ICT Fluency and High Schools A Workshop Summary (2006) / Chapter Skim
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1 Background--Margaret Honey
1 Background--Margaret Honey
Pages 1-5
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The workshop was designed to extend the work begun in the report Being Fluent with Information Technology (National Research Council, 1999) , which identified key components of ICT fluency and discussed their implications for undergraduate education.
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In recent years, technology fluency has become a focal point for education ministries worldwide. They and their nongovernmental counterparts have issued white papers, for instance, that connect technological fluency with the critical-reasoning abilities required in the information age (de Ricjke, 2004; Korean Ministry of Education and Human Resources Development, 2003)
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The need to change this situation has not gone unattended, however. Seven years ago, the NRC's forward-thinking Being Fluent with Information Technology spelled out the three major components -- with 10 specific competencies under each component -- that comprise what is needed in the ICT domain by young people today (National Research Council, 1999, pp.
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Indeed, the underlying concepts and intellectual capabilities -- which can be developed through the application of technology tools to manage and represent complexity, solve problems, and think critically, creatively, and systematically about solutions -- remain woefully underdeveloped across the high school years. While educators and policy makers have come to view ICT literacy as a critical part of the requirements for high school graduates, little progress has been made in establishing a trajectory of competencies to guide educators in incorporating ICT into academic content.
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Computer Science and Telecommunications Board, Washington, DC: National Academy Press. National Research Council.
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