Essay
Sep 18th, 2010 by Doug Connery
Essay Draft – December 3, 2010:
New literacy in the Digital Age: understanding the dynamics of needed computer and digital competencies in a post-secondary educational setting
Open document below to review my essay draft
DConnery assignment 3 – ETEC 511 -Dec 2010
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The Proposal:
Essay Proposal – Doug Connery, ETEC 511, November 5 2010 – Revised December 1, 2010
1. Title
New literacy in the Digital Age: understanding the dynamics of needed computer and digital competencies in a post secondary educational setting”
2. Theme and argument
a. The argument or thesis
Technology readiness and digital literacy skills of High School graduates – are they ready for post-secondary education. Students entering Post- Secondary institutes from high school lack certain technology and digital literacy skills.
b. The background
Scan of literature and a quick survey of Academic Chairs in three business programs indicates an agreement with the thesis.
3. Primary and Secondary sources for insight into the topic
a. Issues to be addressed
- Confirm thesis
- Identify common computer and digital literacy skills that high school students arrive with at Post-Secondary
- Identify gaps in computer and digital literacy skills that high school students arrive with at Post-Secondary
- Explain why closing these gaps are important before entering Post-secondary education programs
- Identify how these gaps are closed while at post-secondary – Business School example
- Identify the computer and digital literacy skills of an ideal student leaving K-12
- Recommendations to K-12 teachers to help them graduate high school students with better computer and digital literacy skills
b. Literature to be consulted
Review digital and computer literacy literature focused on recent high school graduates and their entry into post-secondary institutes using the UBC ERIC databases. Refer to Potential Sources below.
4. Provisional conclusions drawn from the argument & issues or data
Students entering post-secondary directly from high school are technology savoy but only from the perspective of maintaining their social networks. Many lack basic computer and digital literacy skills from a business and career success perspective. For example their MS office skills in Word and Excel are limited as are their file management abilities. Concurrently their digital literacy skills are naïve and sometimes counter-productive; they do not understand how to or why they should scrutinize what they use from the Internet and their digital footprints once they are Googled or viewed through social networking sites, can be a disadvantage to their professional careers.
5. Structure / sections of the paper
Introduction, state thesis
Background Literature – brief review of key literature to confirm and support thesis
Discussion – what does the data say, compare to literature, discuss issues
Conclusions and recommendations
Sources
6. Potential Sources
Barnes, K., Marateo, R., & Ferris, S. (2007). Teaching and Learning with the Net Generation. Innovate: Journal of Online Education, 3(4), available at: http://www.innovateonline.info/pdf/vol3_issue4/Teaching_and_Learning_with_the_Net_Generation.pdf (accessed March 19, 2010)
Creighton, W., Kilcoyne, M., Tarver, R., & Wright, S. (2006). COMPUTER LITERACY LEVELS OF STUDENTS ENROLLING IN A POST-SECONDARY COMPUTER APPLICATIONS/INFORMATION TECHNOLOGY COURSE. Information Technology, Learning & Performance Journal, 24(1), 15-23. Retrieved from Education Research Complete database.
Feiertag, J., & Berge, Z. (2008). Training Generation N: How Educators Should Approach the Net Generation. Education & Training, 50(6), 457-464, available at: http://emeraldinsight.com/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/0040500601.html (accessed March 19, 2010)
Finn, C., (2004). The mandate of digital literacy. Technology and Learning Magazine. August 1, 2004. Available at: http://www.techlearning.com/article/2602
Higntte, M., Margavio, T., & Margavio, G. (2009). INFORMATION LITERACY ASSESSMENT: MOVING BEYOND COMPUTER LITERACY. College Student Journal, 43(3), 812-821. Retrieved from Education Research Complete database.
Johnson, D., Bartholomew, K., & Miller, D. (2006). Improving Computer Literacy of Business Management Majors: A Case Study. Journal of Information Technology Education, 577-94. Retrieved from Education Research Complete database.
Jones-Kavalier, B., and Flannigan, S. (2006) Connecting the Digital Dots: literacy of the 21st century. EDUCAUSE Quarterly, 29 (2). Avalaible at: http://net.educause.edu/ir/library/pdf/eqm0621.pdf
Junco. R., Cole-Advent, G. (2008). An introduction to technologies commonly used by college students. New Directions for Student Services, 124, (winter 2008), 3-17.
