CHAPTER 1 INTRODUCTION. In 1949, John Von Neumann stated, It would appear that we have reached the

Transcription

1 1 CHAPTER 1 INTRODUCTION In 1949, John Von Neumann stated, It would appear that we have reached the limits of what it is possible to achieve with computer technology, although one should be careful with such statements, as they tend to sound pretty silly in 5 years (Teacher Chronicles: Installment #7, 2001, p. 2). Technologically speaking, one could say that we have come a long way since In today s society, we are encountering rapid technological changes. According to Bill Gates speech at the 1997 National Educational Computing Conference in Seattle, computing power has multiplied a million times over in the past 20 years and will probably do so again in the next 20 years (Eisenberg, 2001). These changes are realized every time we encounter a new consumer gadget, read about the possibility of human cloning, or observe children as young as six or seven socializing with their school friends via online instant messaging (NAE, 2002, p. 11). According to a technology report, (NAE, 2002), the pace of change today, with its social, economic, and other impacts, is as significant and far reaching as at any other time in history (p. 11). This report also states that technology literacy is crucial for the people of a modern nation like the United States. There are few things we do, or can do, today that are not influenced by technology.... As far into the future as our imaginations can take us, we will face challenges that depend on the development and application of technology.... To take full advantage of the benefits and to recognize, address, or even avoid the pitfalls of technology, Americans must become better stewards

2 2 of technological change (p. 12). According to this technological report, we are not prepared to meet this challenge. Therefore, educators must play a key role in the development and application of technological literacy. Statement of Problem Charp (2003) identifies the tech-savvy students of today s generation as more knowledgeable and demanding than ever before, but they also face a variety of unusual challenges as compared to past generations. Charp (2003) states, New technologies require a higher level of education and training (p. 8). Howe and Strauss define today s generation of students as the Millennial generation or The Millennials (as cited by U.S. Department of Education, 2004). This generation can be characterized by the following recent statistics: Ninety-six percent say that doing well in school is important to their lives, 88 percent say going to college is critical, 70 percent participate in community service or volunteer work, 28 percent of high school students access foreign news sources via the Internet, 90 percent of children between ages 5 and 7 use computers, 94 percent of online teens use the Internet for school-related research, and teens and college students combined spend nearly $400 billion a year. (U.S. Department of Education, 2004, p. 17) One of the concerns in higher education institutions is determining if students entering post-secondary enrollment have the technology skills to be successful in their post-secondary endeavors. Are students graduating from high school with the necessary

3 3 computer skills, or does a need exist for a general education course to provide basic knowledge and skill training in the technology area? Even though high schools may be teaching computer skills, are they up-to-date? With technology changing so rapidly, educators and students alike must not let their technology knowledge and skills sit idle. Garfinkel (2003) suggests that sophisticated software is not learned by osmosis or even by repeated use. Students who seem to learn computer skills easily still need formal instruction to master sophisticated applications and keep their skills updated. According to Garfinkel (2003), Graphics, presentations, and data management are the lifeblood of the information economy: universities, and even grade schools need to teach their students how to use the advanced features of these applications (p. 33). Part of the problem, according to Lemke (2003), is that society expects graduates to be prepared to succeed in the digital age, but most assessments only measure student achievement on academic standards not current skills. Because society values what schools measure, most educational systems are not addressing modern skills and therefore poorly preparing students for a successful life in a knowledge-based, global society (Lemke, 2003). The United States is the strongest nation in the world both economically and militarily, and both of these strengths largely depend on technology. Even our day-to-day actions and interactions depend largely on various technologies. We, as a nation, need to place a high priority on technological literacy. All citizens should be conscious of how

