Assessing technology literacy: The Case for an authentic, project-based learning approach

This whitepaper takes a comprehensive look at the research, policies, and practices of technology literacy in K-12 settings in the United States. It builds a research-based case for the central importance of doing as part of technology literacy, meaning more than just being able to answer canned questions on a test. It also explores the current approaches to develop meaningful assessment of student technology literacy at a national, state, and local level, including TechYES

The Relationship Between Self-Regulated Learning and Technology Literacy With Conceptual Understanding of Salt Hydrolysis

The problems faced with learning chemistry at SMA Negeri Gondangrejo are students' low self-regulated learning and technology literacy, along with the student's lack of conceptual understanding. This research aimed to determine whether there is a relationship between self-regulated learning and technology literacy toward the conceptual understanding of salt hydrolysis subject matter. The research subject was 60 students of the 11th IPA SMA Negeri Gondangrejo. The research method used was a quantitive descriptive method with a correlational approach. The instrument used was a self-regulated learning and technology literacy questionnaire, also a two-tier multiple-choice question. The result of this research showed: 1) there was a positive relationship between self-regulated learning toward conceptual understanding, 2) there was a positive relationship between technology literacy to conceptual understanding, and 3) there was a positive relationship between self-regulated learning and technology literacy towards conceptual understanding

The Roles of Digital Literacy, Technology Literacy, and Human Literacy to Encourage Work Readiness of Accounting Education Students in the Fourth Industrial Revolution Era

Industry 4.0 requires workers to have ability in new literacy including digital literacy, technology literacy, and human literacy. The objective of this study is the roles of digital literacy, technology literacy, and human literacy to encourage readiness of students to access work world. This research is a quantitative research. The population of this study was 100 students of education study programs, Universitas Negeri Semarang with 80 students as samples calculated by Slovin formula with 5% error rate. The data collection techniques use questionnaires. The data analysis techniques use analysis of multiple regression with SPSS version 21. The results of this study shows that multiple regression analysis obtained equation Y = 6.173 + 0.308X1 + 0.264X2 + 0.230X3 + e. Simultaneously, digital literacy, technology literacy, and human literacy have positive and significant 54.7% influence to the work readiness. Partially, digital literacy affects 14.9%, technology literacy affects 7.9%, and human literacy affects 6.6% to work readiness. Suggestions from this research are university could enhance literacy in the digital, technology, and human fields. For digital literacy, university must make a habit and culture for students to access various information through the internet. For technology literacy, university could introduce and understand the use of the latest technology for students who are relevant to the department and work world. For human literacy, university could require students to join an organization to build spirit of leadership, teamwork, etc., so that they are more motivated and ready to face the work world.     Keywords: digital literacy, human literacy, technology literacy, work readines

The effects of privacy violation abstractness on privacy attitudes and behaviors

This research investigates new methods to present privacy policy information to consumers. It makes the argument that current privacy policies do not present consumers with information in a manner that helps align their privacy attitudes with their privacy behaviors. With the introduction of smart appliances to the market, it is critical that appropriate privacy policies are created to equip consumers with information that is easy to understand. Neutral Examples and Risk Examples were created along with the Traditional Content of a privacy policy. These three components were used in different combinations to provide privacy information about smart appliances. Additionally, it was argued that technology literacy of the consumers might affect alignment of privacy attitudes and behaviors. New scales were developed to measure privacy behaviors and technology literacy, and privacy attitudes scales were developed using existing measures as a guide. Moderated mediation analyses revealed that an interaction between Hardware Technology Literacy and certain component combinations (less abstract privacy policies) influenced privacy behaviors, by influencing privacy attitudes. It also revealed that certain privacy attitudes mediated the effect of less abstract privacy policies on privacy behaviors. Additionally, less abstract privacy policies directly influenced privacy behaviors when technology literacy was high. The study concludes that less abstract privacy policies, where Neutral Examples are combined with Traditional Content or Risk Examples, and high technology literacy help improve the consistency between privacy attitudes and behaviors --Abstract, page iii

iDilemmas and Humanities Education: Redefining Technology Literacy Pedagogy and Practice

U.S. and global citizens will increasingly be called upon to navigate complex social issues surrounding information and communication technologies (ICTs). At the start of the 21st century, humanities educators are uniquely positioned to impact the ways technology literacy is taught and learned in secondary and post-secondary educational settings. Cultural, social, and textual criticism are increasingly embedded in the evolving theories surrounding technology literacy. To build the new kinds of technocultural humanism required, however, humanities educators must continue to fight against fragmented, atheoretical technology literacy practices that while not ill-intentioned, do not fit the methodologies needed to produce the best results. Humanities educators must 1) inoculate themselves against the E Literacy Myth positing that Gen-Y / Millennial students are inherently tech savvy ; 2) be willing to provide key perspectives and conversations that have been largely absent from technology discussions; 3) avoid focusing research on narrow textual perspectives, but also investigate the vast range of practical and social implications of technology\u27s use conditions; and 4) explore new classroom techniques that can produce immediate technology literacy gains even if programmatic changes are not forthcoming

