Information Technology and the Curriculum: A Status Report

Autor/in	Perry, Claudia A.
Titel	Information Technology and the Curriculum: A Status Report
Quelle	In: EDUCAUSE Quarterly, 27 (2004) 4, S.28-37 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5324
Schlagwörter	Higher Education; Educational Philosophy; Information Technology; Information Literacy; Technological Literacy; Influence of Technology; Effective Schools Research; Performance Factors; Use Studies; Technology Uses in Education; Technology Integration; Writing Across the Curriculum + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Informationstechnologie; Informationskompetenz; Technisches Wissen; Schulforschung; Leistungsindikator; Benutzerschulung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Information technology infuses all aspects of modern life, and the growth of digital information continues at an unprecedented rate. Widely influential documents, such as the National Research Council's "Being Fluent with Information Technology" and the American Library Association's "Information Literacy Competency Standards for Higher Education," clearly outline what today's citizens need to know in terms of information technology and information literacy. Colleges have invested heavily in campus IT infrastructures, and, for more than a decade, educational philosophy has emphasized learner-centered pedagogy, with learner-centered technology widely available at a majority of college campuses. Nonetheless, there remains a troubling gap between the promise and the reality of innovative instructional and learning practices in much of higher education in areas relating to technology and information. This article discusses some of the challenges inherent in addressing the needs of 21st-century learners in terms of IT fluency and learner-centered pedagogy. The status of programs in information literacy instruction and Writing Across the Curriculum (WAC) are examined briefly as examples of initiatives that have grappled with some of these challenges and that are already commonplace on many campuses. The Technology Across the Curriculum (TAC) program at George Mason University, which builds on elements in these long-standing initiatives, is suggested as a model worthy of exploration, and other key elements characterizing successful initiatives are described. (Contains 1 table and 37 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10