Teaching ICT LIteracy Skills

ICT Literacy Apply Technology Effectively Use technology as a tool to research, organize, evaluate and communicate information Use digital technologies (computers, PDAs, media players, GPS,  etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

Nicole Collins

The split between what Marc Prensky called “digital natives” and “digital immigrants” in his landmark 2001 article has grown wider every year of this century.

Determines the nature and extent of information needed Accesses the needed information effectively and efficiently Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system Uses information effectively to accomplish a specific purpose Understands many of the economic, legal, and social issues surrounding the use of information, and accesses and uses information ethically and legally

Wikipedia does not publish original research. Its content is determined by previously published information rather than by the personal beliefs or experiences of its editors.

One kilobyte is 1,024 (210) bytes. One byte typically holds one character. In general, the average size of a word is six characters. So each 1k of text is about 170 words. A page containing 5K characters thus is about 850 words long.

Inadequate resources (time, space, and instructors) to teach information literacy skills (Callison, 2005)

Because there is little consistency in what is being taught in K-12 regarding information and communication technology, students are entering colleges and universities with a variety of experiences and knowledge. This complicates ICT curriculum development and begs the questions:

Nicholas C. Burbules, "....the Web is not an ordinary reference system; it poses some unique and, in many respects, unprecedented conditions that complicate the task of sorting out dependable from undependable information--and even complicates the notion that we have a clear sense of that distinction. How to differentiate credible from fraudulent information is not a new problem, but unraveling these in the context of a vast rapidly changing networked system is"