Computing has become a diverse and multi-faceted discipline. It is imperative that computing curricula evolve so that they will effectively convey this breadth. An awareness of the societal implications of computing must also be at the core of all computing curricula. Furthermore, we observe that new computing curricula must be responsive to change, that pedagogy must be informed by reasoned judgement, and that educators function as reflective practitioners. This requires educators to respond appropriately to market pressures and technological innovations. This paper investigates some of the components of the discipline's evolving computing curricula from a variety of historical perspectives. 1 Introduction Rapid changes in computing often motivate educators to introduce innovations in the curriculum and the classroom. The haste to do something new or adopt some current fad can cause teachers to overlook possible adverse effects of these innovations on students and the profession. Th...

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How do firms compete in architectural changes?: Lessons from optical storage media industry

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