Instructor Resources

Quizzes, Reflective Questions, and Activities

Following are the assignments embedded in this tutorial:

• Completion of a survey to identify your technological fluency strengths and weaknesses.
• Examination of several case studies on an individual's need for technological fluency and how that individual approached the problem.
• Development of a personal action plan for reducing your weaknesses in technological fluency.

Relationship to Other iStudy Tutorials

This tutorial is directly related to the Academic Integrity, Plagiarism, and Copyright as well as the Source Evaluation and Search Strategies iStudy tutorials. Those tutorials compliment the concepts illustrated in this tutorial.

Suggested In-Class Methods of Presentation

Lecture

• Explain the purpose of the session. Refer to the Purpose section of this tutorial for more detail.
• Explain general information about technological fluency, including why it is important.

Discussion

• Provide several examples of technological fluency. Invite students to cite some examples as well. Discuss possible solutions for each example.
• Break the students up into small (4-5 person) groups. Provide each group with a case study. Each group should work with the case study to define the problem, the specific skill needed to solve the problem, and how to go about acquiring the skills to solve the problem. Each group should present its decisions to the class and be prepared to discuss them. Instructors can assess students' understanding of technological fluency at this point by observing how each group presents its findings and responds to questioning.

Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques from the iStudy Cooperative Learning tutorial.

Key Points

These points are covered in the iStudy tutorial, but should be emphasized in any discussions:

• Definitions of information and digital literacy, and technological fluency.
• Student's reflection on why technological fluency is important to them.
• Student's listing of their technological fluency strengths and weaknesses.
• Student's creation of a personal action plan for reducing their weaknesses in technological fluency.

Assessment Criteria

By observing both group and the individual activities, the instructor may assess student performance. Assessment criteria are as follows (instructors supply the percentage weights):

 

Assessment Criteria

Where	Domain	Activities	%
iStudy Tutorial	Knowledge	The student can define technological fluency and its importance.
In-Class	Application	Students can engage in a group activity with a given scenario to define the problem, the specific skill needed to solve the problem, and how to go about acquiring the skills to solve the problem. Each group should present its decisions to the class and be prepared to discuss them.
iStudy Tutorial	Synthesis	The student can reflect on his/her own technological fluency skills and self-assess his/her current use of technological fluency skills by identifying his/her weaknesses as well as by making plans to eliminate those weaknesses.
			100%

 

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