Access granted: A study of the factors affecting the development of technology literacy in black males

One of the most urgent challenges of the digital divide is the need to expand technology literacy. Access to technology was believed to be one of the causes for the discrepancy that exists, but there is a deeper divide: the divide that exists between technology literacy, and career readiness. Although access to technology has improved over time, the educational outcomes for Black males in related fields have not. A critical area of concern is the lack of a Black male professional presence in technology fields, which has serious implications for the future of our society. These implications include a less diverse workforce and a negative impact on Black males’ sense of identity. This study identified the factors that may impact the ability of Black males to acquire high levels of technological literacy. A model composed of environmental factors and individual influences that could affect technology literacy was proposed and tested. Data collection was accomplished through surveying undergraduate Black male students who have senior or junior level class standing and are enrolled in computer science or information technology (IT) related programs at institutions of higher learning in the United States. Findings indicated a significantly negative relationship between Black males and the acquisition of technology literacy, and a positive relationship between institutional support and technological literacy. The positive relationship between ethnicity and institutional support, lessened this impact for Black males. The implications of the research will be used to help institutions develop interventions aimed at increasing technology literacy, and ultimately leading to a larger presence of Black males in these fields

GE SLO Information and Technology Literacy Rubric

GE SLO Information and Technology Literacy Rubri

LEVEL OF COMPETENCY AND EXTENT OF TRAINING NEEDS ON TECHNOLOGY LITERACY AMONG THE STAFF OF GOVERNMENT OFFICES IN CATANDUNAES

 The study assessed the level of competency and the extent of training needs for technology literacy among the staff of the government offices in Catanduanes, Philippines. Along the areas of Computer Operation, WordProcessing, Spreadsheet, Database Management Systems, Internet Services, Computer Programming, Management Information Systems, Systems Analysis and Design (SAD) and Network Design and Management or Administration.  This study made use of a descriptive-survey method wherein a questionnaire was used to determine the level of competencies of the staff on computer literacy and the extent of their training needs on the specified technology literacy areas.   Level of Competency and Extent of Training Needs were measured using a 5-point Likert Scale. Result of the study showed that the staff of the government offices in Catanduanes evaluated themselves as “slightly competent†on the first four technology literacy skills that include: (a) computer operation skills, (b) word processing, (c) spreadsheet, (d) database management and “not competent†on the next five technology literacy skills that were: (a) using the Internet Services, (b) computer programming, (c) SAD/Software Engineering,  (d) MIS and (e) network design & management which means that the staff on the average, have a little knowledge and skills along technology  literacy needed by an office worker hence these staff felt they needed much training for technology literacy. The development and improvement of the knowledge and skills of the government staff in their literacy on the specified technology areas should be the done by the management of the government offices since office transactions nowadays are automated and dependent on information system applications and use of computing resources. Likewise, productivity is enhanced in employing technologies as tools in doing office transactions. Improvement of government staff’s performance would mean satisfied clientele and achievement of the mission, vision, goals and objectives of the organizatio

Analysis of Information and Communication Technology Literacy Capabilities to the High School Physics Teacher in Merauke

A physics teacher needs information and Communication Technology (ICT) literacy skills in teaching and learning in the classroom. This study aims to analyze the ICT literacy skills of high school physics teachers in Merauke city. This type of research is descriptive quantitative research. Respondents involved in this study were 19 high school physics teachers in Merauke City (Merauke District). The instrument used to collect data was an ICT literacy ability questionnaire developed by researchers totaling 40 statements. The research data were processed using descriptive statistical analysis techniques by determining the percentage of respondents' responses. The analysis showed that the average rate of ICT literacy skills in high school physics teachers was 87%. This means that in general, the ICT literacy skills of high school physics teachers in Merauke City are in the "excellent" category

The Roles of Technology Literacy and Technology Integration to Improve Students’ Teaching Competencies

Students majoring in accounting education should be equipped not only with the contents of subject matters but also the pedagogy skills. Previous studies show that there is still a significant gap between student’s teaching competencies prepared by the university and the teaching competencies required by the schools. Current development in technology changes the way students learn and teachers teach as students and teachers can easily acquire new knowledge and skills through the use of technology. The study aims at identifying the influence of technology literacy and technology integration on the students’ teaching competencies. It employs quantitative approach and collects data from students majoring in accounting education—both regular and international classes. By using random sampling technique and Likert-type questionnaire with five scales, the study collected 86 data from respondents. The results of regression analysis show that that technology literacy and technology integration have a significant influence on students’ teaching competencies. The determination coefficient reaches the percentage of 32.8%, meaning that the competency of student to teach is determined 32% by both the independent variables. The faculty should provide more facilitation to students majoring in accounting education to ensure that they can improve their technology literacy. Faculty also should provide more technology facilities to the students and lecturers to enable them to catch up with technology advancements. Future research should provide more comprehensive model by including other variables having potentials to contribute to students’ teaching competencies.     Keywords: technology literacy, teaching competency, technology integratio