The Future of College Computer Literacy

© 2004 Ken Baldauf, All rights reserved.

The Future of College Computer Literacy

Ken BaldaufFlorida State University

The Impact of K-12 Educational Technology Standards


Session Outline

The DoE 2005 National Education Technology Plan

National Educational Technology Standards (NETS)

Performance Indicators Implementation

Results of College Student Tech Survey College Computer Literacy Action Plan


Professional Profile

FSU Computer Science faculty member MS in Computer Science Nine years as director of Computer Literacy @ FSU Over 5,000 students annually

CGS2060: Computer Literacy (Classroom & Webbased)

CGS2064: Computer Lit II CGS2100: MicroApps for Business

(Classroom & Webbased) Assisted by 30 CS grad teaching assistants

Ken Baldauf


Teaching Challenges

Q: What is the biggest challenge in designing and teaching a college computer literacy course?

A: Meeting the needs of students with varying levels of skills –keeping the course interesting for the tech-savvy without losing the novices.

If only the computer knowledgeand skills of incoming students

were consistent!


Examining K-12 Computer Ed

Florida’s Sunshine State Standards The Sunshine State Standards were approved by the

State Board of Education in 1996 to provide expectations for student achievement in Florida. 1. Language Arts2. Mathematics3. Science4. Social Studies5. Foreign Languages6. The Arts7. Health and Physical Education

No mention of technology in any of the above areas.

K-12 standards allowColleges to function

more efficiently and effectively

Computer Lit teacherswatch and wait

K-12 standards allowColleges to function

more efficiently and effectively

Computer Lit teacherswatch and wait


2005 National Educational Technology Plan

A New Golden Age in American K-12

Education?



Produced by the US Department of Education as a requirement of the No Child Left Behind (NCLB) Act of 2001

Studies the current state of technology use in the K-12 curriculum, and provides an action plan for improvement

http://www.nationaledtechplan.org/

http://www.nationaledtechplan.org/



“As the field work progressed, it became obvious that while the development of educational technology was thriving, its application in our schools often was not. Over the past 10 years, 99 percent of our schools have been connected to the Internet with a 5:1 student to computer ratio. Yet, we have not realized the promise of technology in education. Essentially, providing the hardware without adequate training in its use – and in its endless possibilities for enriching the learning experience – meant that the great promise of Internet technology was frequently unrealized.”

“Today’s students, of almost any age, are far ahead of their teachers in computer literacy.”


Some Conclusions Reached in the National Educational Technology Plan

There is no dispute over the need for America’s students to have the knowledge and competence to compete in an increasingly technology-driven world economy.

This need demands new models of education facilitated by educational technology.

In the realm of technology, the educational community is playing catch-up. Industry is far ahead of education. And tech-savvy high school students often are far ahead of their teachers.

This “digital disconnect” is a major cause of frustration among today’s students.


Some Conclusions from the National Educational Technology Plan

Public schools that do not adapt to the technology needs of students risk becoming increasingly irrelevant. Students will seek other options.

39%

21%28%

0%

10%

20%

30%

40%

50%

60%

School work is often or alwaysmeaningful

Courses are quite or very interesting School learning will be quite or veryimportant in later life

1983 1990 1995 2000


Some Conclusions from the National Educational Technology Plan

The current ferment within the education community will lead to major changes in the way we teach, learn and manage public education.

With the benefits of technology, highly trained teachers, a motivated student body and the requirements of No Child Left Behind, the next 10 years could see a spectacular rise in achievement – and may usher in a new golden age for American education.

Student Video

http://www.nationaledtechplan.org/voices.asp


Recommendations from the National Educational Technology Plan

1. Strengthen Leadership 2. Consider Innovative Budgeting 3. Improve Teacher Training 4. Support e-Learning and Virtual Schools 5. Encourage Broadband Access 6. Move Toward Digital Content

A move away from reliance on textbooks to the use of digital content

7. Integrate Data Systems


No Child Left Behind

Goals Include Every child can read by the 3rd grade. Students are technology literate by the 8th

grade. requires states and school districts across

the country to reexamine their standards, set targets for improvement, and introduce rigorous testing.


