Information Technology Reference
In-Depth Information
and manipulate graphics from the Internet and to obtain them from CD-ROM, DVD, and other
yet-to-be-named electronic files. Additionally, the workforce should be able to create
documents using desktop publishing facilities. Workers need to be able to functionally
operate multimedia equipment such as, but not limited to: VCRs, video cameras, and audio
recorders. At this point, one can envision a workforce that goes beyond basic word-
processing tasks. Skill sets to manipulate databases and publishing and presentation
software explode into a multi-varied set of experiences. No longer can workers be content to
perform small tasks using technology. They must be able to use somewhat sophisticated
software just to become entry-level workers.
The report also discussed the capability of creativity and thinking “out of the box.”
Cooper (1999, p. 2) advanced the topic of problem-solving and critical-thinking skills. If one
reflects on the database querying skills and presentation skills mentioned above, one can
come to the conclusion that sophisticated citizenry is sought not only to use data but also
to convert it into useful information. The worker of the 21
st
century must analyze, synthesize,
and evaluate knowledge (Cooper, 1999, p. 3) Thus, the student of the 21
st
century, whether
in K-12 schools, or in the corporate world, must not only become proficient in the
sophisticated use of technology but also be able to use those skills to create new strategies,
products, and services.
The next logical step is to ensure that the nation's teachers are prepared to lead the
infusion of technology into the curriculum. This infusion not only provides instruction on
how to use these skills, but also inculcates a new paradigm for learning and leading in our
students, so that the skills are second nature. They must then use, instruct, and infuse those
skills and concepts into the curriculum of their students.
The process begins in the freshman year. A simple survey of basic skills was
administered to the incoming class of education majors as part of a class on educational
technology. Ninety-two percent of those surveyed knew to use Microsoft Word
to create
a research paper and to use email to send information to a friend. However, only 53% knew
the difference between a search engine and a Web portal. Further, only 10% were aware of
ftp as a utility to download files.
The following table indicates a proficiency in the capabilities of word processing and
electronic mail. This level of awareness is probably due to resourcefulness to learn these skills
at home (Robinson, 2001, p. 10). Students must prepare papers and assignments in a
professional manner using the specified tools (Clark, 2000, p. 179). Some of this profession-
alism is taught at the high school level, because the students entered the university with these
skills. For example, they needed to prepare word-processed documents. Thus, they acquired
the skills to perform in this manner before matriculating. The skill set to operate electronic mail
was learned for similar, necessary reasons. Email is probably used in conjunction with Internet
use, chat rooms, and one's friends living away from home. Email skills are sharpened so that
communication takes place between friends and family.
These students have the ability to quickly take their place as leaders of our world —
a world that is rapidly changing. They must receive the necessary training to allow them to
be change agents for their students. The citizenry must possess a solid foundation of
concepts, the capability to acquire more data as it is generated, to evaluate and synthesize
the data into information, and to communicate that information with the rest of society to
uniquely solve existing problems and create wonderfully new inventions and innovations
of tomorrow. It is increasingly evident that there is a “need for technological literacy in an
