ERIC Number: ED460678
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
The Skills Students Needs for Technological Fluency. Learning in a Digital Age: Insights into the Issues.
This paper looks at how the necessary technology skills have changed over time and how those changes affect the ways in which technology skills are taught and assessed. It reviews how educators' views of technological fluency are shaped by both the "pull" of technology--increasing technical power and applications that affect what workers and citizens need to know in an information society--and the "push" of content standards that affects what students are expected to learn and new views of how learning takes hold. The paper reviews the approaches various states and districts have taken to setting standards--embedding technology standards within curricular areas, or developing discrete technology skills and assessment measures--and gives examples of some promising practices. The challenge of building consensus for, and policies that support, technological fluency raises a number of issues for policymakers. These include the question of teacher competence, the amount and kinds of testing necessary to track progress, issues of equity, and implications for research. This document includes sections that cover: (1) changing definitions; (2) factors influencing today's necessary skills; (3) information literacy in the age of the Internet; (4) state and district technology skill standards and assessments; (5) technology proficiencies in promising projects; and (6) implications for policy. The executive summary is appended. (Contains 45 endnotes.) (AEF)
Descriptors: Academic Standards, Computer Uses in Education, Curriculum Development, Educational Assessment, Educational Change, Educational Objectives, Educational Policy, Educational Technology, Elementary Secondary Education, Equal Education, Information Literacy, Information Skills, Information Technology, Internet, Policy Formation, Skill Development, Student Needs, Technological Literacy, Technology Integration, Technology Planning
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Milken Exchange on Education Technology, Santa Monica, CA.