| Our goals for information technology have
moved from computer literacy to cyberfluency (Kelliher & Webster, 1993).
We are no longer satisfied by knowing about how computers work in a societal
context (computer literacy) but expect students and faculty to know how
to work effectively with networked electronic information resources (cyberfluency).
To us, “cyberfluency” represents understanding how to work with computers
in a networked society. This term flows from language fluency, implying
that one can produce something, not merely digest what others have produced.
Westminster psychology students develop fluency with the use of computer
networks through repeated application across many psychology classes and
through their research projects.
One example involves the use of computers
in the Lab
Preschool. Undergraduates and staff are collaborating on a research
program aimed at determining the best applications of computers in preschools
to aid in children's social skills acquisition. Technology is integrated
into the Preschool Curriculum. This integration is observed by undergraduate
students in the Child Development classes. It is implemented and
assessed by student researchers in collaboration with a faculty research
program. In conducting research on children's use of technology the
undergraduates also use a variety of technology applications (e.g., computerized
observational coding system.) This is just one example that demonstrates
the integration of technology across teaching, learning and research.
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