Digital Literacy: Teaching a New
IC3 Global Standard
What is IC3?
A global certification standard and exams to educate
and evaluate Internet and computing/communication
technology literacy (ICTL)
> Available in 13 languages and 50+ countries
> The basis of K-12 and higher education
Digital Literacy/Technology Literacy programs
> Based on standards created by the Global
Digital Literacy Council (GDLC)
> Developed as a partnership between
Certiport, Inc. and First Advantage
Certiport
> The global leader in performance-based
certification programs
> Managers of Microsoft’s Office certification
program (MCAS), as well as programs from
Adobe and other companies/organizations
First Advantage
> Formerly SkillCheck, Inc.
> Specialists in performance-based
assessment (including CourseAssess)
Jon Haber
> Senior Vice President, First Advantage
Assessment Solutions (formerly SkillCheck, Inc.)
> Co-Author of The National Educational Technology
Standards for Students (NETS*S): Resources for
Assessment, published by the International Society for
Technology in Education (ISTE)
What is ICTL?
> Computer Literacy (1980s)
> Internet Literacy (library field)
> Digital Literacy (Paul Gilster, 1997)
> Fluency with Information Technology or FiTness (National Research
Council, 1999)
• Current (or “contemporary”) computer skills
• Foundational concepts
• Cognitive and problem-solving abilities
> OECD PISA Study, e-skills (UK), MEXT (Japan), US state and
international standards
> Global informal consensus regarding what defines ICTL
Defining ICTL – The IC3 Standard
> Literature review
> Development of examination blueprints by subject-matter experts
(SMEs) under the direction of a psychometrician specializing in IT
certification exam development
> Review of blueprint by Global Digital Literacy Council
> Updated blueprints reviewed/content validated by hundreds of
subject-matter experts
> Content validation exam blueprints used as the basis for:
• Exam development
• Curriculum – Provided to publishers (including Course)
Measuring ICTL
Scalability
Linear Assessment
Performance-Based Assessment Hands-On Assessment
Multiple-choice tests
Interactive simulation
Portfolios
Surveys
Concurrent (Live Application0
Observation
Complexity
Measuring ICTL – IC3 Exams
> Created using test-development principles used in the certification
and educational testing/licensure fields
> Must pass three examinations (Computing Fundamentals, Key
Applications, Living Online)
> 3-4 domains/45 questions for each 45 minute exam
> Performance based items (measuring skills) and linear items
(measuring knowledge) in each exam
> Automatically scored
> Criterion Validated
> Translated into multiple languages
Measuring Skills – PerformanceBased Test Items
Measuring Knowledge – Linear
Test Items
Measuring Success
IC3 Global Standard 3 (GS3)
> Third generation of IC3 standard and exam development
> Maintaining three-exam structure and use of performance-based
content (high reliability)
> Changes to assumptions about the “average user”
• Fewer limitation/more choices
• More of us are now constantly connected
• Social networking/Web 2.0 - Moving from locating and
evaluating to creating online content
• “We are all just content providers now.”
GS3 - New Areas of Study
> Electronic Mail  Electronic Communication
• E-mail
• Instant messaging/text messaging
• Blogs and social network sites
• Online audio and video
> Understanding how content is created, located and evaluated
• User as information producer and informed consumer
> Web 2.0 concepts woven through all three IC3 modules
Your Course: The Challenges
• Students enter the course with varying levels of
•
•
•
•
computer expertise
Students have different learning styles
Many students have not yet developed effective
college-level learning skills
Many students don’t like to read
For some students English is a second language
The Bar
Regardless of the
diverse “input,” at the
end of the course all
students are expected
to pass over a “bar”
labeled “What every
college educated
person should know
about computers.”
