1. Beyond Basic Computer Skills: Implementing Technology Fluency Cynthia Edwards, Professor of Psychology Kristin Watkins, Computer Applications Specialist Meredith College, Raleigh NC EDUCAUSE Southeast Regional Conference Atlanta, June 2006 Copyright: Cynthia Edwards and Kristin Watkins, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

2. Institutional Background  Private, four year, women’s college, 2000+ undergraduates  Comprehensive college with liberal arts curriculum  Wired, laptop campus since 2002  Newly revised general education program in 2003

3. Meredith College General Education Program Graduates of Meredith College will…  Inquire critically, solve problems creatively, make decisions ethically, and communicate effectively.  Understand the moral responsibility to use their skills as engaged citizens.  Recognize that global problems can be addressed through local action.  Have the courage and curiosity to be adaptable, lifelong learners.

4. So where does technology fit?  Committee charged with developing a technology “competency” assessment consistent with the goals of our general education program  From “basic computer skills/competencies” to “technology fluency”

5. Technology Fluency  More than the acquisition of basic skills  Encompasses the appropriate application of concepts and skills  Promotes self confidence and curiosity to generate questions and discover solutions  Develops a predisposition for lifelong learning and continual adaptation Reference: Being Fluent with Information Technology, National Research Council Committee on Information Technology Literature, 1999

6. Meredith College Technology Fluency Initiative Two-tiered Solution:  Fundamental Technology Competencies  Discipline Specific Technology Fluency

7. Fundamental Technology Competencies (FTC)  Met within two existing general education courses (taken by all students)  Assessment is embedded within the general requirements of these two courses  Goal is to establish level playing field for technological skill by end of freshman year

8. Implementation of FTC in Gen Ed  CORE 100 (freshman interdisciplinary seminar) – mastery of productivity software & electronic communication  Mathematics – basic quantitative applications; use of new software; exploration of features  English 111 and 200 – Information Literacy requirement -- efficient techniques in database & internet research

9. Discipline Specific Technology Fluency  Developed and implemented by individual academic programs  Summer workgroup supports faculty in the development of fluency plans  Assessment implemented at program/department level through regular assessment mechanisms  Ongoing technology and faculty development grants are available

10. Challenges  Faculty buy-in for another initiative  Administrative buy-in and support for full implementation  Assessment  Faculty training/support  Limitations of resources – infrastructure and equipment

11. Ongoing…  Are the Fundamental Technology Competencies strong enough to support the discipline specific fluencies?  Resource availability to support full implementation of technology fluency as we raise expectations.  Iterative process requiring continual evaluation.

12. What is gained?  Infusion of technology as an integral part of the broad learning experience.  Stronger faculty, students and programs  Faculty and students empowered and engaged.

13. Kristin Watkins Computer Applications Specialist Meredith College watkinsk@meredith.edu Cynthia Edwards Professor of Psychology and Director of the Honors Program Meredith College edwardsc@meredith.edu