ATLAS -- Academic Technology Literacy Assessment: A Technology Literacy Modified Delphi Method Study
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| Title: | ATLAS -- Academic Technology Literacy Assessment: A Technology Literacy Modified Delphi Method Study |
|---|---|
| Language: | English |
| Authors: | Luft, Stephen James |
| Source: | ProQuest LLC. 2018Ed.D. Dissertation, Montana State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 460 |
| Publication Date: | 2018 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Technological Literacy, Definitions, Scoring Rubrics, Alignment (Education), Higher Education |
| Abstract: | How technology literate are you? Today, the world and associated technologies are far more complicated than the simple wheel, requiring a technologically literate society and workforce. Despite the widespread agreement about the critical nature of technology literacy and the role it plays in the success for college students, there exists no mechanism for helping students align their technology skills to the skills needed to be successful in college classes. The purpose of this modified Delphi method study was to identify exemplary technology literacy definitions from current technology literacy definitions, develop a basic academic technology literacy rubric and identify steps needed to implement the Academic Technology Literacy ASsessment (ATLAS) rubric system at the program, department, college and university level. The reduction of 25 technology literacy definitions to 10 technology literacy definition signified a certain level of them being exemplary. All the 10 technology literacy definitions had common threads of problem-solving, communication, responsibility and lifelong. Some of the definitions equated these as the demands of learning in the 21st century. Ten technology experts in higher education were asked how they would align academic technology literacy skills with skill levels. These alignments would be used to create an Academic Technology Literacy ASsessment (ATLAS) rubric. This was accomplished using a modified Delphi method study methodology. Over the course of three rounds, the SME participants aligned 93 out of 131 academic technology literacy skills with skill levels. The integration of the ATLAS was favorable at varying levels at all four areas. The greatest take-away from the responses was that participants observed that they did not see the black and white, digital native and digital immigrant separation of technology literacy. These perceived digital natives were in many cases as technology illiterate as the perceived digital immigrants. This study provides students, faculty, and institutions with an understanding of technology literacy definitions, a tangible ATLAS rubric system that will provide those that feel overwhelmed with technology to identify where they are weak. Administrators will be able to identify actual steps on how to institutionalize the ATLAS rubric at the course, department, college and university level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10980752 |
| Accession Number: | ED595613 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED595613 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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Today, the world and associated technologies are far more complicated than the simple wheel, requiring a technologically literate society and workforce. Despite the widespread agreement about the critical nature of technology literacy and the role it plays in the success for college students, there exists no mechanism for helping students align their technology skills to the skills needed to be successful in college classes. The purpose of this modified Delphi method study was to identify exemplary technology literacy definitions from current technology literacy definitions, develop a basic academic technology literacy rubric and identify steps needed to implement the Academic Technology Literacy ASsessment (ATLAS) rubric system at the program, department, college and university level. The reduction of 25 technology literacy definitions to 10 technology literacy definition signified a certain level of them being exemplary. All the 10 technology literacy definitions had common threads of problem-solving, communication, responsibility and lifelong. Some of the definitions equated these as the demands of learning in the 21st century. Ten technology experts in higher education were asked how they would align academic technology literacy skills with skill levels. These alignments would be used to create an Academic Technology Literacy ASsessment (ATLAS) rubric. This was accomplished using a modified Delphi method study methodology. Over the course of three rounds, the SME participants aligned 93 out of 131 academic technology literacy skills with skill levels. The integration of the ATLAS was favorable at varying levels at all four areas. The greatest take-away from the responses was that participants observed that they did not see the black and white, digital native and digital immigrant separation of technology literacy. These perceived digital natives were in many cases as technology illiterate as the perceived digital immigrants. This study provides students, faculty, and institutions with an understanding of technology literacy definitions, a tangible ATLAS rubric system that will provide those that feel overwhelmed with technology to identify where they are weak. Administrators will be able to identify actual steps on how to institutionalize the ATLAS rubric at the course, department, college and university level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10980752" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10980752</link> – Name: AN Label: Accession Number Group: ID Data: ED595613 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 460 Subjects: – SubjectFull: Technological Literacy Type: general – SubjectFull: Definitions Type: general – SubjectFull: Scoring Rubrics Type: general – SubjectFull: Alignment (Education) Type: general – SubjectFull: Higher Education Type: general Titles: – TitleFull: ATLAS -- Academic Technology Literacy Assessment: A Technology Literacy Modified Delphi Method Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Luft, Stephen James IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Titles: – TitleFull: ProQuest LLC Type: main |
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