Students might reasonably be expected to authentically demonstrate these basic computer skills before graduation. Some technology literacy competencies that may be relevant in some situations include: (1) knowing the basic operation, terminology, and maintenance of equipment, (2) knowing how to use computer-assisted instructional programs, (3) having knowledge of the impact of technology on careers, society, and culture (as a direct instructional objective), and (4) computer programming. The Big6 skills information problem-solving approach. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. School Library Media Activities Monthly, 8 (5), 27-29,37,42.
Educational technologists are clearly describing what students should know and be able to do with technology.
They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. Beyond the bells and whistles: Technology skills for a purpose.
A San Francisco DUI lawyer would require knowledge of many different programs to perform their job well. American Association of School Librarians & Association for Educational Communications and Technology. Information power: Building partnerships for learning.
With so much information available you would have a hard time doing almost any job without a well rounded computer education. Information literacy standards for student learning.
Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society?
Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. Moving from teaching isolated technology skills to an integrated approach is an important step that takes a great deal of planning and effort. Over the past 25 years, library media professionals have worked hard to move from teaching isolated "library skills" to teaching integrated "information skills." They found that information skills can be integrated effectively when the skills (1) directly relate to the content area curriculum and to classroom assignments, and (2) are tied together in a logical and systematic information process model. Schools seeking to move from isolated information technology skills instruction will also need to focus on both of these requirements. Essential skills for the information age: The Big6 in action. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Curriculum initiative: An agenda and strategy for library media programs. Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). While these specific skills are important for students to learn, the "laundry list" approach does not provide an adequate model for students to transfer and apply skills from situation to situation. The seven faces of information literacy in higher education.