The Roles and Challenges of Computing Terminology in Non-Computing Disciplines

Abstract

Aspects of computing are used in all professions. Regardless of academic discipline, graduates require ever-improving computing competencies - applied in their own disciplinary contexts - to become proficient experts in their chosen careers, as well as informed members of society. However, teaching and learning contextually relevant computing competencies is challenging. One such challenge is the effective use of computing terminology. Terminology is fundamental to most human activities and is critical in making or breaking the interfaces where disciplines meet. Notably, we found very little work on the use of computing terminology in non-computing contexts and none utilising interviews from educators in such areas. In this qualitative research, we interviewed 20 non-computing university-level lecturers from a very broad set of disciplines in Ireland. Interviews focused on the role of computing terminology in the teaching and learning of contextually relevant computing concepts in their own disciplines, including barriers presented and methods to overcome them. This revealed a landscape as diverse as the disciplines themselves including a range of uses, issues, and approaches related to computing terminology. Although each story is unique, they all fit into a coherent spectrum, indicating that educators in one discipline would likely benefit from knowing how those in other disciplines have dealt with similar issues. They also reveal useful insights on contextual computing for computing educators. We also made several unexpected findings that are important considerations for how computing is taught and learned in other disciplines.