ITR/PE:Digital Citizenship: Expanding Information Technology Literacy with a Service-Learning Approach

ITR/PE：数字公民：通过服务学习方法扩大信息技术素养

• 批准号: 0503997
• 负责人: Stuart Shulman
• 金额: $ 2.59万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-10-01 至 2005-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0503997&HistoricalAwards=false
• 关键词: ITR; PE; Digital; Citizenship; Expanding

This is a proposal for a grant to promote service-learning as a model for the dissemination of Information Technology Literacy (ITL). Service-learning promotes mutually beneficial partnerships between academic institutions and communities. One goal is to empower communities to identify ITL needs that students can fulfill as part of their education. This grant would enable two central Iowa universities--Drake and Iowa State--to reach out to communities in need of ITL training and to assess the efficacy of service-learning interventions. Citizens are increasingly expected to interface with government using IT (ex. firstgov.gov). A number of studies have identified unequal levels of ITL as a significant barrier to equity in citizenship. While access to the Internet steadily expands, the ability to take advantage of increasing access hinges on the level of ITL among citizens. Community members, particularly in certain more vulnerable groups, often lack basic skills and concepts required when navigating an expanding electronic interface with government. Whereas IT should make it easier for all citizens to conduct their routine business with the government, in fact, it appears to be widening the gap between the IT literate and those without basic navigational skills. The primary objective of this research project is to test the efficacy of service-learning programs that seek to universalize digital citizenship. Three related objectives are to: Define Information Technology Literacy (ITL) using broad and systematic criteria. Develop, implement, and evaluate "best practices" for using service-learning in the dissemination of ITL. Test the hypothesis that service-learning lessens the digital divide.The proposed methodology uses experimental and control groups representing varyingdegrees of urbanization. A service-learning ITL class and fieldwork laboratory will establish links between undergraduates and the experimental groups. Researchers, students, and the serviced communities will develop and refine taxonomy of ITL skills. Experimental groups will be exposed to the service-learning treatment. Structured citizen surveys and focus groups will be used to analyze the data on program impact. Statistical analysis of covariance at specific points and variance over time will be employed to lay the groundwork for a predictive causal model. Several additional outcomes are expected as a result of this research. First, the study will model a new pedagogical intervention that links research, education, and community involvement in an effort to lessen the digital divide. Second, it makes the recipients of service the focus of scholarship. Most studies in this area focus on outcomes for the students rather than the recipients. Third, it focuses attention on the important distinction between IT access and IT literacy. Fourth, it promotes interdisciplinary research and training, as well as collaboration between public and private institutions seeking to incorporate IT into the campus curricula. Finally, it promotes innovation in the political science and education disciplines with the potential for a far-reaching impact on the basic definition of citizenship.

这是一项赠款的提议，以促进服务学习作为传播信息技术素养（ITL）的模型。服务学习可以促进学术机构和社区之间的互惠互利伙伴关系。一个目标是授权社区确定学生可以在教育中满足的ITL需求。这笔赠款将使爱荷华州中央大学（Drake）和爱荷华州州立大学（Drake and Iowa State）能够接触需要ITL培训的社区，并评估服务学习干预措施的功效。人们越来越多地期望公民与政府使用它（Ex。Firstgov.gov）。许多研究已经确定ITL的不平等水平是公民权益的重大障碍。尽管访问互联网稳步扩展，但利用增加访问取决于ITL水平的访问能力的能力。社区成员，特别是在某些更脆弱的团体中，在与政府进行扩展的电子界面时，通常缺乏基本技能和概念。实际上，这应该使所有公民与政府进行例行业务更容易，但实际上，它似乎正在扩大IT素养和没有基本航行技能的人之间的差距。该研究项目的主要目的是测试试图普遍化数字公民身份的服务学习计划的功效。三个相关目标是：使用广泛而系统的标准定义信息技术素养（ITL）。 在ITL传播中使用服务学习学习的“最佳实践”。 检验以下假设，即服务学习可以减少数字鸿沟。拟议的方法使用代表城市化各不相同的实验组和对照组。服务学习的ITL类和现场工作实验室将建立本科生与实验组之间的联系。研究人员，学生和服务社区将发展和完善ITL技能的分类法。实验组将接触到服务学习治疗。结构化的公民调查和焦点小组将用于分析有关计划影响的数据。在特定点和随着时间的变化方面的协方差分析将用于为预测因果模型奠定基础。由于这项研究，预计还会有几个额外的结果。首先，该研究将建模一种新的教学干预措施，该干预措施将研究，教育和社区参与联系起来，以减少数字鸿沟。其次，它使服务的接收者成为奖学金的重点。该领域的大多数研究都集中在学生的结果上，而不是接受者。第三，它将注意力集中在IT访问与IT素养之间的重要区别上。第四，它促进了跨学科研究和培训，以及寻求将其纳入校园课程的公共和私人机构之间的合作。最后，它促进了政治学和教育学科的创新，可能对公民身份的基本定义产生深远影响。