Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Atlas - Academic Technology Literacy ASsessment: a technology literacy modified delphi method study(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Luft, Stephen James; Chairperson, Graduate Committee: Carrie B. Myers; Nick Lux (co-chair)How technology literate are you? Today, the world and associated technologies are far more complicated than the simple wheel, requiring a technologically literate society and workforce. Despite the widespread agreement about the critical nature of technology literacy and the role it plays in the success for college students, there exists no mechanism for helping students align their technology skills to the skills needed to be successful in college classes. The purpose of this modified Delphi method study was to identify exemplary technology literacy definitions from current technology literacy definitions, develop a basic academic technology literacy rubric and identify steps needed to implement the Academic Technology Literacy ASsessment (ATLAS) rubric system at the program, department, college and university level. The reduction of 25 technology literacy definitions to 10 technology literacy definition signified a certain level of them being exemplary. All the 10 technology literacy definitions had common threads of problem-solving, communication, responsibility and lifelong. Some of the definitions equated these as the demands of learning in the 21st century. Ten technology experts in higher education were asked how they would align academic technology literacy skills with skill levels. These alignments would be used to create an Academic Technology Literacy ASsessment (ATLAS) rubric. This was accomplished using a modified Delphi method study methodology. Over the course of three rounds, the SME participants aligned 93 out of 131 academic technology literacy skills with skill levels. The integration of the ATLAS was favorable at varying levels at all four areas. The greatest take-away from the responses was that participants observed that they did not see the black and white, digital native and digital immigrant separation of technology literacy. These perceived digital natives were in many cases as technology illiterate as the perceived digital immigrants This study provides students, faculty, and institutions with an understanding of technology literacy definitions, a tangible ATLAS rubric system that will provide those that feel overwhelmed with technology to identify where they are weak. Administrators will be able to identify actual steps on how to institutionalize the ATLAS rubric at the course, department, college and university level.Item Behind the Big Sky bar : the Montana alcohol servers' study(Montana State University - Bozeman, College of Education, Health & Human Development, 1995) Linkenbach, Jeffrey WarrenItem Factors affecting learning strategies in the professional workplace(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Gehring, Clayton MarkItem Adult and continuing education needs of employed women aspiring to administrative assistant positions(Montana State University - Bozeman, College of Education, Health & Human Development, 1980) Spicer, Janeth Lee MendeItem Influence of barriers to participation and attitudes toward adult education on small business managers' participation in adult education(Montana State University - Bozeman, College of Education, Health & Human Development, 1990) Ericksen, Charles GunnardItem Skills needed and potential barriers faced by women in business management in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 1984) Birch, Judith Eileen