ICT Fluency and High Schools: A Workshop Summary (2006)

Paul Resta

I believe the elements of the ICT fluency framework are still relevant and appropriate. It will be important, however, to compare the elements against other elements that have been developed. The Partnership for 21st Century Skills (2003) identified a number of skills that should be considered in a review of the initial framework for ICT literacy. These include: self-direction, interpersonal skills, accountability and adaptability, and social responsibility. The Educational Testing Service (ETS) has also developed a new assessment for ICT literacy. It has defined the following seven proficiencies for ICT literacy (Educational Testing Service, 2005).

I think it is important to review the 21st Century Skills and ETS ICT literacy elements to determine if new elements should be added to the fluency framework.

In addition to the assessment instrument developed by ETS, it will be important to consider the use of more authentic and performance-based measures to diagnose and assess the extent to which a student has mastered and integrated the three aspects of fluency: intellectual capabilities, concepts, and skills. Such an approach may require the use of multiple forms of evidence, including student products and performances. Such an approach should not represent an “add-on” to the present assessment process, but rather a rethinking of the assessment process to more tightly couple core content knowledge with ICT fluency.

We should also discuss perhaps the greatest challenge to achieving ICT fluency, changing pedagogical practices. Implementation Considerations, Chapter 4 in Being Fluent, advocates a project-based approach to developing FITness and recognizes that lecturing about fluency is not an optimal form of instruction. This idea needs expansion to more fully develop the

pedagogical implications of helping students achieve ICT fluency. It should offer recommendations and strategies to teacher education institutions to help them prepare a new generation of teachers who are able to foster ICT fluency in their students.

The importance of providing blended learning environments—face-to-face and online— should be discussed as an important element in helping students become fluent. Electronic collaboration is changing the ways that work is accomplished, and electronic proximity increasingly represents the new workspace. Schools need to provide opportunities for students to work effectively in both the classroom and online environments.

Fluency is best developed when students are engaged in authentic tasks, in authentic contexts, using authentic 21st century tools. Apprenticeships, internships, and service learning programs enable students to apply their academic and ICT skills in real-world settings. Such programs require developing more flexible scheduling and close collaboration with local businesses, industries, medical facilities, engineering firms, and other organizations. Providing such opportunities will enhance the ICT skills of all students, but they will be particularly important for minority students, individuals with disabilities, and students from economically disadvantaged families.

Service learning may also be used to help students develop fluency as they engage in meaningful service to their schools and communities. In this context, students apply their academic and ICT skills to solve real-world issues and problems, working with adults as partners in the process.

I offer examples of such programs:

• the GenY Program, in which students assist teachers in technology use and support the technology functions of the school (Arizona Learning Interchange, 2005); and

• the Microsoft High School Intern Program, in which students are exposed to technology and encouraged to pursue high-tech professions (Microsoft, 2005).

Such efforts will go far toward strengthening the connection between schools and workplaces and will enable students to develop a deeper level of

understanding of the importance and ubiquity of technology in the work place.

Arizona Learning Interchange. (2005). GenY: “Y” students are with teacher to change education. Available: http://ali.apple.com/ali_sites/azli/exhibits/1000609/ Resources.html. [accessed October 27, 2005].

Educational Testing Service. (2005). ETS ICT literacy assessment. Available: http:www.ets.org. [accessed September 27, 2005].

Microsoft. (2005). Microsoft high school intern program. Available: http://www.microsoft.com/College/highschool/highschool.mspx. [accessed September 27, 2005].

Partnership for 21st Century Skills. (2003). Learning for the 21st century: A report and MILE guide for 21st century skills. Tucson, AZ: Author.

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