Information and Communication Technologies (ICT) literacy extends the previous measure of computing literacy from its focus on technology skills, to the use of technical skills to locate, collect, analyze, use, and communicate information in a relevant manner. Educational organizations such as the International Society for Technology in Education (ISTE) and the Association of College and Research Libraries (ACRL), along with national and regional governments have created standards that call for redesign of secondary education curricula. The common goal in these standards is to prepare students for a world changed by the Internet, digital communication, and a need to filter masses of information. Since these standards do not dictate implementation practices at the school level, questions arise. How are students being prepared for effective use of technology? Are students exiting secondary school as ICT literates? Is there still a need for a college-level computer ICT literacy course? What do secondary schools report they are teaching students? What pedagogies are employed in the learning environment? Do schools take an integrative or separate course approach? Are there differences based upon student population? What percent have a computer literacy graduation requirement? This paper explores the situation in a Midwestern U.S. state over a three-year study (2005-2007) in light of a state mandate and broader national and international initiatives and studies.
|Keywords:||ICT Literacy, Academic Literacies, Assessing Literacies, Secondary Education Technology Standards, Secondary Education Technology Practices|
Instructor, College of Business, Northern Michigan University, Marquette, Michigan, USA
Professor, College of Business, Northern Michigan University, Marquette, Michigan, USA
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