16APR2002 LTComm FINAL DRAFT
Salisbury University's Technology Fluency Policy
The Mission of Salisbury University states, "Our highest purpose
is to empower our students with the knowledge, skills and core
values that contribute to life-long learning and active
citizenship in a democratic society and interdependent world."
In the 21st century, information technology is a crucial
component in that process of empowerment. Therefore, it is the
policy of Salisbury University that all students graduating from
this institution can demonstrate an appropriate level of fluency
with information technology with regard to discipline-specific
requirements within academic departments. Salisbury University
recognizes that fluency in information technology requires three
kinds of knowledge: contemporary skills, foundational concepts,
and intellectual capabilities. This knowledge is attained in
four broad context areas namely:
I. Basic Operations and Concepts
Students demonstrate a sound understanding of the
nature and operation of technology systems.
II. Accessing Information through Technology
Students use technology to access, evaluate, and
process information efficiently and effectively
III. Communicating Effectively using Technology
Students use technology effectively and
appropriately to communicate information in a
variety of formats
IV. Organizing and Analyzing Information with Technology
Students demonstrate the ability to use technology
to organize and analyze information to solve
problems and make informed decisions.
As outlined in the book, Being Fluent with Information Technology
(National Research Council 1999), the National Research Council
has outlined ten specific skills that fall into these four
categories. These specific skills have been suggested by the USM
Board of Regents as the appropriate starting point for achieving
technology fluency on the campus of Salisbury University:
I. Basic Operations and Concepts
a. Setting up a personal computer
A person who uses computers should be able to
connect the parts of a personal computer and its major
peripherals (e.g., a printer). This entails knowing
about the physical appearance of cables and ports, as
well as having some understanding of how to configure
the computer (e.g., knowing that most computers provide
a way to set the system clock, or how to select a
screen saver and why one may need to use a screen
saver).
b. Using basic operating system features
Typical of today's operating system use is the
ability to install new software, delete unwanted
software, and invoke applications. There are many other
skills that could reasonably be included in this
category, such as the ability to find out from the
operating system whether there is sufficient disk
space.
c. Connecting a computer to a network
This process can be as simple as wiring the
computer to a telephone jack and subscribing to an
Internet service provider, although as more powerful
communications options become available, this process
may become more complex.
II. Accessing Information through Technology
d. Using technology (e.g. Internet) to find information
and resources
Locating information on the Internet involves the
use of browsers and search engines. The use of search
engines and browsers requires an understanding of one's
needs and how they relate to what is available and what
can be found readily. Additionally, it is important to
both be able to specify queries and evaluate the
results.
e. Using instructional materials to learn how to use new
applications or features
This skill involves using online help files and
reading and understanding printed manuals. One aspect
of this process is obtaining details or features of
systems one already comprehends; a second aspect is
using the tutorial to grasp the essential models and
ideas underlying a new system.
III. Communicating Effectively using Technology
f. Using a word processor to create a text document
Minimal skills in this area include the ability to
select fonts, paginate, organize, and edit documents.
Integration of image and other data is becoming
essential. Additional possible applications include the
creation of Web pages using specialized authoring
tools.
g. Using a graphics and/or artwork package to create
illustrations, slides, or other image-based expressions
of ideas
Today, this skill involves the ability to use the
current generation of presentation software and
graphics packages
.
h. Using telecommunications to communicate with others
Electronic mail is a primary mode of computer-based
communication. However, discussion boards, web pages,
and instant messaging are also valid telecommunication
modes. Variants and improvements, as well as entirely
new modes of communication, are expected in the future.
IV. Organizing and Analyzing Information with Technology
i. Using a spreadsheet to model simple processes or
financial tables
This skill includes the ability to use standard
spreadsheet systems and/or specialized packages (e.g.,
tax preparation software).
j. Using a database system to access useful information
Database systems are becoming ubiquitous in the
workplace, and personal information managers are
becoming increasingly common. In the future, different
approaches, perhaps Web-oriented, may become the
prevalent mode.
However, while the National Research Council and the USM Board of
Regents have endorsed student competence in these ten generic
skills as the recommended goal for each USM campus, we at
Salisbury University recognize that each academic discipline will
have a specific set of contemporary skills, foundational
concepts, and intellectual capabilities that it considers to be
critical to success of its graduates. For example, within the
Sciences, a special emphasis may be placed on organizing and
analyzing information while in the Liberal Arts, communication
with technology may be of primary importance.
Therefore, it is the policy of Salisbury University that all
students graduating from this institution can demonstrate an
appropriate level of fluency with information technology with
regard to discipline-specific requirements within academic
departments. As part of the upcoming annual assessment process,
academic departments will identify the technology skills,
concepts, and capabilities they consider to be most important to
success in their discipline. Within this assessment process,
departments will create measurable outcomes to demonstrate the
level of technology fluency within their majors, create means to
assess these student learning outcomes, and include the results
in their annual assessment report. Obviously, all of the
possible student technology fluency goals cannot be assessed in a
given year; departments should prioritize their goals and assess
a few each year.
In summary, Salisbury University believes that being fluent with
information technology is crucial for the success of our
graduates in the Information Age. We agree with National
Research Council (1999) when they wrote that students:
...should use information technology confidently,
should come to work ready to learn new business
systems quickly and use them effectively, should
be able to apply information technology to
personally relevant problems, and should be able
to adapt to the inevitable change as information
technology evolves over their lifetime. (p. 5)
By assessing our students' fluency with information
technology, we will be helping to ensure that their college
degree is competitive in the marketplace and that they are
prepared for a lifetime of learning about ever-changing
technology.
National Research Council. (1999). Being Fluent with
Information Technology. Washington, DC: National
Academy Press.
Salisbury University's Technology Fluency Policy
(for Univ Catalog)
The Mission of Salisbury University states, "Our highest purpose
is to empower our students with the knowledge, skills and core
values that contribute to life-long learning and active
citizenship in a democratic society and interdependent world."
In the 21st century, information technology is a crucial
component in that process of empowerment. It is the policy of
Salisbury University that all students graduating from this
institution can demonstrate an appropriate level of fluency with
information technology with regard to discipline-specific
requirements within academic departments. The discipline-
specific requirements will be refined from four broad technology
knowledge context areas: 1) basic operations and concepts; 2)
accessing information through technology; 3) communicating
effectively using technology and; 4) organizing and analyzing
information with technology.