Research
Curriculum Writing Team Focus Group
In the fall of 2005, a curriculum writing team was assembled to review the Discovery Task Force recommendations, other related research, and trends and issues related to technology education. The focus group also reviewed all related academic and industry standards. The focus group consisted of Career and Computer Discovery teachers, middle school academic teachers, representatives from the Mississippi Department of Education, and representatives from the Research and Curriculum Unit. As a result of this meeting, the current ICT curriculum draft was developed.
Discovery Task Force
In the Spring of 2004, a Discovery Task Force was assembled to evaluate the Career, Computer, and Technology Discovery courses. The task force consisted of school district superintendents, middle school principals, Discovery teachers, industry representatives, higher education representatives, government representatives, and staff members from the Office of Vocational Education and Workforce Development. As a result of this meeting, recommendations were made to improve the Career, Computer, and Technology Discovery courses.
Partnership for 21st Century Skills
In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including geography, math, English, and science. The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century.
Other Related Research
Brown, B., Malfas, E., & Marrelli, J. (2004). A guide to Microsoft Office ® 2003 for information and communication technologies. Pennington, NJ: Lawrenceville Press.
Computer literacy should consist of teaching 21st century skills through a project-based, hands-on approach. Classroom instruction should include hands-on practices, critical-thinking review exercises, and an assortment of varying difficulty levels. Classroom activities should broaden student knowledge in core content areas as well as teach global awareness and financial, economic, and business literacy. A high-quality, computer literacy course should include the following topics: basic computer applications, communication applications, personal information management, word processing applications, spreadsheet applications, data management applications, and multimedia presentation applications.
Gregory, G. H. (2003). Differentiated instructional strategies in practice: Teaching, implementation, and supervision. Thousand Oaks, CA: Corwin Press Inc.
The information from this source reminds us that educators should not say, “How smart are you?” They should say, “How are you smart?” There are eight multiple intelligences: musical rhythmic, verbal linguistic, logical mathematical, visual spatial, body kinesthetic, intrapersonal, interpersonal, and naturalist. When teaching computer literacy courses, teachers should use instructional and assessment strategies appropriate to students’ learning styles.
Hoggatt, J. P., & Shank, J. A. (2006). Century 21: Computer applications and keyboarding. Boston: Thomson Course Technology.
Based on information from this source, computer literacy should include basic computer applications, a mastery understanding of effectively using the keyboard as a method of inputting data, communication applications, personal information management, word processing applications, spreadsheet applications, data management applications, multimedia presentation applications, speech recognition applications, and critical thinking and problem solving project units.
Pasewark, W. R., & Pasework, S. G. (2003). Microsoft Office application introductory. Boston: Thomson Course Technology.
Knowing how to use computers will be a valuable asset to help students in the business, career, personal, and school roles of life. Computer literacy courses should consist of the following topics: basic computer applications, communication applications, personal information management, word processing applications, spreadsheet applications, data management applications, multimedia presentation applications, speech recognition applications, and critical thinking and problem solving units.
Shelly, G. B., Cashman, T. J., & Vermatt, M. E. (2006). Discovering computers 2006: A gateway to information, web enhanced complete. Boston: Thomson Course Technology.
The previous 10 editions of this textbook have been the most widely used in computer education. Based on information from this source, computer literacy should include an introduction to computers; a mastery knowledge level of the Internet, telecommunications applications, network management, and the World Wide Web; an advanced knowledge of application software which includes word processing, spreadsheet, data management, electronic presentation, and other publication software; input, output, and storage devices; operating systems and utility programs; knowledge of computer security, ethics, and privacy; and computer careers and certification.
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