Use of Technology
In order to be successful at school and work, a person
must be able to use technology to communicate information effectively.
This includes mastery of basic skills such as composing a letter in
a word-processing program, organizing data into a spreadsheet, and
sending an e-mail message. One must also know how to use technology
at more advanced levels. The need to be able to compile data from
a variety of sources into a report that draws upon a variety of technologies
will become an increasingly valuable skill.
Only when basic skills are mastered can technology
be used to develop critical thinkers, analyzers, and selectors of
information and technologies appropriate to a task. Scores on this
scale measure an individual’s knowledge of how to use technology
as a labor-enhancing and problem-solving tool. Individuals who score
low on this scale need help mastering the basics of word-processing,
spreadsheet, database, and graphics programs. With a basic understanding
of these programs, individuals will begin to acquire and use technology
to solve more advanced problems. Identifying where assistance is needed
will help form a systematic approach to improving competence. Higher
scores demonstrate the ability to use technology to communicate information
effectively.
Items for the Use of Technology scale are:
- I can use a word-processing program to organize
data into a printed report.
- I am able to use a graphic software program
to report trends in data.
- I am able to use the skills I have already mastered
to help me learn a new program.
- I would rather use a typewriter to compose a
document than a computer. (R)
- I am able to evaluate a situation and decide
if and which technology will help me solve a problem.
- I would have difficulty using a spreadsheet
program to organize data into a printed report. (R)
- I can use a database program to organize data
into a printed report.
Top
Specific Computer Skills
In order to compete in the 21st century workplace,
individuals must have an understanding of basic computer skills. Students
and workers should be familiar with at least one word-processing,
graphics, spread-sheet, database, and browser program. Individuals
should be able to select appropriate hardware and software to complete
work and school assignments. A basic understanding of computer terminology,
file management, and operating systems is also important.
This scale measures a person’s understanding
of computer terminology, application programs, file management, and
disk management. Individuals who score low on this scale need training
and experience to master these basic skills. With an understanding
of the basics, computer skills will be transferable fromone program
to another and from one operating system to another. Students and
employees who have mastered these basics will be able to adjust to
and learn new technologies more quickly.
Items for the Specific Computer Skills scale are:
- I am able to move computer files from one folder/directory
to another.
- I am familiar with using a mouse.
- I would have difficulty formatting a disk.
(R)
- I feel comfortable using a CD-ROM.
- I am able to create a new directory/folder
on my computer.
- I would have trouble copying a file to a disk.
(R)
- I know how to select a printer to print a document.
- I know the difference between Quitting/Exiting
a program and Minimizing a window.
- When I misplace or forget where a file is on
my computer, I know how to find it.
- I can organize my computer files into meaningful
folders/directories.
- I know the difference between “Save”
and “Save As.”
- I would have difficulty putting paper into
a printer. (R)
Top
Acquisition of Technical Knowledge
Rapid technological progress and increased competition
have spurred productivity and have caused jobs to materialize and
disappear quickly. Low-skill jobs that can be done by workers anywhere
in the world will continue to disappear in the U.S. or be available
only at depressed wages. In order to keep pace, individuals must take
responsibility for acquiring knowledge about advancing technology.
They must be highly motivated learners who recognize that education
is a lifelong process and they must adapt quickly to change.
This scale measures an individual’s understanding
of how, why, and where to acquire information about new technology.
Students and workers alike must take responsibility to become thoughtful
learners. Those who score low on this scale should seek out new ways
of acquiring technical knowledge. Sources include instructors, books,
manuals, magazines, online services, classmates, co-workers, classes,
etc.
Items for the Acquisition of Technical Knowledge
scale are:
- I spend time experimenting with programs I
don’t know very well in order to increase my knowledge.
- I take advantage of any situation where I can
learn more about computers, the Internet, and other information
technology.
- I skip over newspaper or magazine articles
that deal with computers and other technologies. (R)
- If I have a problem using the computer, printer,
fax, etc., I know where to seek help.
- My supervisor or instructor will keep me up-to-date
on the latest technologies. (R)
- I use the “help” feature included
with programs to help me learn how they work.
Top
Basic Internet Knowledge
Access to information is vital for success in school
and in the workplace. Increased use of the Internet over the past
several years has made access to information easier than ever. A basic
working knowledge of the Internet means that users can search databases,
share research, transfer files, or search for a job.
This scale measures a person’s understanding
of the basics of the Internet, including how to search for information,
retrieve and download files, send e-mail, browse Web sites, and participate
in online mailing lists and newsgroups. Low scores indicate deficiencies
in one or all of these areas. Exercises designed to encourage searching,
browsing, and communicating via e-mail will help individuals master
the basics.
The items for the Basic Internet Knowledge scale
are:
- I can compose and send an e-mail message.
- I can use search engines to locate information
on a given topic.
- I would have difficulty transferring files
electronically. (R)
- I know how to subscribe and participate in
online mailing lists.
- I know how to use Web browser programs such
as Netscape and Internet Explorer.
- I understand how to use electronic bulletin
boards.
