Information Technology OR Technological Literacy OR Technology Or Computers.

There are arguments for all. My preference is for Technological Literacy

Defining Technological Literacy

One useful way to think about technological literacy is as a component of the more general, or "cultural," literacy popularized by educational theorist E.D. Hirsch, Jr. Hirsch pointed out that literate people in every society and every culture share a body of knowledge that enables them to communicate with each other and make sense of the world around them. The kinds of things a literate person knows will vary from society to society and from era to era; so there is no absolute definition of literacy. In the early twenty-first century, however, cultural literacy must have a large technological component.

Technological literacy is a much richer concept than computer literacy, although the two are often confused. Technological literacy can be thought of a comprising three interrelated dimensions that help describe the characteristics of a technologically literate person.

Technological literacy encompasses three interdependent dimensions: (1) knowledge; (2) ways of thinking and acting; and (3) capabilities.

Pearson and Young (2002, p. 17) describe each of the three dimensions with recognizable explanations. To summarize, they indicate that within the study of technology, knowledge refers to the "content" that students are expected to learn, the impacts and pervasiveness of technology on society, how to use an engineering design process to solve problems, and that all technology entails risk and has benefits and consequences. It is important to recognize that knowledge, as it is referred to in Figure 1, does not simply refer to the recall of facts and data but goes beyond that to an understanding of technology. Ways of thinking and acting enables students to ask pertinent questions about technology, learn about new technologies, and become active participants, as much as possible, in decisions about technology. Finally, the term capabilities references hands-on skill development and utilizes technology, math, science, and other concepts to solve technological problems.

Indicators / Criteria / Beginning / Developing / Accomplished / Exemplary
Conceptualise Information Technology systems (hardware, software, data) / Understanding of the interrelationships associated with hardware components and software. / Be able to identify individual components in a standard configuration of hardware and software. / Demonstrate an understanding of the interrelationship between components of a standard configuration of hardware and software. / Diagnose and correct errors in a standard configuration of hardware and software. / Identify and develop new configurations of hardware and software to solve a problem or identified need.
Understanding the nature of digital information / Be able to identify a standard set of digital information (file types). / Demonstrate an understanding of a standard set of file types in terms of their relationship to associated hardware and/or software. / Demonstrate an ability to import, integrate, and export a standard set of file types. / Integrate digital information beyond a standard set of file types.
Proficiency in the use of computers and applications / proficiency inproductivity tools such as word processing, spreadsheet, database, electronic research, e-mail, and applications for presentations, graphics (2D, 3D, Video). / Be able to use applications to produce a basic product.
Or
Exhibits skill with a limited number of applications or generates some inferior products / Intermediate
Exhibits skill generating products using a basic suite of productivity applications. / Advanced / Expert
learning and adapting to new and emerging technology tools.
Understanding of security issues and ethical practice in using digital media in society. / Ethics / is able to apply technological processes and skills ethically and responsibly using appropriate Information and communication Technologies
is able to understand and apply relevant technological knowledge ethically and responsibly. / Something about policy generation here.
Security / Exhibits superficial awareness of security issues and can minimally operate in a networked computer environment. / students understand general rules for safe Internet practices, including how to protect their personal information on the Internet; / Exhibits sophisticated use of a computer environment with complete understanding
understand laws regarding computer crimes and exhibits leadership for digital citizenship. / Something about policy generation here.
Conceptualise the role of technology and society. / Awareness of the way that technology influences worldviews / Student understands that technology allows access to other cultures, but does not understand the impact of this access on worldviews or societies. / Student has some understanding of the way technology impacts his/her own and others’ worldviews. / Student has an insightful understanding of the way technology impacts his/her own and others’ worldviews (e.g., by allowing individuals to access pop culture, news, ideas, from other societies).
Culture of technological environments / Student has some basic knowledge about the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and participates minimally in these forums. / Student is reasonably fluent in the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and can participate frequently in these forums. / Student has substantial and sophisticated knowledge about the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and can participate fully in these forums.