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Being Fluent with Information Technology

Computers, communications, digital information, softwareâ€"the constituents of the information ageâ€"are everywhere. Being computer literate, that is technically competent in two or three of today’s software applications, is not enough anymore. Individuals who want to realize the potential value of information technology (IT) in their everyday lives need to be computer fluentâ€"able to use IT effectively today and to adapt to changes tomorrow. Being Fluent with Information Technology sets the standard for what everyone should know about IT in order to use it effectively now and in the future. It explores three kinds of knowledgeâ€"intellectual capabilities, foundational concepts, and skillsâ€"that are essential for fluency with IT. The book presents detailed descriptions and examples of current skills and timeless concepts and capabilities, which will be useful to individuals who use IT and to the instructors who teach them.

It explores three kinds of knowledgeâ€"intellectual capabilities, foundational concepts, and skillsâ€"that are essential for fluency with IT. The book presents detailed descriptions and examples of current skills and timeless concepts ...

University Staffs' Everyday Engagement with Digital Technology

Exploring the Role of Information Literacy and Digital Literacy

Educational environments, such as universities, have been deeply affected by technologically driven change. In fact, educational technologies are becoming progressively common, and scholars have stated that there is an expectation for these technologies to be a part of formal learning environments. Hence, university staff are expected to use digital technologies in their work activities. These expectations, however, rely on university staff's capabilities to use such technologies, thus highlighting the importance of literacy skills. This paper aims to explore the impact of information literacy (IL) and digital literacy (DL) on university staff's intention to use digital technologies in their work activities. To support this aim, a conceptual model is composed of constructs such as performance expectancy, effort expectancy and habit from the UTAUT2 framework, while incorporating the dimensions of information literacy and digital literacy. The conceptual model is then assessed with data obtained from 100 university employees thorough partial least squares structural equation modelling (PLS-SEM). The results indicate there is a direct and significant relationship between information literacy and intention to use digital technologies, whereas the relationship between digital literacy and intention to use is mediated through performance expectancy and habit. Furthermore, performance expectancy and habit possess a direct impact on intention to use technology.

Educational environments, such as universities, have been deeply affected by technologically driven change.

The Big6 Curriculum: Comprehensive Information and Communication Technology (ICT) Literacy for All Students

Comprehensive Information and Communication Technology (ICT) Literacy for All Students

This practical, hands-on book explains how to ensure that your students are information and communication technology literate—that is, competent with a range of tools, technologies, and techniques for seeking out and applying information. • Helps librarians better understand and implement the information and communication technology (ICT) skills required of 21st-century students • Presents dozens of figures, templates, and lessons to aid librarians in implementing comprehensive ICT literacy programs that reach all students in all schools • Provides highly relevant concepts for librarians at all schools or districts seeking to achieve local, state, or Common Core educational standards

This book explains how to integrate the objectives of ICT literacy into your school's established curricular structure.

Englewood School District Comprehensive Plan for Educational Technology and Information Literacy

Educational Technology/Information Literacy should be considered the "fourth R" in today's educational system. After reading, writing, and arithmetic, the use of information technology is the 'reality' that faces students upon graduation and is often a barrier to entering the workforce. Only after schools begin to build high quality Educational Technology/Information Literacy Learning systems, with the goal of creating a technologically competent and information literate graduate, will students be fully prepared to meet the challenges and expectations of our information rich society. The continued success and quality of American public education depends on the collective ability to close the gap between the enormous amount of accessible information and technology's mere presence, and its effective integration into the curriculum to enhance student performance and deliver the skills necessary for the new millennium. This comprehensive plan represents a living document that clearly articulates plans to increase the capacity of students and teachers by creating a coherent call to action. This document contains 3 appendices: (1) student grade level expectations; (2) district data collection tools; and (3) exemplars.

Educational Technology/Information Literacy should be considered the "fourth R" in today's educational system.

Information & Technology Literacy

A Collaborative Planning Guide for Library Media and Technology

This publication provides schools and school districts in Wisconsin with guidelines for collaborative planning and ideas for a unified, rather than competing, approach to the delivery of information and technology programming. The chapters cover the following topics: (1) vision and purpose; (2) the collaborative team model, including district-level leadership, school-level planning, and grade-/subject-level collaboration; (3) improving student learning, including steps to an effective learning system, assessment and evaluation, and curriculum and instruction; (4) information and technology staffing, including roles and responsibilities, and staffing patterns and guidelines; (5) facilities and facilities planning, including library media center guidelines; (6) resources and tools for learning, including access, selection, Internet policies, and maintaining a collection; and (7) staff development and professional growth, including the role of the district information and technology team, the role of the school library media and technology team, and the role of teaching and learning teams. Several worksheets, checklists, and other planning documents are appended. A glossary is included. (Contains 50 references.) (MES).

This publication provides schools and school districts in Wisconsin with guidelines for collaborative planning and ideas for a unified, rather than competing, approach to the delivery of information and technology programming.

Information Literacy and Technology Across the Curriculum

Responding to an initiative in the university's revised core curriculum to address life-long learning skills, a collaborative effort involving parties from the Library and Information Technologies was formed resulting in a program for faculty entitled "Information Literacy and Technology Across the Curriculum." The purpose of the program, which consists of a semester-long series of workshops, is to assist faculty in the development of class assignments and projects for their students that utilize both information literacy and technology skills. After a successful pilot run involving volunteer faculty members, the program is now designed to accommodate approximately fifteen faculty members for the semester sessions. This paper will describe the format of the program, the resources made available, the exercises employed and some surprising results. [For complete proceedings, see ED490093.].

Responding to an initiative in the university's revised core curriculum to address life-long learning skills, a collaborative effort involving parties from the Library and Information Technologies was formed resulting in a program for ...

Advanced Information Technology in Education

The volume includes a set of selected papers extended and revised from the 2011 International Conference on Computers and Advanced Technology in Education. With the development of computers and advanced technology, the human social activities are changing basically. Education, especially the education reforms in different countries, has been experiencing the great help from the computers and advanced technology. Generally speaking, education is a field which needs more information, while the computers, advanced technology and internet are a good information provider. Also, with the aid of the computer and advanced technology, persons can make the education an effective combination. Therefore, computers and advanced technology should be regarded as an important media in the modern education. Volume Advanced Information Technology in Education is to provide a forum for researchers, educators, engineers, and government officials involved in the general areas of computers and advanced technology in education to disseminate their latest research results and exchange views on the future research directions of these fields.

The volume includes a set of selected papers extended and revised from the 2011 International Conference on Computers and Advanced Technology in Education.

Information Literacy and Technology Research Projects

Grades 6-9

With this versatile title, students are educated, hands-on, about the many roles information technology can play in their quest for knowledge. Brainstorming, strategizing, writing, critiquing, and oral communication skills are strengthened through collaborative problem-solving projects. The research problems presented in each chapter integrate many curriculum areas. Students walk away from each completed task with a greater ability to ask the right questions and locate the best, most accurate, and timely answers.

With this versatile title, students are educated, hands-on, about the many roles information technology can play in their quest for knowledge.

Digital Literacy Adoption with Academic Technology

Namely Digital Information Literacy to Enhance Student Learning Outcomes