- I would have difficulty attaching a file to
an e-mail message. (R)
- I use the Internet to gather information in
my job, school, or personal life.
Top
Internet Information Skills
Increased use of the Internet at school and work
means information from a variety of sources is available at the click
of a button. Locating information requires only a basic understanding
of the Internet. However, to use this resource effectively, students
must be able to analyze the information they find. The ability to
discriminate between consumer information, scholarly or academic research,
and propaganda is an important skill that will serve as a foundation
for further learning.
This scale provides feedback on a person’s ability
to make critical judgments about the value, reliability, and validity
of the information they find on the Internet. Those with low scores
should be taught how and why to scrutinize information. Developing
these skills will help individuals become critical thinkers and analyzers
of information from a variety of sources.
Items for the Internet Information Skills scale
are:
- I understand the need to validate all information
I locate on the Internet.
- When using the Internet to conduct research,
I can discriminate between consumer information, scholarly or
academic research, and propaganda.
- I would have difficulty evaluating websites
in terms of the validity of the information they provide. (R)
- I can identify an author’s bias in a work,
whether it is in print or from an electronic source such as the
Internet.
- I am able to discriminate between information
that is meant to inform and educate for the public good and information
to persuade me to take a certain point of view or perspective.
- Whether a work is published in print or from
an electronic resource such as the Internet, sometimes I am unable
to identify an author’s expertise in a work. (R)
Top
Adapting to Technological Change
Changes in technology will require constant attention
to skill levels. Employees who can be flexible and adapt to technological
change are more likely to be retained by an organization and succeed
in it. The ability to adapt to changing technology will be a requirement
for students and workers entering the 21st century workforce.
This scale measures an individual’s level of
comfort with frequent or major changes in technology. People with
low scores are less likely to be able to adapt to changes in technology.
An individual who is unable to adapt will likely cling to old technologies
and may have difficulty passing a course, advancing in the workplace,
or even maintaining employment. Asking questions and participating
in conversations about technological change will help to overcome
fears.
Items for the Adapting to Technological Change
scale are:
- I have a fear of losing my job or failing a
course because I am not good at learning new technologies. (R)
- Because of my knowledge of technology, I am
able to anticipate and respond to rapid changes in school or work
environments.
- I would look for another job if my current
employer told me to use a computer. (R)
- I am able to adapt to new technologies without
much trouble.
- I would have difficulty making the transition
from a desktop computer to a laptop. (R)
- I would feel uncomfortable if my boss or instructor
told me that I must learn a new word-processing program. (R)
Top
Impact of Technology
The changing nature of education and business is
requiring individuals to be more flexible and better trained in the
use of technology. Reports from the U.S. Bureau of Labor and Statistics
indicate that the number of low-skill jobs is rapidly diminishing.
Other national studies show that more than half of all new jobs will
require some form of technology literacy. Technology better prepares
individuals for the challenges they will face in the 21st century
workplace by giving them the skills and experiences they will need
to hold the high-paying jobs of the future.
This scale measures an individual’s understanding
of how technology will impact the workplace, environment,and society
now and in the future. Those who score low should be encouraged to
become involved in classroom or workplace discussions about how technology
will affect our lives. Knowledge of how technology will impact the
future will help students and workers get ahead.
Items for the Impact of Technology scale are:
- I believe that almost all businesses will be
computerized by the beginning of the 21st century.
- I am comfortable with the idea of using a computer
to work at home.
- I feel that there will always be a job for
me using the computer even if I do not work to update my computer
skills. (R)
- I have a good understanding of the effects
of technology on the environment, society, and individuals.
- I think most well-paying technology jobs will
require workers who are highly-skilled.
- I think that most jobs in the future that require
the use of a computer will require strong thinking skills.
Top
Ethics in Technology
Those who use technology are faced with ethical dilemmas
every day. Employees and students alike need to be able to recognize
the value of upholding ethical standards. Individuals behave ethically
when they contribute to the improvement of society, avoid harming
others, respect the truth and privacy of others, behave fairly, and
honor confidentiality. Other ethical issues include pornography and
unauthorized access to computer systems.
This scale provides insight into a person’s
ability to discern ethical behavior. Individuals who receive low scores
need to be taught the value of practicing ethical behavior. Students
and employees should be able to recognize the difference between ethical
and unethical conduct and understand why ethical behavior is beneficial.
Discussions that focus on what constitutes a breach of confidentiality
are important. There are a variety of resources, both printed and
online, that provide guidelines for ethical use of technology.
Items for Ethics in Technology scale are:
- When using a computer other than my own, I
leave it ready for the next user.
- I respect copyright issues when using information
from electronic sources.
- I understand and follow rules concerning passwords.
- I am able to teach others about the responsible
use of computer equipment.
- I don’t feel it is important to follow
rules concerning appropriate language when using technology. (R)
- I understand why it is important not to copy
copyrighted files or programs.
- I have a good understanding of the rules of
plagiarism when using information from electronic sources.
- I have difficulty understanding some of the
ethical issues concerning the Internet. (R)
- I am aware of the ethical issues when using
a network with “secure” areas.