National Educational Technology Standards (NETS)

A Catalyst for No Child Left Behind

“We cannot assume that our schools will naturally drift toward using technology effectively. We must commit ourselves to staying the course and making the changes necessary to reach our goals of educating every child. These are ambitious goals, but they are goals worthy of a great nation such as ours. Together, we can use technology to ensure that no child is left behind.” -George W. Bush


NETS Developed by the International Society for

Technology in Education (ISTE) Established in 1998, the primary goal of the

ISTE NETS Project is to enable stakeholders in Pre K-12 education to develop national standards for educational uses of technology that facilitate school improvement in the United States.

The endorsed standards for NCLB


NETS Supports a New Learning Environment

Traditional Learning Environments New Learning Environments

Teacher-centered instruction Student-centered learning

Single sense stimulation Multisensory stimulation

Single path progression Multipath progression

Single media Multimedia

Isolated work Collaborative work

Information delivery Information Exchange

Passive learning Active/exploratory/inquiry-based learning

Factual, knowledge-based learning Critical thinking and informed decision-making

Reactive response Proactive/planned action

Isolated, artificial context Authentic, real-world context


Adoption of NETS

As of May 2004, 49 states have adopted, adapted, aligned with, or otherwise referenced NETS in their state technology plans, certification, licensure, curriculum plans, assessment plans, or other official state documents.

http://cnets.iste.org/docs/States_using_NETS.pdf

http://cnets.iste.org/docs/States_using_NETS.pdf


Three NETS

NETS for Administrators

(36 states)

The National Educational Technology Standards (NETS) for Administrators developed through the Technology Standards for School Administrators (TSSA) Collaborative identifies knowledge and skills constituting the "core" of what every P-12 administrator needs to know about and be able to do with technology regardless of specific job role.

NETS for Students (37 states)

The National Educational Technology Standards for Students is designed to provide teachers, technology planners, teacher preparation institutions, and educational decision-makers with frameworks and standards to guide them in establishing enriched learning environments supported by technology.

NETS for Teachers (37 states)

The International Society for Technology in Education (ISTE) NETS for Teachers Project, a US Department of Education, Preparing Tomorrow's Teachers to Use Technology grant facilitated a series of activities and events resulting in a national consensus on what teachers should know about and be able to do with technology.

http://cnets.iste.org/tssa/




NETS for Students

The new educational paradigm of fully integrated

technology


NETS for Students

NETS technology foundation standards for students are divided into six broad categories Basic operations and concepts of tech systems Social, ethical, and human issues Technology productivity tools Technology communications tools Technology research tools Technology problem-solving and decision-

making tools


NETS for Students

Provides performance indicators, curriculum examples, and scenarios in categories: PreK - 2 Grades 3 - 5 Grades 6 - 8 Grades 9 - 12

Curriculum Example

http://cnets.iste.org/students/pf/pf_home_sweet_home.html

http://cnets.iste.org/students/pf/pf_home_sweet_home.html


Performance Indicators PreK-2

Prior to completion of Grade 2, students will Use educational software, interactive books, etc. Develop a basic technology vocabulary Practice responsible use of technology systems and software Create developmentally appropriate multimedia products with

assistance Use technology resources for problem solving,

communication, and illustration of ideas Use the Web and Email Demonstrate positive social and ethical behaviors when using

technology. Work collaboratively using technology


Performance Indicators PreK-2

Mostly accomplished through Integrating technology

into daily lessons!

Teachers as Technology Mentors


P-2 Software

Assorted Educational Concept-mapping Desktop Publishing Drawing/Painting Email Graphing HyperStudio Kid Pix Studio Mapping

Multimedia-authoring Multimedia

encyclopedia Presentation Web browsing Web page creation Word-processing


Performance Indicators Grades 3-5

Prior to completion of Grade 5, in addition to previously addressed skills, students will: Discuss advantages and disadvantages of common uses of

technology in daily life. Discuss basic issues related to responsible use of technology

and information and describe personal consequences of inappropriate use.

Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

Use telecommunications efficiently to access remote information in support of direct and independent learning, and pursue personal interests.



Prior to completion of Grade 5, in addition to previously addressed skills, students will: Use telecommunications and online resources (e.g., e-mail,

online discussions, Web environments) to participate in collaborative problem-solving activities

Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.


Grades 3-5 Software

Previously mentioned software + Database Spreadsheet Geometry Rendering or illustration Digital audio recording


Performance IndicatorsGrades 6-8

Prior to completion of Grade 8, in addition to previously addressed skills, students will: Apply strategies for identifying and solving routine hardware

and software problems that occur during everyday use. Demonstrate knowledge of current changes in information

technologies and the effect those changes have on the workplace and society.

Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences.

Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.


Grades 6-8 Software

Previously mentioned software +

digital art CAD or home design The Geometer's

Sketchpad video-production

By this time students will have had experience with:

PCs Printers Scanners Digital Cameras Digital Camcorders Laserdisc Players CD’s DVD’s VCR And many other

peripherals



Prior to completion of Grade 12, in addition to previously addressed skills, students will: Make informed choices among technology systems, resources,

and services. Analyze advantages and disadvantages of widespread use and

reliance on technology in the workplace and in society as a whole.

Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.

Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence)



Prior to completion of Grade 12, in addition to previously addressed skills, students will: Routinely and efficiently use online information resources to

meet needs for collaboration, research, publications, communications, and productivity.

Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.

Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

Evaluate technology-based options, including distance and distributed education, for lifelong learning.


Observations Re: NETS

NETS fully integrates technology in all aspects of the curriculum –all teachers become, in essence, computer literacy teachers (technology mentors).

If and when NETS for Students is effectively implemented, graduating 12th graders will be more computer literate than today’s graduating college students.

There is increasing pressures on public schools to align with these standards.


Implementing NETS

Requirements and Challenges


Requirements for Effective Implementation of NETS

Technology Infrastructure Over the past 10 years, 99 percent of our schools have

been connected to the Internet with a 5:1 student to

computer ratio. Maintaining and improving infrastructure is an ongoing challenge.

Teacher Training States like Florida are adding technology requirements to

program approval for colleges of education, teacher performance evaluations, and certification. The situation will improve as the Web generation takes over faculty positions.


Requirements for Effective Implementation of NETS

Revising State Standards to Align with NETS Florida is revising its Sunshine State Standards to comply

with NETS. Florida is also implementing portions of NETS through its

School Technology and Readiness (STaR) Chart. Student and Teacher Assessment

Assessment for NETS is in development on state and local levels.

FL teachers to be tested Dec 2006. National Educational Technology Standards Rubrics are

being developed by the North Central Regional Educational Lab (http://www.ncrel.org/tech/nets/rubrics.htm) and others.

http://www.ncrel.org/tech/nets/rubrics.htm

http://www.ncrel.org/tech/nets/rubrics.htm


When Will We See Results?

Deadlines exist for NCLB which hopes to be fully implemented by 2014.

NETS relies on a computer competent faculty: continuing ed classes for existing faculty improved teaching degree programs and generational transition…may take until 2014.

Implementing new standards with assessment may take until 2014.


When Will We See Results

Assume NETS is fully and effectively implemented in all states by 2014.

The first class of students to fully experience a NETS education from P-12 would enter college in 2028 (14 years later).

From now until then we should experience an increasing amount of students who enter college fully computer literate.

We are already seeing results….


Transitions in College Computer Literacy Programs

Preparing for the Millennials


Today’s StudentsResults of FSU Technology Survey (3,252 Comp Lit Students)

97% of FSU students surveyed own a computer Only 4% own an Apple

87% own a cell phone 43% own a digital camera (up 22%

from last year) 26% own a portable MP3 player or

iPod (up 15%)



99%88% 87%

67%

0%

20%

40%

60%

80%

100%

3,252 FSU

Students

Email InstantMessaging

Cell Phone Texting

Digital Communications Use



Program2003-04

Students2004-05

Students Difference

Student Experience with Software

Word 99.15% 99.35% ↑ 0.20%

Excel 52.88% 75.80% ↑ 22.92%

Access 13.05% 51.20% ↑ 38.15%

PowerPoint 69.36% 84.69% ↑ 15.33%

Pre-college Skills Aquisition

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Email

Microsoft Windows

Microsoft Word

Web Research

File Management

Computer Concepts

Microsoft PowerPoint

Microsoft Works

Microsoft Excel

Microsoft Access

Microsoft Outlook

Apple Computer

Web Design

Computer Programming

3,252 FSU Students

Formal training

Self-taught

None


The Important Question

What happens to the college computer literacy class

when survey results look like this?


