more efficiently. Using technology as a form of automation has improved education by facilitating the many tasks done manually. Additional free time allows educators the opportunity develop interesting and diverse curriculums. Although this is beneficial, using technology to informate would allow educators to communicate with each other, share ideas, and collaborate on projects. Informating has much broader implications.