4 4 technology shapes our world and should be prepared to make knowledgeable decisions on matters involving technology (NAE, 2002). Hall (2001), states that technological literacy should not be considered to be complete at high school graduation (p. 103). Lewis and Gagel (as cited by Hall, 2001) state that examining the historical, philosophical, ethical, and social aspects of technology within the context of the higher education general education curriculum is desirable and serves as an opportunity to promote logical and critical thinking, problem solving, and a more holistic view of how the world works (p. 103). Because of rapid technology changes in our society, technology literacy should be a life-long learning commitment in order to produce technologically knowledgeable citizens who can function effectively and efficiently, as well as contribute successfully to society (Hall, 2001). These goals imply a need for technological literacy as an essential component of the post-secondary education process. There has long been controversy on what computer literacy skills are needed by students to be successful in post-secondary education. These skills depend largely on the anticipated career endeavors; however, most agree that technology skills are needed in all areas. Students coming out of high school these days are more and more computer literate. Is there a need for a general education course in computer literacy at the postsecondary level to prepare students for their academic and career endeavors, or do students already possess these skills prior to college enrollment?

5 5 Purpose of Study The purpose of this study was to identify general computer literacy skills needed for all students at the college level, to assess the computer literacy skills of incoming college freshmen to evaluate their technological readiness for post-secondary education, and to determine if a need exists for a general computer literacy/skills course for all undergraduate students. Research Questions 1. What technology skills do post-secondary faculty members deem important for all students to possess at the college level? 2. Are there differences between the student technology skills post-secondary faculty members deem important when grouped by subject/content area, institution/stratum, gender, years of faculty experience? 3. What technology skills can students demonstrate proficiently upon entering a post-secondary institution? 4. Are there differences between the proficiency level of students technology skills when grouped by home state, number of high school computer courses, gender, or major field of study? 5. Are students technologically ready entering post-secondary education or does a need exist for a computer literacy/skills course for all undergraduate students? Theoretical Perspective Throughout history, technology has influenced changes in our society. In fact, many historical eras are identified by their leading technology, such as the Stone Age,

6 6 Iron-Age, Bronze Age, Industrial Age, and Information Age. Technology has driven change, especially in the past century. According to the National Academy of Engineering (2002),... society shapes technology as much as technology shapes society (p. 18). Technology is changing and will continue to change in the foreseeable future. It is thus imperative that the leaders of tomorrow are technologically literate citizens. The future will be different largely due to technologies that are presently emerging or that have not yet been developed. According to the Department of Education, in the past several years, significant efforts and resources have been invested to make technology in the educational systems more accessible and beneficial (NAE, 2002). Students need to know more than just a few sets of commands for a specific software program. Technological literary involves using technology flexibly and creatively. It involves the ability to analyze a problem, recognize how technology might help solve the problem, and then use the technology to do so (Eisenberg, 2001). In today s society, technology skills are essential for an educated, well-informed citizen and these skills form the basis for technological literacy. A public opinion poll commissioned by the International Technology Education Association and conducted by the Gallup Organization examined American citizens knowledge of and attitudes toward technology literacy. Three major conclusions resulted: 1) the public viewed technology literacy as a very important issue and believes that technology is an extremely important aspect in everyday life, 2) the public definition of technology is a narrow one encompassing mostly computers and the Internet, 3) the

7 7 public overwhelmingly agreed that schools should be including the study of technology in the curriculum (Rose & Dugger, 2002). The National Academy of Engineering (2002) states, As we begin the twentyfirst century, the need for increasing technological literacy has become even greater, first because the influence of technology over people s lives has increased dramatically and second because, as a society, we have not put a high priority on technological literacy (p. 16). A White Paper from an international 21 st Century Literacy Summit in 2002 (as cited in Murray, 2003) concludes: The explosive growth of technology in every aspect of society offers us a unique opportunity to engage our citizens in economic and civic life. Digital technologies have given us new and better ways to teach and learn. They have made us more efficient at work. And they are enabling us to participate more directly in the governance of our lives.... In return, they demand that we continually acquire and develop new knowledge and skills. Information and communication technologies are raising the bar on the competencies needed to succeed in the 21 st Century, and they are compelling us to revisit many of our assumptions and beliefs (p. 14). NetDay is a national nonprofit organization that promotes the effective use of technology in schools to enhance student achievement. This organization surveyed 210,000 students representing schools in all 50 states and reported their findings in a

