Definition, Criteria and Models
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.
The Technology Literacy Assessment (TLA) Work Group worked to build consensus around a definition of technology literacy in accordance with the No Child Left Behind Act of 2001 (NCLB). The work group also identified criteria for measuring technology literacy. The work completed by the group should allow:
The long-term goal of technology literacy is for students to use the tools of their society with skill; in an ethical, accurate, and insightful manner to meet the demands of the 21st Century workplace.
Foundation for Technology Literacy
The Information and Communication Technologies (ICT) Panel, convened by the Educational Testing Service (ETS), met to study and reach consensus on a number of issues concerning ICT literacy. In their report, the ICT Panel states that literacy cannot be defined as primarily the mastery of technical skills. The panel concluded that the concept should be broadened to include general literacy skills, as well as critical thinking and problem solving (ETS, 2002).
The ISTE National Education Technology Standards, (NETS) for Students are inclusive of addressing content literacy, critical thinking and problem solving. More than 80 percent of U.S. states have adopted, adapted, or referenced ISTE's National Education Technology Standards in state department of education documents (ISTE, 2002).
There was a general agreement by the TLA Work Group that the ISTE National Education Technology Standards for Students serve as sound criteria for recognizing technology literacy. ISTE also offers a profile of a technology, literate student in grades 6-8. However it is important to remember, that these skills and behaviors are, more than likely, a cumulative effect of integrated technology strategies implemented from earlier grades as well. It would be unrealistic to assume that all of the criteria would be taught solely at the 8th grade level.
Table 1 offers a contextual framework and criteria for recognizing technology literacy at the 8th grade level.
The information included below is intended to provide support to State Educational Technology Directors, state leaders, as they strive to meet the requirements of the No Child Left Behind Act of 2001 and as they work to insure the ongoing integration of technology to improve student learning and achievement.
The SETDA Technology Literacy Assessment TLA Work Group wanted to provide a firm foundation and documentation allowing states to work from a common definition when assessing technology literacy and allowing policy makers to understand what states are assessing when they measure technology literacy.
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Chapter Summary Technology Literacy: Definition, Criteria and Models Framework for Assessment of Technology Literacy Table 1: Context and Criteria Table 2: Continuum of Assessments |
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