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Email

Microsoft Windows

Microsoft Word

Web Research

File Management

Computer Concepts


Microsoft Works

Microsoft Excel

Microsoft Access

Microsoft Outlook

Apple Computer

Web Design

Computer Programming Formal training

Self-taught

None


Planning for the Future

College Computer Literacy programs must begin transitioning now to accommodate increasing numbers of computer competent students.


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Email

Microsoft Windows

Microsoft Word

Web Research

File Management

Computer Concepts


Microsoft Works

Microsoft Excel

Microsoft Access

Microsoft Outlook

Apple Computer

Web Design


3,252 FSU Students

Formal training

Self-taught

None


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Email

Microsoft Windows

Microsoft Word

Web Research

File Management

Computer Concepts


Microsoft Works

Microsoft Excel

Microsoft Access

Microsoft Outlook

Apple Computer

Web Design


3,252 FSU Students

Formal training

Self-taught

None

2005 20202010 2015

T R A N S I T I O N


Plan of Action

Accommodating Increasing amounts of Computer Competent Students


Action Step 1: Provide College-level Knowledge

There should be a difference between what is considered high school computer competency and college computer competency.

Increase the demands of the Intro course to focus on college-level problem solving and issues.

Add an advanced course for students who are already computer literate with a focus on marketable skills for the job market.

Computer Skills COMP LIT COMP LIT II

Using Microsoft Windows X

Managing Files X

E-mail X

Web Research X

Microsoft Word X

Microsoft Excel X X

Microsoft PowerPoint X

Microsoft Office Application Integration X

Creating a Webpage with Word X

Microsoft Access X X

Digital Photo Editing: Adobe Photoshop X

Computer Graphics: Adobe Illustrator X

Computer Animation: Macromedia Flash X

Basics of Unix (for Web publishing) X

Web Authoring: Intro to HTML X

Web Development: Macromedia DreamWeaver X

Microsoft Data Access Pages X

Basics of Web Programming with JavaScript X

Computer Lit & Comp Lit II @ FSU

Computer Concepts COMP LIT COMP LIT II

Digital Data Representation X

Hardware X

Software X

Telecommunications and Networking X

Internet/Web X

Societal, Ethical, and Security Issues X X

Digital Media (Graphics, Video, Music, Games) X

Database Systems X

E-commerce and Transaction Processing X

Information Systems in Businesses & Organizations X

Systems and Software Development X

Computer Lit& Comp Lit II @ FSU


Action Step 2: Assessment and Placement

Implement computer skills and knowledge assessment for all incoming Freshmen for placement into appropriate level class.

Comp LitComp Lit Comp Lit IIComp Lit II ExemptExempt


Action Step 2: Assessment and Placement

Over time, as increasing numbers of students enter college already computer competent, enrollment levels in Comp Lit and Comp Lit II should invert

Comp LitComp Lit Comp Lit IIComp Lit II


Action Step 3: Servicing Degree Programs

Offer special-focus classes that cater to the needs of specific degree programs. departments can “outsource” special-

focus computer lit classes At FSU the CS dept. offers MicroApps for

Business and Economics as a service to the College of Business


Conclusion

In the not too distant future, there will be no such thing as “College Computer Literacy” and no need for an “Intro Computer Course”. Those of us teaching such a class today, if we are not retired, will be involved in testing, remedial teaching, perhaps teaching a general ed advanced technology class to prepare students for professional life, or advanced teaching for Tech majors, or specific degree programs.


Conclusion

Until that day, our job is to provide the essential technical training and understanding that are so very important in today’s careers and that still many students lack, while implementing systems that provide paths for students around topics and skills that they have already acquired.


Thanks for your time.

Sources National Technology Educational Technology Plan Website: http://

www.nationaledtechplan.org/ ISTE NETS Website: http://cnets.iste.org/index.shtml NETS Rubrics, North Central Regional Educational Laboratory

Website: http://www.ncrel.org/tech/nets/rubrics.htm Netday Speak Up Day (K-12 Student Survey) Website:

http://www.netday.org/ “Q&A: Ruben Lopez, Florida's Chief Technology Officer”, Matthew

Miller, The Journal, May 2003:

http://www.thejournal.com/magazine/vault/A4417.cfm


[email protected]

http://lit.cs.fsu.edu http://www.kenbaldauf.com


[email protected]

http://lit.cs.fsu.edu http://www.kenbaldauf.com

The Future of College Computer Literacy

Documents

Transcript of The Future of College Computer Literacy