Technology Literacy Skills Needed in Further Education and/or Work: A Delphi Study of High School Graduates’ Perspectives

Technology and the importance of computers in education have been recognized since the educational reform movement of the 1980’s. Change that acknowledged a need for high school students to: understand the computer as an information, computation, and communication device; use computers for personal and work-related purposes; and understand the world of computers, electronics, and related technologies (A Nation at Risk, 1983, p. 26). The study, A Nation at Risk recognized our nation’s lack of computer technology skills and since, the standards in education have changed to design curriculum and integrate technology to better prepare high school students with necessary ready to work computer technology skills. In a brief review of literature the research studies found that students entering college and the workforce were lacking required necessary information technology literacy skills (Hardy, Heeler, & Brooks, 2006; Hanson, et al., 2011a, 2011b; HR Policy, 2010; Kaminski, Switzer, & Gloeckner, 2009; Tesch, Murphy, & Crable, 2006). In the context of the study, the conceptual framework for the study was driven by a set of eight IT tasks domains that provides the situational context. These IT tasks represent basic competencies that have been deemed critical for successful participation in society, education, and work for all youth (Center for Global Competitiveness and Performance, 2012; OECD, 2012; Partnership for 21st Century Learning, 2011; UNESCO, 2011; U.S. Department of Education, 2010a). The purpose of the modified Delphi study identified the basic information technology literacy skills needed for successful participation in further education and/or work from the perspectives of recent high school graduates