As states adopt the common core state standards and next generation assessments for the 2014 - 2015 school year, the importance of students' technology literacy will increase Smarter Balanced Assessment Consortium. The next generation assessments will require students to complete technology performance tasks. For the first time in mandatory testing, students' technology literacy will directly impact a school's Adequate Yearly Progress (AYP) rating. Technology literacy is defined as the ability to operate hardware and software (computer literacy), conduct effective research for and then evaluate digital content for accuracy and merit (internet and information literacy), and digitally communicate effectively(digital media literacy). Research has shown students are not technology literate. Michigan has lacked a consistent implementation of an educational technology integrated curriculum and assessment of 8th grade students' technology literacy skills. The central focus of this descriptive case study was the investigation of whether the consistent implementation of the Using Technology in Career Education (UTCE) curriculum could positively effect students' technology literacy skills. The study explored the charter school environment, teacher and student technology literacy, and UTCE implementation. Participants were two 8th grade classes at an urban charter school enrolled in the UTCE course and a Creative Writing course. Data tri-angulation was achieved through classroom observations, student surveys, teacher archival documents and student performance tests. First, category construction examined the data for each single case (vignette). Second, the research questions guided the cross-case data analysis to discover patterns and themes. Vignette 1 answered Research Question #1 and addressed the most effective implementation of UTCE using data from classroom observations to determine the level of technology integration. Vignette 2 answered Research Question #2 and investigated the relationship between teacher and student technology literacy, classroom instruction and the effect on UTCE implementation. Vignette 3 answered Research Questions #3 and #4 and focused on measuring student technology performance and the effect the UTCE curriculum had on student technology literacy. An initial impression was the inability to type could potentially negatively impact students' performance on the next generation assessments. Overall data analysis supported the theoretical proposition that consistent delivery of a comprehensive educational technology curriculum improved students' technology literacy skills.

The concept of literacy has expanded to include understanding and effective utilization of information, media, and technology. The Children's Internet Protection Act requires school districts to teach proper online use and behavior. The lack of a technology requirement in a rural, public school district in Northeastern Pennsylvania that meets the needs of 21st century learners and the conditions of the Children's Internet Protection Act was the rationale for the development of this project study. The study's conceptual framework stemmed from theories related to new literacies, multimodality, computer education practices, and millennial learners. The research questions examined educators' perceptions of topics and skills to include in a curricular framework that addressed the lack of a comprehensive technology requirement to improve 21st century digital literacy skills for all students. A qualitative case study design was selected and data from 40 open ended questionnaires, one 5-member focus group discussion, and two 6-member focus group discussions were open coded and thematically analyzed. Emergent themes relating to a digital literacy course framework included information access skills and the application of technology. Findings were validated through member checking and triangulated with 62 existing curricular documents. The project for this study consisted of a curricular framework for a 90 day 21st century digital literacy high school course that can be used by any school district to enhance the preparation of students for life after high school. Such use of the findings and culminating project may positively affect social change through a modern definition of literacy thus contributing towards the development of a positive and prepared 21st century citizenry.

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

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's use conditions; and 4) explore new classroom techniques that can produce immediate technology literacy gains even if programmatic changes are not forthcoming.

No description available.

