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

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 their point 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 people who know “how” will always work for people who know “why.”

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