Students
Instructional
Materials
IC3 Exam
Practical Computer
Literacy 2nd Edition:
Internet and Computing
Core Certification
Instructional Material: Four Criteria
1. Dedicated to the exam and under a single cover
2. Cover 100% of the IC3 Exam Objectives
3. Provide hands-on learning for 100% of the
performance-based Objectives
4. Meet additional criteria, such as branding
IC3 Module 1:
Computing
Fundamentals
Practical Literacy:
Section I
Domain 1.0: Computer Hardware,
Peripherals, and
Troubleshooting
Domain 2.0: Computer Software
Domain 3.0: Using an Operating
System
Chapter 1: Computer Hardware
Chapter 2: Peripheral Devices
Chapter 3: System and Application
Software
Chapter 4: Installing Software
Chapter 5: Getting Started with Windows
XP
Chapter 6: Getting Started with Windows
Vista
Chapter 7: Working with Files
IC3 Module 2: Key
Applications
Domain 1.0 : Common Program
Functions
Domain 2.0: Word Processing
Functions
Domain 3.0: Spreadsheet Functions
Domain 4.0: Communication and
Presentation Software
Practical Literacy
Section II
Chapter 8: Getting Started with
Application Software
Chapter 9: Creating a Document
Chapter 10: Formatting a Document
Chapter 11: Finalizing a Document
Chapter 12: Creating a Worksheet
Chapter 13: Formatting a Worksheet
Chapter 14: Finalizing a Worksheet
Chapter 15: Creating a Presentation
Chapter 16: Finalizing a Presentation
Chapter 17: Creating a Database
Chapter 18: Finalizing a Database
IC3 Module 3:
Living Online
Domain 1.0 : Communications
Networks and the
Internet
Domain 2.0: Electronic
Communications and
Collaboration
Domain 3.0: Using the Internet and
the World Wide Web
Domain 4.0: The Impact of
Computing and the
Internet on Society
Practical Literacy
Section III
Chapter 19: Networks
Chapter 20: Working with E-mail
Chapter 21: Browsing the Web
Chapter 22: Computer Risks and
Benefits
Performance
Based (PB)
N
Y
Coding
Number
IC³-1
3.3.2
IC³-1
3.3.3
Objectives & Skill Sets
Identify different control
panel/system preference
settings
Change simple settings,
including:
1. Date and time settings
2. Display settings
(including screen saver
or multiple monitors)
3. Audio volume settings
4. Mouse and keyboard
settings
5. Disability settings
6. Security settings
Special
Instructions for
Instructional
IM
Material (IM)
Mapping
68, 82
Illustrate and
explain the uses
of the most
commonly used
control
panel/system
preference
setting (date and
time, keyboard
and mouse
settings, etc.)
Demonstrate the
operating system
function or
functions detailed
in this objective.
1.
2.
3.
4.
5.
6.
65,
69,
65,
70,
68,
68,
79
83
79
84
82
82
PB Mapping
1. Project WI2
2. BookOnCD
5-6 and 67, and
Project WI2
3. BookOnCD
5-2 and
Project WI2
4. BookOnCD
Performance
Based (PB)
N
Y
Special
Instructions for
Coding
Instructional
Number
Objectives & Skill Sets
Material (IM)
IC³-2
Identify common uses for word
Explain common
2.1.16
processing (such as creating short
uses for word
documents like letters and memos, long processing.
documents like reports and books, and Explain how word
specialized documents such as Web
processing
pages and blog entries) and identify
documents can be
elements of a well-organized document, used to organize
including:
documents via
1.
Use outlines to organize
outlines.
documents
Explain how design
2.
Format similar text and data
elements can be
elements consistently
used to make a
3.
Use tables or bulleted/numbered
document easier to
lists to organize information
read as well as make
appropriately
it easy to find needed
4.
Appropriate spacing options (line
information.
spacing, paragraph spacing)…
IC³-2
2.1.7
Create and modify bulleted and
numbered lists (single-level and multilevel)
Demonstrate the
word processing
function or functions
described in this
objective.
IM
PB
Mapping
Mapping
42, 124, 152,
148, 145, 140,
157
146
BookOnCD
10-6 and
Project WD-5
PLIT Pedagogy
See
It!
Try
It!
Apply
It!
See It!
•FAQs
•Short paragraphs
•Screenshot with
callouts
•Steps described in
callouts
•Bullet points for
options and hints
Try It!
•Interactive PlayIt!
•Students step
through a procedure
•Simulated
•Bullets can be used
interactively
•Cover IC3
performance-based
objectives
Apply It!
•Chapter 23
•50 Projects
•Starter files included
with the BookOnCD
•Reinforce IC3
objectives
•Use FAQs as handy
reference
The Challenges
The Solution
Varying levels of
computer expertise
Flexible learning tool
Different learning styles
Reading, listening,
hands-on, exploratory
Learning skills
Built-in assessment
Don’t like to read; English
is a second language
Approachable layout
Need to assess
proficiency
IC3 Certification
Q&A