They’re Computer Savvy, Right? Well, Maybe…

1. Susan M. Zvacek University of Kansas They’re Computer Savvy, Right?Well, Maybe…

2. Topics: • What’s technological literacy? • Why is it important? • What tech literacy skills should students have? • Can we build it into our teaching?

3. An Old Definition (1996) From the US Department of Education: “Computer skills and the ability to use computers and other technology to improve learning, productivity, and performance."

4. Defining Elements (newer) • Using technology “responsibly, creatively, and effectively…” • In order to “…communicate, solve problems, and access information.” • The ability to “create, manage, and evaluate information…” and • To “develop lifelong learning skills”

5. Benefits of Tech Literacy • Increased skill levels for workforce • Increased citizen participation • Narrowed digital divide • Improved decision making • Enhanced social well being

6. Aren’t my students “digital natives?” • Our students are “task-specific” tech savvy users • They need to be “tech-skeptical” users • Many consider themselves to be “sophisticated users” of technology

7. “Whaddya mean, I ain’t sophisticated?” • Unrealistic expectations and “extraordinary confidence” in search engines • Credibility of web-based resources is rarely questioned • And … the more technology experience they have, the less skeptical they are about online resources

8. Categories of Tech Literacy Skills • Relevant (Hands-on) Skill Sets • Conceptual Knowledge • Intellectual Capabilities

9. Relevant Skills Sets • Students should be able to use (well): • Communication Tools • Word Processing • Spreadsheets • Databases • Internet Search Engines

10. Conceptual Knowledge • Students should understand: • Basic concepts related to digital technology • Network structures and data organization • Societal issues related to technology • Ethical issues dealing with privacy rights, intellectual property, etc. • What technology cannot do for us

11. Intellectual Capabilities • Students should be able to: • Engage in reasoning and problem solving • Manage complexity • Collaborate with others • Evaluate information and information sources

12. Integrating Hands-on Skills into Coursework • Expect students to submit work in digital formats • Ensure that students are aware of institutional resources for learning about technology tools (workshops, for example) • Utilize a variety of technologies for instruction • Use online communication tools • Provide course content online • Assess learner progress with online tools

13. Integrating Conceptual Issues • Explore how technology has enabled advances in your discipline • Discuss the organization of information in scholarly resources • Examine the limitations of relying heavily on technological tools • Discuss ethical issues relevant to using technology in your discipline

14. Developing Intellectual Strategies • Model for students the evaluation of resources, and hold students accountable for resource evaluation in their work (consider using a site like this) • Use teaching strategies that present “messy” problems with more than one right answer • Require students to collaborate with others in online environments

15. Intellectual Strategies (continued) • Expect students to provide real-world examples to support their ideas • Develop communication protocols as a collaborative activity with students • Challenge students to explore how theirpoint of view may be different than someone else’s and why

16. Summary • It’s not our job to protect students from the influence of technology, nor to encourage them to accept it without question • It is our job to equip student with the critical thinking skills enabling them to use various technologies (current tools and those not yet invented) wisely-- because… • People who know “what” and peoplewho know “how” will always work for people who know “why.”

17. Contact Me Susan Zvacek University of Kansas szvacek@ku.edu