The following list of categories was adapted from a report by Dee Ann Holisky, Associate Dean for Academic Programs, College of Arts and Sciences, George Mason University. Each category has a wide range of complexity from elementary to advanced skills. If your course incorporates one or more of the categories at any level, please write the category letter in the correct column of the response form and briefly describe a representative course assignment that illustrates student accomplishment in that category. If no category applies, but your course does help students become more fluent with technology, put an X in the Category column and describe the technology component in the comments column. Note that we are asking you to enter a course on the survey form if it includes at least one of the descriptors in a category.

There are a couple of quotes from the introduction of Holinsky's report that help set the stage for our efforts. George Mason has a Technology Across the Curriculum (TAC) program which tracks where technology is incorporated into the curriculum. Although Saint Mary's has no formal TAC program, the TLTR is attempting to develop an informal data base of educational experiences which will help students improve their IT fluency and meet the fluency goals they are setting for themselves.

"Because we are not a training school, but an institution of higher education, the focus of this program is not on the teaching of technology skills or software packages, per se, but on identifying and developing those information technology skills that will enhance the learning objectives of specific courses. ... Moreover, as valuable as the skills identified below are, we believe that our most important job vis a vis IT is to develop in our students a conceptual understanding. It is this understanding which will best prepare them for a future in which the only certain thing is rapid technology change.

"Finally, though a list presents technology skills as discrete and unconnected, the ultimate goal is to help our students to integrate these skills. When confronted by complex problems, they should be able to choose the most appropriate technology tools to solve them." ¹

1. Engaging in electronic collaboration.

   This means using email (with file attachments) and listserves, understanding interaction between different modes of electronic communication, collecting material from a variety of electronic sources into a single document, collaborative writing, completion of a complicated group project, and understanding issues in the sharing of knowledge.
   
   

2. Using and creating structured electronic documents.

   This means word processing (formatting and editing text, templates, styles, mail merge), web authoring using an editor (e.g. Dreamweaver) and understanding the uses of hypertext. It could mean knowledge of desktop publishing, image composition, advanced graphics, HTML, SGML, XML, electronic document structure, platform-independent programming, Web site management, server-side scripting.
   
   

3. Student technology-enhanced presentations.

   This means employing basic Web skills as above or using basic features of presentation software, smooth use of technology and adaptation of technology design and display to audience. It could mean using high-end features of presentation software packages (custom templates, animation effects, multimedia, exporting); linking to other programs (e.g. spreadsheet); insertion of web links and management of real-time web access during presentations, video production.
   
   

4. Using appropriate electronic tools for research and evaluation.

   This means developing appropriate search strategies (appropriate keywords, topics, resources), conducting Web searches, using different searching techniques (e.g. Boolean), evaluating sources using citations and abstracts, using on-line catalogs, news outlets, digital archives, conducting Web site evaluation, using bibliographic databases and standards, using discipline-specific databases and information services (JSTOR).
   
   

5. Using spreadsheets to manage information.

   This means organizing data in worksheets (formatting ranges, columns, rows; multiple worksheets), formulas, column totals, lock columns, absolute/relative cell addressing, import/export data, simple graphing (pie chart, line graph, histogram, labels), understanding appropriate applications of spreadsheets. It could mean using macros, pivot tables, filters, statistical functions, logical functions, Visual Basic programming, interfacing with other applications.
   
   

6. Using databases to manage information.

   This means setting up tables (define fields, add labels), editing records, conducting queries (sort/filter data), constructing forms or reports, understanding appropriate applications of databases. It could mean defining relationships between tables, creating complex queries, producing advanced multi-level reports, doing advanced forms, Visual Basic macros, basic SQL programming, and knowledge of data base management systems.
   
   

7. Using electronic tools for analyzing quantitative and qualitative data.

   This means data entry and definition (read and describe variables and values; data verification or quality control), format output, source code control, reliability, validity, missing value analysis, descriptive statistics, plotting and graphing (pie chart, histogram, linear, scatter plot), formulating problems with an understanding of the relevant mathematical concepts. It could mean being able to use advanced statistical techniques and simulation theory.
   
   

8. Familiarity with major legal, ethical, and security issues in information technology.

   This means familiarity with privacy issues, copyright and liabilities, netiquette, hacking, hoaxes and rogue programs (viruses, worms, Trojan Horses), open source versus proprietary standards.
   
   

9. Working knowledge of IT platforms.

   This means familiarity with hardware, software installation, troubleshooting, operating systems (Windows, Mac OS, UNIX, VMS), browser-based graphical user interfaces, networks, file storage and directory structures.
   
   

10. Familiarity with the societal impact and limitations of technology

    This means familiarity with the role knowledge workers play in society, knowing when and when not to use technology to tackle a social problem.
    
    

11. Proficiency using discipline specific technology.

    Several disciplines have specific technology requirements different from the ones mentioned above. Students in these disciplines need to learn how to use these technologies and to interpret the results correctly.