Koeneke-Ramirez, R. D. L. C., & Rahrooh, A., & Moore, K. P. (2012, June), New Digital Systems Technology: New Challenges in Teaching Digital Technology Courses  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21730

\bibitem{asee_peer_21730}
  Koeneke-Ramirez, R. D. L. C., \& Rahrooh, A., \& Moore, K. P. (2012, June), \emph{New Digital Systems Technology: New Challenges in Teaching Digital Technology Courses}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21730

Robert De La Coromoto Koeneke-Ramirez, Alireza Rahrooh, and Karla Patricia Moore.  "New Digital Systems Technology: New Challenges in Teaching Digital Technology Courses".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21730 Internet.  15 Dec, 2024

\bibitem{asee_peer_21730}
  Robert De La Coromoto Koeneke-Ramirez, Alireza Rahrooh, and Karla Patricia Moore.
  "New Digital Systems Technology: New Challenges in Teaching Digital Technology Courses".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21730 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_21730
author = "Robert De La Coromoto Koeneke-Ramirez, Alireza Rahrooh, and Karla Patricia Moore"
title = "New Digital Systems Technology: New Challenges in Teaching Digital Technology Courses"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21730}
number = {10.18260/1-2--21730}
}

TY  - CPAPER
AB  -            New digital systems technology: New challenges in teaching                            digital technology courses. Highly complex technologies like Field Programmable Gate Array (FPGA) have substituted thetraditional small and medium scale integration devices (SSI and MSI respectively) in the designof digital systems during the last two decades. Among the major advantages of this dramatictechnological change are a significant simplification of the design of products and reduction intheir delivery time and cost. Computer Aided Design (CAD) tools are now preferred fordesigning digital circuits over the traditional discrete gate based design. Most of the FPGAsuppliers offer academic institution low cost, or even free of charge, development tools whichare particularly suited for adoption by schools with limited resources. Specifically, schools in thedevelopment countries may benefit for having a powerful development and training platformwith reasonable low cost. This new technology demand a new approach in the way digitaltechnology is taught. In this study we discuss some key strategies that should be considered inthe development of curricula of undergraduate courses in the area of digital technology asrequired by the adoption of best practices in teaching.This is an exploratory study that looks at the experience gained with the teaching of courses inthe area of digital systems in the Department of Engineering Technology at University of CentralFlorida and Daytona State College in last six years. In the mentioned cases, the referredtechnological change has being gradually incorporated into courses of Digital Technology,Digital Systems and Digital Programmable Devices. Two different generations of FPGA’sboards and CAD tools were introduced in the mentioned courses during those years. Similarly,the changes in hardware and the use of CAD tools demanded the use of Hardware ProgrammingLanguage, in which case we adopted VHDL. As result we have available a significant trace ofassessments of the impact of the incorporation of the new technology, which is the base of ourstudy.
AU  - Robert De La Coromoto Koeneke-Ramirez
AU  - Alireza Rahrooh
AU  - Karla Patricia Moore
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - New Digital Systems Technology: New Challenges in Teaching Digital Technology Courses
UR  - https://peer.asee.org/21730
DO  - 10.18260/1-2--21730
ER  -