8 8 national report entitled Voices and Views of Today s Tech-Savvy Students. Major themes that emerged (as cited by U.S. Department of Education, 2004, p. 19) were: Today s students are very technology-savvy, feel strongly about the positive value of technology and rely upon technology as an essential and preferred component of every aspect of their lives. Students are not just using technology differently today but are approaching their lives and their daily activities differently because of the technology. As students get older, their use of technology becomes more sophisticated, but, comparatively, the younger students are on a fast track to becoming greater technology users and advocates. The access point for technology use, particularly for older students, is homefocused, not school-focused. Today s students are ultra-communicators. President George W. Bush (as cited by U.S. Department of Education, 2004) states, We cannot assume that our schools will naturally drift toward using technology effectively. We must commit ourselves to staying the course and making the changes necessary to reach our goals of educating every child. These are ambitious goals, but they are goals worthy of a great nation such as ours. Together, we can use technology to ensure that no child is left behind. (p. 37) Significance of Study This study surveyed faculty members at four-year, public institutions in Missouri to determine their opinions of what technology skills are important for all students to be

9 9 academically successful. The study also examined technology skills of students entering post-secondary education. The information obtained through this study provided documented evidence to assist in determining if a general education course in computer literacy is still needed or if students coming out of high school are computer literate and possess the technology skills necessary to be successful in their post-secondary studies. If a general education computer literacy course is still needed at the post-secondary level, the results of this study can provide valuable information in regards to the content of such a course. Limitations Some situations may have been simplified or ignored because they reside outside the scope of the defined problem or they are uncontrollable. The following limitations were identified to guide the interpretation of this study: 1. The subjects in the faculty survey were limited to post-secondary faculty of fouryear, public institutions within the state of Missouri. 2. The data collected from the faculty survey of this study were gathered in an uncontrolled environment. Variables such as time, distractions, and attention to detail could not be controlled. 3. This study used a stratified, random sample for the faculty survey where subjects were randomly picked from stratified groups of a larger population. 4. The subjects in the student assessment were limited to freshmen entering a small, Mid-western, post-secondary institution who have not yet taken a computer literacy/skills course at the post-secondary level.

10 10 Design Controls 1. The student assessment was designed using the same computer skills as addressed in the faculty survey. 2. Demographic data were collected on the faculty survey to differentiate individuals by professional title, institution, college or department, school size, gender, years employed at current institution, and years in education. 3. Demographic data were collected from participants of the student assessment to differentiate individuals by age, gender, home state, size of high school graduating class, number of computer courses taken in high school, and major area of study. Key Terms and Acronyms Certain key terms and acronyms were used throughout this report. The following definitions and/or explanations were associated with the use of those terms. ACE American Council on Education AETL Advancing Excellence in Technological Literacy Computer literacy The level of expertise and familiarity someone has with computers. Computer literacy generally refers to the ability to use applications rather than to program (webopedia.com). ECDL European Computer Driving License ECDL/ICDL European/International Computer Driving License ESEA Elementary and Secondary Education Act IC 3 Internet and Computing Core Certification

11 11 ISTE International Society for Technology in Education ITEA International Technology Education Association ITEA-TfAAP International Technology Education Association s Technology for All Americans Project MDR Market Data Retrieval NAE National Academy of Engineering NCLB No Child Left Behind NCREL North Central Regional Educational Laboratory NETS-S National Educational Technology Standards for Students NLI National Leadership Institute SETDA State Educational Technology Directors Association STL Standards for Technological Literacy TAC Technology Across the Curriculum Technology skills For the purpose of this study, computer literacy skills and technology skills will be synonymous. TLA Technology Literacy Assessment TLCF Technology Literacy Challenge Fund