Kubiatko, M. (2007). INFORMATION AND COMPUTER LITERACY OF HIGH SCHOOL STUDENTS. Problems of Education in the 21st Century, 231-36. Retrieved from Education Research Complete database.
Lohnes, S., & Kinzer, C. (2007). Questioning Assumptions about Students’ Expectations for Technology in College Classrooms. Innovate: Journal of Online Education, 3(5). Available at: http://www.innovateonline.info/index.php?view=article&id=431 (accessed March 28, 2010)
Oblinger, D., (2005), Asking the right question. EDUCAUSE Review, 40(2), 76. Available at: http://net.educause.edu/ir/library/pdf/ERM05211.pdf (accessed March 19, 2010)
Oblinger, D., & Hawkins, B. (2005). The Myth about Students. EDUCAUSE Review, 40(5), 12-13. Available at: http://net.educause.edu/ir/library/pdf/ERM0558.pdf (accessed March 19, 2010)
Oliver, O., and Goerke, V., (2007). Australian undergraduates’ use and ownership of emerging technologies: Implications and opportunities for creating engaging learning experiences for the Net Generation. Australian Journal of Educational Technology (23(2), 171-186.
McDonald, D. (2004). Computer Literacy Skills for Computer Information Systems Majors: A Case Study. Journal of Information Systems Education, 15(1), 19-33. Retrieved from Education Research Complete database.
Milic, M., & Škoric, I. (2010). The Impact of Formal Education on Computer Literacy. International Journal of Emerging Technologies in Learning, 60-63. doi:10.3991/ijet.v5s2.1253.
Nasah, A., DaCosta, B., Kinsell, C., & Seok, S. (2010). The digital literacy debate: an investigation of digital propensity and information and communication technology. Educational Technology Research & Development, 58(5), 531-555. doi:10.1007/s11423-010-9151-8.
Salaway, G., Borreson, J., Nelson, M., Dede, C. (2007). The ECAR study of Undergraduate students and information technology, 2007. Research Study from the EDUCAUSE Centre for Applied Research. Available at: http://www.educause.edu/ECAR/TheECARStudyofUndergraduateStu/161967
Smith, S., Salaway, G., Borreson, and Katz, R. (2009). The ECAR study of Undergraduate students and information technology, 2009. Research Study from the EDUCAUSE Centre for Applied Research. Available at:
Stephens, P. (2006). VALIDATION OF THE BUSINESS COMPUTER SELF-EFFICACY SCALE: ASSESSMENT OF THE COMPUTER LITERACY OF INCOMING BUSINESS STUDENTS. Journal of Educational Computing Research, 34(1), 29-46. Retrieved from Education Research Complete database.
Thompson, J. (2007). Is education 1.0 ready for Web 2.0 students?. Innovate 3 (4). Available at: http://www.innovateonline.info/pdf/vol3_issue4/Is_Education_1.0_Ready_for_Web_2.0_Students_.pdf
Wallace, P., & Clariana, R. (2005). Perception versus Reality–Determining Business Students’ Computer Literacy Skills and Need for Instruction in Information Concepts and Technology. Journal of Information Technology Education, 4141-151. Retrieved from Education Research Complete database.
Windham, C. (2005). Father Google and Mother IM: Confessions of a Net Gen Learner. EDUCAUSE Review, 40(5), 42-58, available at: http://net.educause.edu/ir/library/pdf/ERM0552.pdf (accessed March 19, 2010)
Wilkinson, K. (2006). Students Computer Literacy: Perception Versus Reality. Delta Pi Epsilon Journal, 48(2), 108-120. Retrieved from Education Research Complete database.
Zimmerman, L., and Milligan, A. (2008). Perspectives on Communicating with the Net Generation. Innovate: Journal of Online Education, 4(2). Available at: http://www.innovateonline.info/index.php?view=article&id=338 (accessed March 30, 2010)
Young, J. (2005). Educational Testing Service Expands Efforts to Measure Computer Literacy. Chronicle of Higher Education, 52(6), A38. Retrieved from Education Research Complete database.
Coming soon: essay – Early December 2010.
