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Technology Literacy:
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So, how do we prepare our children for this new world of rapid communications? How do we instill in them the means to quickly adapt to a changing workplace? In short, how do we teach them to be literate and fluent with these new communications tools? It is no longer simply a matter of teaching literacy. We must also teach them to be technologically literate. They must know not only how to use a pen and paper, but also the keyboard and computer. As importantly, they must know when it is appropriate to use which technology.
With this goal in mind, the Oregon Department of Education last spring issued a state-wide request for proposals for K-12 projects focusing on Technology Literacy. The projects they chose to fund represent a broad spectrum of unique ideas from various locations around the state. And all deal with this new concept of "Technology Literacy," new version of the original "Three Rs."
What are we trying to instill in these future citizens of the next millennium? First and foremost, we need definitive goals with a clear direction. Second, we need a self-sustaining procedure to accomplish these goals, a procedure that is both useful and adaptable to a constantly changing world. With this in mind, let's return to our Oregon projects, highlighting aspects of this new concept of "technology literacy." One of the more direct approaches demonstrated in these projects comes from the South Coast ESD, serving Coos and Curry counties. This project, coordinated by Kim Thompson, features a unique "CyberLinks Club." This club was initiated by a non-profit partner and expanded by the grant to establish student clubs. These clubs provide opportunities for area students to teach computer and Internet applications to local citizens, including seniors.
In this example we see the three Rs in action. A clear goal is established to help students learn by serving as teachers to the community as a whole - in this case, the coastal town of Coos Bay. Relevant material, computer software training, is delivered by way of a self-sustaining mechanism, the structure of the "CyberLinks Club." Learning occurs while a valuable service is provided to the community - the loop is complete. Another project, through Jackson ESD, has students developing a comprehensive geophysical and geopolitical electronic portfolio of Oregon, by region. They hope to make this available state-wide via CD-ROM as well as a World Wide Web site. This project makes use of high school students to serve as "peer tutors," who will be trained in basic Internet skills and web page design. The project will result in the training of approximately 400 kids from South Middle School in Grants Pass. Final product will provide the citizens of our state and others with a comprehensive database of Oregon resources. Again we see our three Rs in action.
Over the mountains in the Eastern part of the state resources are different, but the needs are similar. A project from the Umatilla-Morrow ESD in conjunction with Blue Mt. Community College is working in the Natural Resource strand of the Certificate of Advanced Mastery. Select schools are collaborating with the Umatilla Basin Watershed Council and other diverse groups to track water quality in this geographically-large area.
The Watershed Council has provided equipment and expertise for data acquisition. Without this partnership, the project would not be nearly as effective. This project, like the one through Jackson ESD, shows promise in providing materials that will benefit a wide range of users outside the K-12 community. Additionally, it shows how technological literacy adapts to our changing world. These, as well as other worthy examples, clearly show Oregon as a learning leader. Whether rural or urban, Oregon schools are well on the way to providing our future citizens with the knowledge and skills they will need to prosper in the 21st century. Through projects like those outlined, this emerging workforce is learning by doing.