本研究旨在了解新北市國民小學校長科技領導、教師科技素養與創新教學之現況，並分析不同背景變項下校長科技領導、教師科技素養與創新教學的差異情形，進而探討此三者之間之結構關係，以了解校長科技領導、教師科技素養對創新教學之影響性。 本研究採用問卷調查法，抽取新北市公立國民小學51所，共638位教師進行問卷調查，回收有效問卷共631份。問卷資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析與結構方程模式（SEM）進行統計與分析。 本研究獲得之結論如下： 一、新北市國民小學校長科技領導、教師科技素養與創新教學現況良好。 二、中小型規模、地處偏遠與歷史較久之學校教師，知覺校長科技領導的程度較高。 三、兼任行政職務與學歷較高之男性教師科技素養程度較高。 四、學校歷史較久之教師科技素養程度較高。 五、教師兼主任、學歷較高與年資較深之男性教師創新教學程度較高。 六、學校歷史較久之中型學校教師創新教學程度較高。 七、國民小學校長科技領導對教師科技素養與創新教學均有正向的影響。 最後，依據研究結論提出建議，俾供教育行政機關、國民小學校長以及未來研究做為參考。 / The purpose of this study is to understand the current conditions of New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction, and further analyze the differences in principals’ technology leadership, teachers’ technology literacy, and innovative instruction under different background variables. Moreover, it attempts to explore the structural relationships among these three issues, and understand the influence of principals’ technology leadership and teachers’ technology literacy on innovative instruction. This study conducted a questionnaire survey on 638 teachers from 51 public elementary schools in New Taipei City, and retrieved 631 valid questionnaires. The data were analyzed using descriptive statistics, independent sample t-test, one-way ANOVA, and structural equation model (SEM). The conclusions of this study are as follows: 1.The current conditions for New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction are good. 2.Teachers at mid-sized and small elementary schools in remote areas with longer histories perceive principals’ technology leadership to a greater extent. 3.Male teachers who also have administrative responsibilities and have higher education that have higher technology literacy. 4.Teachers in schools with longer histories have higher technology literacy. 5.Male teachers who are also directors, with higher education and more teaching experience have higher innovative instruction. 6.Teachers at mid-sized schools with longer histories have higher innovative instruction. 7.Elementary school principals’ technology leadership has a positive influence on teachers’ technology literacy, and innovative instruction. Finally, suggestions are proposed based on the research conclusions, in order to serve as a reference for education administration, elementary school principals, and future research.

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Economia, Administração, Contabilidade e Ciência da Informação e Documentação, Departamento de Ciência da Informação e Documentação, 2007. / Submitted by Luis Felipe Souza (luis_felas@globo.com) on 2009-01-06T11:37:08Z No. of bitstreams: 1 Dissertacao_2007_GreycianeLins.pdf: 1283527 bytes, checksum: 214646ee4970e95c9ec1ff151a2f84b5 (MD5) / Approved for entry into archive by Georgia Fernandes(georgia@bce.unb.br) on 2009-03-02T17:07:00Z (GMT) No. of bitstreams: 1 Dissertacao_2007_GreycianeLins.pdf: 1283527 bytes, checksum: 214646ee4970e95c9ec1ff151a2f84b5 (MD5) / Made available in DSpace on 2009-03-02T17:07:00Z (GMT). No. of bitstreams: 1 Dissertacao_2007_GreycianeLins.pdf: 1283527 bytes, checksum: 214646ee4970e95c9ec1ff151a2f84b5 (MD5) / A pesquisa aborda o tema competência informacional, assunto para o qual, nos últimos anos, organismos e associações internacionais e nacionais que atuam na área de ciência da informação vêm prestando especial atenção. A visão histórica do desenvolvimento do conceito de competência informacional, no marco do acesso globalizado à informação, permitiu abordar na revisão, de literatura o estudo de modelos utilizados, assim como as concepções tecnológicas (technology literacy, computer literacy, etc.). Quanto à área de aplicação, cabe destacar a ênfase dada pelos organismos e associações internacionais e nacionais às derivações da information literacy (competência informacional) em projetos sócio-educacionais e à necessidade urgente de adaptar o perfil dos profissionais da ciência da informação à uma nova e mutante realidade, que passa pela necessidade de atualizar os currículos dos cursos de biblioteconomia e ciência da informação. Com a colaboração de um grupo de especialistas que opinaram através de um questionário estruturado com base no método Delphi, foi alcançada uma visão consensual sobre a inclusão do tema competência informacional nos currículos de biblioteconomia e ciência da informação. ___________________________________________________________________________________________________________ ABSTRACT / The meaning and the scope of the term information literacy, to which, in the last years, international and national organisms and associations acting in the area of information science paid special attention, are discussed. The literature study of the offspring and development of the information literacy concept, as related to the global access to information, makes possible a grounded analysis of the different models proposed for the technology and computer literacy, as well as of their practical implications. The attention paid by the national and international organizations and associations to practical aspects of including information literacy in social and educational projects is emphasized. The updating of the library and information science curricula and syllabus is considered an urgent necessity, in view of adapting the profile of the information professionals to the new changing social reality. With the contribution of a selected group of specialists, a survey, using the Delphi method of opinion convergence, was carried out. The valuable contribution obtained point out some clear directions to implement possible changes in view of including information literacy in the curricula.

