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ICT Fluency and High Schools A Workshop Summary (2006) / Chapter Skim
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Appendix C Cognitive and Social Foundations of Information and Communications Technology (ICT) Fluency--Philip Bell
Pages 77-85

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From page 77...
... First, I consider the existing FITness framework from the perspective of the research literature on cognition and learning. Second, I develop what might be considered a new framework dimension consisting of FIT social practices that enable, contribute to, or in some cases fully constitute ICT fluencies in the 21st century.
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From page 78...
... . In this paper, I consider both frames on FITness to be important, given the set of rationales enumerated in the report and ICT trends in society.1 THE COGNITIVE AND LEARNING FOUNDATIONS OF FITNESS The Being Fluent report presents a tripartite FITness framework consisting of intellectual capabilities, concepts, and skills associated with ICT fluency.
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From page 79...
... Organizing, Navigating, and Evaluating Information There is extensive literature on how people process and manage information, and the 1999 report gives a fair amount of attention to the matter (see intellectual capabilities #5 and the section on "information literacy")
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From page 80...
... Consider the proliferation of chat and instant messaging technologies in youth cultures over the past 5 years -- involving synchronous, multistranded textual exchanges among groups.2 Such exchanges involve arguably new forms of social interaction mediated by specific technological implementations (e.g., intermixed strands of discourse from a variety of participants who may or may not know each other) , as well as significant linguistic stylization (see Crystal, 2001)
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From page 81...
... This sequencing of research should serve to enhance the ecological grounding of educational ICT efforts. A related kind of ecological grounding might also be accomplished by systematically observing students learning about FITness in their projects that take place outside of the bounds of the original course.3 A third research agenda -- already enumerated above -- might focus on developing a comparative understanding of how ICTs can support 3Versions of the first two of these research priorities are currently being pursued in the learning in informal and formal environments (LIFE)
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From page 82...
... Taken together, these components can be used to argue for a new framework dimension consisting of FIT social practices that enable, contribute to, or in some cases fully constitute ICT fluencies. Cultivating and Participating in a FIT Learning Community Governed by Shared Norms Associated with Distributed Expertise Solutions to ICT problems sometimes reside in distributed communities -- not in the mind of an individual who encounters a given problem.
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From page 83...
... , we have documented an interesting social norm associated with an ICT learning communities.These undergraduates have established sets of blogs to share various kinds of information about their technological activities. Through our observations and interviews it has become apparent that this distributed, informal learning community maintains its vibrancy -- its growing information database and hence its utility -- through a shared social expectation of individuals systematically contributing newly acquired information to the community through their personal blogs as a routine course of daily affairs (i.e., before anyone expresses a need for that particular information)
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From page 84...
... Second, through appropriate modeling and scaffolding, students could learn how to engage in productive ICT storytelling related to their own projects and problems. In the process, students would likely be learning relevant intellectual capabilities, fundamental concepts, and contemporary skills.
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From page 85...
... . The comparative understanding of school subjects: Past, present, and future research agenda.
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Key Terms

  • intellectual capabilities
  • social practices
  • ict learning
  • fitness framework
  • learning community

  • fit social
  • distributed expertise
  • ict fluencies
  • informal learning
  • learning communities

  • fitness components
  • existing fitness
  • fluent report
  • instant messaging
  • comparative understanding

  • constitute ict
  • sophisticated ict
  • ethnographic research
  • learning sciences
  • students learning

  • technology fluency
  • technological fluencies
  • norms associated
  • framework dimension
  • support students

  • dimension consisting
  • everyday activities
  • ict domain
  • relevant intellectual
  • learning scientists


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