Beyond Basic Computer Skills: Implementing Technology Fluency

Cynthia Edwards, Professor of Psychology

Kristin Watkins, Computer Applications Specialist

Meredith College, Raleigh NC

EDUCAUSE Southeast Regional ConferenceAtlanta, June 2006

Copyright: Cynthia Edwards and Kristin Watkins, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Institutional Background

Private, four year, women’s college, 2000+ undergraduates

Comprehensive college with liberal arts curriculum

Wired, laptop campus since 2002 Newly revised general education

program in 2003

Meredith College General Education Program

Graduates of Meredith College will… Inquire critically, solve problems

creatively, make decisions ethically, and communicate effectively.

Understand the moral responsibility to use their skills as engaged citizens. 

Recognize that global problems can be addressed through local action.

Have the courage and curiosity to be adaptable, lifelong learners. 

So where does technology fit?

Committee charged with developing a technology “competency” assessment consistent with the goals of our general education program

From “basic computer skills/competencies” to “technology fluency”

Technology Fluency

More than the acquisition of basic skills Encompasses the appropriate application

of concepts and skills Promotes self confidence and curiosity to

generate questions and discover solutions Develops a predisposition for lifelong

learning and continual adaptation

Reference: Being Fluent with Information Technology, National Research Council Committee on Information Technology Literature, 1999

Meredith College Technology Fluency Initiative

Two-tiered Solution:

Fundamental Technology Competencies

Discipline Specific Technology Fluency

Fundamental Technology Competencies (FTC)

Met within two existing general education courses (taken by all students)

Assessment is embedded within the general requirements of these two courses

Goal is to establish level playing field for technological skill by end of freshman year

Implementation of FTC in Gen Ed

CORE 100 (freshman interdisciplinary seminar) – mastery of productivity software & electronic communication

Mathematics – basic quantitative applications; use of new software; exploration of features

English 111 and 200 – Information Literacy requirement -- efficient techniques in database & internet research

Discipline Specific Technology Fluency

Developed and implemented by individual academic programs

Summer workgroup supports faculty in the development of fluency plans

Assessment implemented at program/department level through regular assessment mechanisms

Ongoing technology and faculty development grants are available

Challenges

Faculty buy-in for another initiative Administrative buy-in and support

for full implementation Assessment Faculty training/support Limitations of resources –

infrastructure and equipment

Ongoing…

Are the Fundamental Technology Competencies strong enough to support the discipline specific fluencies?

Resource availability to support full implementation of technology fluency as we raise expectations.

Iterative process requiring continual evaluation.

What is gained?

Infusion of technology as an integral part of the broad learning experience.

Stronger faculty, students and programs

Faculty and students empowered and engaged.

Kristin WatkinsComputer Applications Specialist

Meredith Collegewatkinsk@meredith.edu

Cynthia EdwardsProfessor of Psychology and

Director of the Honors ProgramMeredith College

edwardsc@meredith.edu