Fluency with information technology |
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| Institution: | 1. Ecological Modelling Laboratory, Department of Physical & Environmental Sciences, University of Toronto, Toronto, Ontario, M1C 1A4, Canada;2. Great Lakes Unit, Water Monitoring & Reporting Section, Environmental Monitoring and Reporting Branch, Ontario Ministry of the Environment, Toronto, Ontario, M9P 3V6, Canada;1. University of Pennsylvania, Perelman School of Medicine, Department of Biostatistics, Epidemiology, and Informatics, Philadelphia, USA;2. University of Pennsylvania, Wharton School, Department of Statistics, Philadelphia, USA;3. Zoonotic Disease Research Laboratory, One Health Unit, School of Public Health, Universidad Peruana Cayetano Heredia, Lima, Peru;1. Ghent University, Belgium;2. University of Florida, USA |
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| Abstract: | This article contrasts “computer literacy” with a deeper kind of knowledge and understanding called “fluency with information technology.” Computer literacy generally focuses on skills—the ability to use a few computer applications. But skills become obsolete with new technologies, and so skills with specific applications are thus necessary but not sufficient for individuals to adapt to new information technologies in the future. By contrast, fluency with information technology includes a skills component—but also includes an understanding of the foundational concepts of information technology and the ability to use problem-solving intellectual capabilities in an information technology context. |
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