|Mike Fuller (UK)||email@example.com|
There is considerable interaction between information and communications technologies and statistics, in particular statistical education. In many respects it is statistics that has had the better of the deal, both in the provision of software for data analysis and materials for teaching this, and more recently in the harnessing of computer graphics and interactivity to the recognition that a visual approach to the learning of statistical concepts can be effectively supported and enhanced by well designed ICT based materials. This process of extending the use of technology for learning statistics is operating in parallel with similar changes in other disciplines, which has accompanied a trend towards the nationalising (perhaps even the globalising) of curricula through subject benchmarking and related exercises, and the emergence of (inter)national e-university consortia.
Working against this background, this paper looks at the extent to which the statistics curriculum still needs to adapt to changing opportunities generated by developments in ICT and the ways in which statistical educators can be supported to adapt to these changes. It also looks at the current role in the curriculum and potential for the use of statistical ideas in the development of computer science education. It is argued that more effective interaction between the two disciplines is necessary to secure high quality software for statistical work and related applications and to a proper appreciation of the role of statistical thinking in the education of computer scientists.
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