東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Technology literacy as a 21st-centur...

Kalfsbeek, Jennifer L.

Linked to FindBook

Google Book

Amazon

博客來

Technology literacy as a 21st-century basic skill: A study of evolving technology literacy competencies for a workforce education, community college.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Technology literacy as a 21st-century basic skill: A study of evolving technology literacy competencies for a workforce education, community college./
Author:	Kalfsbeek, Jennifer L.
Description:	155 p.
Notes:	Adviser: Phyllis Misite.
Contained By:	Dissertation Abstracts International68-07A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3274593
ISBN:	9780549129820

Technology literacy as a 21st-century basic skill: A study of evolving technology literacy competencies for a workforce education, community college.
Kalfsbeek, Jennifer L.

Technology literacy as a 21st-century basic skill: A study of evolving technology literacy competencies for a workforce education, community college. - 155 p.

Adviser: Phyllis Misite.

Thesis (Ph.D.)--Capella University, 2007.

The present investigation aimed to determine how workforce driven institutions of higher education can matriculate the best prepared graduates into a 21st-century, information and service driven workplace environment, by exploring what it means to be technologically literate in today's economy. The study adopted the assumption that the definition of technology literacy for the workforce must be derived from local workforce demands and should be promoted by local workforce readiness institutions of higher education. The investigator examined technology literacy education in the context of an urban, community and technical college in the Midwest: Saint Paul College. Additionally, to meet the goals of this study, the researcher also explored what it means to be technologically literate in the workforce that is local to Saint Paul College, by surveying local employers. Saint Paul College faculty members, who currently work or have recently worked in the field in which they teach, were also surveyed to determine how they perceive technology literacy and how Saint Paul College should promote it among their students who are enrolled in programs that matriculate students who are fully prepared to work in their field upon graduation. The final product of this investigation includes a revised definition of technology literacy that answers the question: "What are the 'basic' technology skills that Saint Paul College students should possess as they enter or reenter the local workforce?" Lastly, this investigation offers recommendations as to how Saint Paul College can use the derived definition of technology literacy to create and integrate relevant technology literacy competencies into the curriculum.

ISBN: 9780549129820Subjects--Topical Terms:

626645
Education, Administration.

Technology literacy as a 21st-century basic skill: A study of evolving technology literacy competencies for a workforce education, community college.
LDR:02783nam 2200313 a 45 001 954562
005 20110622
008 110622s2007 ||||||||||||||||| ||eng d
020 $a 9780549129820
035 $a (UMI)AAI3274593
035 $a AAI3274593
040 $a UMI $c UMI
100 1 $a Kalfsbeek, Jennifer L. $3 1278024
245 1 0 $a Technology literacy as a 21st-century basic skill: A study of evolving technology literacy competencies for a workforce education, community college.
300 $a 155 p.
500 $a Adviser: Phyllis Misite.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2788.
502 $a Thesis (Ph.D.)--Capella University, 2007.
520 $a The present investigation aimed to determine how workforce driven institutions of higher education can matriculate the best prepared graduates into a 21st-century, information and service driven workplace environment, by exploring what it means to be technologically literate in today's economy. The study adopted the assumption that the definition of technology literacy for the workforce must be derived from local workforce demands and should be promoted by local workforce readiness institutions of higher education. The investigator examined technology literacy education in the context of an urban, community and technical college in the Midwest: Saint Paul College. Additionally, to meet the goals of this study, the researcher also explored what it means to be technologically literate in the workforce that is local to Saint Paul College, by surveying local employers. Saint Paul College faculty members, who currently work or have recently worked in the field in which they teach, were also surveyed to determine how they perceive technology literacy and how Saint Paul College should promote it among their students who are enrolled in programs that matriculate students who are fully prepared to work in their field upon graduation. The final product of this investigation includes a revised definition of technology literacy that answers the question: "What are the 'basic' technology skills that Saint Paul College students should possess as they enter or reenter the local workforce?" Lastly, this investigation offers recommendations as to how Saint Paul College can use the derived definition of technology literacy to create and integrate relevant technology literacy competencies into the curriculum.
590 $a School code: 1351.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0275
690 $a 0514
690 $a 0727
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 68-07A.
790 $a 1351
790 1 0 $a Adkins, Mac $e committee member
790 1 0 $a Bourque, Thomas $e committee member
790 1 0 $a Misite, Phyllis, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3274593