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ERIC Number: EJ826457
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1094-9046
Thinking beyond Technology: Using the iSkills Assessment as Evidence to Support Institutional ICT Literacy Initiatives
Egan, Teresa; Katz, Irvin R.
Knowledge Quest, v35 n5 p36-42 May-Jun 2007
When Educational Testing Service (ETS) was first approached by college librarians, professors, and administrators to develop an assessment of Information and Communication Technology (ICT) literacy, there was a resounding concern: incoming students could use technology for entertainment purposes, but many did not have the ICT literacy skills to do college-level work. They could download music from the Internet and instant message their friends, but many could not judge the authoritativeness of a Web site, research or integrate information from various sources, or--even more difficult to believe--open an attachment. College faculty and administrators recognized the problem, but could not create a reliable, valid, and cost-effective assessment to measure how big the problem really was. With the help of seven of the largest college systems in the nation and building upon the previous research and report of an international panel of ICT literacy experts, ETS dedicated substantial human and financial resources to develop the iSkills assessment (formerly known as the ICT Literacy Assessment), a tool to measure students' ICT literacy performance. Based on preliminary results of ten thousand college-age test takers, the faculty and administrators who originally came to ETS feeling troubled about students' ICT literacy skills were justified in their concern. (Contains 2 figures.)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/aasl/kqweb
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A