Student technology literacy is critical for success in today’s world; however, little is understood about how teachers make the decision for students to use technology for learning due to limited empirical research on the topic of teacher decision-making regarding student use of information communication technologies (ICT). The purpose of this generic qualitative study was to explore the decision-making process of kindergarten to Grade 5 (K-5) teachers regarding implementation of ICT for student use at varying levels. The framework for this study comprised the substitution augmentation modification redefinition model and the technology acceptance model. The research questions focused on how teachers have students use technology in the classroom, the influences on teacher decision-making to have students use technology, and how decision-making compared among K-5 teachers whose students use technology at varying levels of implementation. Interview data were collected from 12 teachers at a public-school district in the southern United States that were analyzed using 2 cycles of coding: a priori and emergent. Key findings were that (a) teachers have students use technology primarily at substitution and augmentation levels, (b) teacher decisions were influenced mostly by student technology readiness, and (c) teachers who used technology at redefinition levels had different factors for decision-making. The results of this study may contribute to positive social change by creating a deeper understanding of the decision-making process of teachers, which can positively affect student engagement, academic growth, and lay the foundations for technology literacy for students.

No description available.

本研究旨在探討有關宜蘭縣國民中、小學校長科技領導、教師資訊科技素養與教師教學效能的現況，並分別針對教師個人背景變項與學校環境變項在校長科技領導、教師資訊科技素養與教師教學效能的差異情形加以探討，再加以分析三者相關情形，最後則探討其線性關係。 本研究採問卷調查法，以宜蘭縣公立國中、小教師為研究對象，利用「國中、小校長科技領導、教師資訊科技素養及教師教學效能」線上問卷進行調查，抽取92所國民中、小學579位編制內教師為樣本。將蒐集的資料以描述性統計、t考驗、單因子變異數分析、Pearson積差相關分析及結構方程模式等統計方法進行分析。研究結果如下： 一、宜蘭縣公立國民中、小學教師知覺校長科技領導現況是屬於中上程度。 二、教師知覺校長科技領導會因年齡、擔任職務、學校類別與學校所在地不同，而有顯著差異。 三、宜蘭縣公立國民中、小學教師資訊科技素養現況是屬於中高程度。 四、教師資訊科技素養會因年齡、教育程度、擔任職務與學校類別不同，而有顯著差異。 五、宜蘭縣公立國民中、小學教師教學效能現況是屬於中高程度。 六、教師教學效能會因性別、年齡、任教科目與學校類別不同，而有顯著差異。 七、校長科技領導、教師資訊科技素養與教學效能之間有顯著正相關。 八、校長科技領導與教師資訊科技素養能影響教師教學效能。 依據上述研究結論，對學校行政領導與教學及未來研究者，提出具體建議。 關鍵詞：科技領導、資訊科技素養、教學效能 / This study aimed to explore the current condition of Yilan County public junior high school and elementary school principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and aimed at discussing each individual teacher’s background variables and school environmental variables under the differences of principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and I further analyzed the relationships of these three, then finally, to explore the linear relationship. In this study, I adapted a questionnaire survey method, using Yilan County public junior high school and elementary school teachers as studying object. I applied the “Principals’ Technology Leadership, Teachers’ Information Technology Literacy and Teachers’ Teaching Efficiency Questionnaire” as the online questionnaire to survey samples from 92 junior high schools and elementary schools’ 579 certified teachers. After data collected, I used descriptive statistics, t test, one way analysis of variance, Pearson product-moment correlation analysis and structural equation models for analysis. The results of research are as follows: 1. Current Yilan County public junior high school and elementary school teacher’s perception on principals’ technology leadership is above average. 2. Teacher’s perception on principals’ technology leadership differs significantly because of the age, position, type of school and school location. 3. Yilan County junior high school and elementary school teachers’ information technology literacy is high. 4. Teachers’ information technology literacy differs significantly because of age, education level, position and type of schools. 5. Current Yilan County junior high school and elementary school teachers’ teaching efficiency is high. 6. Teachers’ teaching efficiency differs significantly by gender, age, teaching subjects and type of schools. 7. There is a significant positive correlation between principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency. 8. Principals’ technology leadership and teachers’ information technology literacy influence teachers’ teaching efficiency. Based on the above research conclusions I submitted specific recommendations on school administration leadership, teaching and future researchers. Keywords: technology leadership, information technology literacy, teaching efficiency