Simmons College - Fluency with Information Technology
Live, Learn, and Lead in the Digital Realm: Goals for Fluency in Information Technology at Simmons Technology in Education Task Force College of Arts and Sciences, Simmons College Intellectual Concepts Skills CapabilitiesPersonal: Media literacy (how presentation Use technology to gather information relevant to a topic Use technology in a shapes perception) (identify appropriate sources, construct queries) thoughtful, proficient, and self- The difference between data and Evaluate the veracity and presumed bias of information confident manner information retrieved online Research (testing theories, Evaluate systems for connecting to the Internet and select a Evaluate, procure, install, and grounding assertions in evidence) method of connection appropriate for the context configure technology Basic hardware and software Use strategies to protect yourself from identity theft and concepts malware (virus infection, etc.) Use technology to evaluate and Basic computer network concepts Plan and carry out systematic backups of your files interpret text, numbers and Issues of privacy and security in the Make wise hardware purchases and select software that meets images digital world your system specs Know how to set up a computer, install new software, Think critically, solve upgrade existing software and use manuals to learn software problems, and test solutions Know how to seek tech support and help beyond that (with and about technology) provided in manuals (providing a coherent information about the issue you need to resolve) Troubleshoot technology Set up meaningful (and scalable) file and directory structures on a computer – and be able to find and retrieve files on a Think about information machine. technology abstractly Use of basic operating system features Understand the value of Use computers for online transactions keeping current on Evaluate, select, and use the proper technology for a given technological developments task Use technology to analyze and interpret data (quantitative and qualitative) Use technology to generate and test out ideas, solve problems, and pursue deeper understanding of a topic
Intellectual Concepts Skills CapabilitiesInterpersonal: Construction and manipulation of Know how to name and save files so that other users can Communicate and collaborate identity (self and other) open and read them effectively using technology in Linear vs. non-linear organization Use the following creatively and appropriately for many different settings of information (e.g., printed article interpersonal communication: vs. web site with links) word processing software Recognize and accurately Synchronous vs. asynchronous presentation/graphics software interpret the style, voice, and communication (e.g., phone and email/listserv/chat/discussion board perspective of others in digital chat vs. email) the Web contexts Distributed vs. centralized Know how to engage in computer-mediated group information sources (e.g., discussions to generate deepened insight and understanding Make astute decisions multimedia web page vs. Word file regarding style, voice, and with images) perspective when Etiquette and ethics communicating in digital File types and data representation contexts Platforms (e.g., Mac, Windows, Palm OS)Professional: Workplace ethics, etiquette Know how to distinguish between informal and professional Communicate effectively in Legal concepts, including security conventions of communication, and make appropriate choices the workplace using and privacy Be familiar with technological tools and resources relevant to technology Version control (drafts) the profession (hardware, software, research databases) Audience, users Know which applications are used to view and edit file types Understand the role and Data integrity, including procedures relevant to the profession (e.g., .doc, .rtf, .jpg, .gif, .ppt, .xls) function of information and for preserving the integrity of data Use technology to represent quantitative and qualitative data technology in the workplace across an organization in an informative manner Modeling and visualization Collaborate (at a distance) on the co-authoring of documents Use technology to solve Algorithms and co-development of projects problems in the workplace Use the following appropriately in professional settings: word processing software Use technology responsibly in presentation/graphics software the workplace email/listserv/chat/discussion board spreadsheets Work collaboratively across databases geographic distances the Web Communicate effectively with IT and tech support Think in terms of systems infrastructure in the workplace
Intellectual Concepts Skills CapabilitiesSocietal: Copyright, plagiarism, intellectual Obey appropriate copyright and intellectual property laws Keep current on technological property, software licensing Read and comprehend the terms of software licenses developments Fairness, security, and privacy Follow acceptable use policies Globalization and the digital divide Read and comprehend technology related current events as Evaluate and assess emerging Artificial intelligence they relate to society technological developments Databases and data mining Evaluate and select methods for lifelong learning that are (e.g., feasibility, social impact, technology appropriate to the need and context (e.g., face-to-face, ethical ramifications, legal Digital manipulation of media distance learning courses, online tutorials, listserv implications, etc.) discussions) Open vs. proprietary software Acceptable use policies Understand and evaluate the Impact of technology on opportunities, threats, consumerism limitations, and impact associated with emerging Political power and political technologies systems in a digital age Persistent change and lifelong When deemed appropriate, be learning prepared to serve as an The role of gender in technology advocate for change in Women as inventors of technology, relationship to technology leaders in the business of (e.g., inclusion, legal and technology, and technology related ethical reform) policy makers Copyright Simmons College, 2005. 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.