Terms of Reference:
Essay Proposal:
At the 2/3-point of the course (1 November), please submit a *one page outline* of your paper as a work in progress. Outline = outline form. ETEC 511 Writing Guide.
The Outline should include the:
1. Topic
2. Theme and argument
a. The argument or thesis
b. The background
3. Primary and Secondary sources for insight into the topic
a. Issues to be addressed
b. Literature to be consulted
4. Provisional conclusions drawn from the argument & issues or data
5. Structure / sections of the paper
6. etc.
Assignment #3: Scholarly Essay or Essay Review
Scholarly Essay (40%)— Choose a topic that corresponds with one of the weekly topics (i.e., foundations) or themes and write a scholarly paper exploring media and technology in education. The essay should provide a clear, cogent, concise exploration or case study of the topic (e.g., topics within or about e-learning, educational technology, learning technologies, ICT, new media, instructional design, curriculum design, etc.). Take a position (state a thesis or argument) and provide evidence, through examples and narrative, to support the position. Be creative and choose a topic that really interests you! Download the ETEC 511 Writing Guide.
1. Clarity of communication / writing
a. Is the writing clear and concise?
b. Are the ideas focused and organized?
2. Development of argument / thesis
a. Is the argument coherent? Thoughtful? Analytical? Critical?
Sophisticated?
3. Exploration of content and theory
a. Is there evidence of critically and theoretically exploring the issues?
b. Are the ideas theorized, synthesized, extended or applied?
4. Examples
a. Are examples sufficient? Do examples ground the paper?
b. Are there narrative examples?
5. Grammar & Style
a. Organization, sentence structure, paragraphs, spelling
b. APA Style (format, references)
Scale:
Low————Avg————High
Clarity of communication/writing
1—————5.5————–10
Development of argument / thesis
1—————3————–5
Exploration of content and theory
1—————5.5————–10
Provision of effective and sufficient examples
1—————-5.5—————10
Grammar & Style
1—————-3—————5
Total: xx / 40
OR
Essay Review (40%)— Choose a topic that corresponds with one of the weekly topics (i.e., Jurisprudence of ET) or themes and write an essay review exploring the foundations of ET. Drawing on 7 – 10 carefully selected and relevant research articles or a smaller number of books (2 – 3), write a critical essay review of a topic within or about ET, ID, e-Learning, etc. Establish the purpose for your review and the approach you will use in the introduction. Provide enough of a summary of each source (article, book, etc.) so that the readings are understandable to a general reader of your essay. The purpose of your review should establish the basis of your analysis / synthesis. You may choose to critique the articles and texts based on some of the assigned course readings. Strive for clarity and conciseness in your writing by trying to keep your audience in mind. Download the ETEC 511 Writing Guide.
1. Overview / Introduction of subject, theories and issues involved
• Type of essay review (theory, methodology, policy, quantitative research,
qualitative research, etc.)
• Scope: what type of resources are best?
• Search for information: wide enough and narrow enough
2. Categories selected as natural divides of thesis and reviewed sources
• Sources organized around the research question or thesis
• Areas of controversy or debate included
3. Analysis and interpretation of overarching similarities and variances of ideas: Include
• Provenance: credentials, evidence
• Objectivity: authors’ point of view and representation of other views
• Persuasiveness: which theses are most convincing v least?
• Value: Does this work contribute in a significant way to understanding the
subject?
4. Summation or conclusions of thesis generating idea in context with materials reviewed
• What is known and not known
• Areas of further research
• Relevant, appropriate and, useful
5. Grammar & Style
• Organization, sentence structure, paragraphs, spelling
• APA Style (format, references)
Scale:
Low————Avg————High
Overview / Introduction of subject, theories and issues involved
1—————5.5————–10
Categories selected as natural divides of thesis and reviewed material
1—————3————–5
Analysis and interpretation of overarching similarities and variances of ideas
1—————5.5————–10
Summation or conclusions of thesis generating idea in context with materials reviewed
1—————-5.5—————10
Grammar & Style
1—————3—————5
Total: xx / 40
Assessment: (Limit to 10-12, tight well-written double-spaced pages including title page (limit to 3000 words + references) (upload to Assignment Dropbox and link in your e-Portfolio).