Forecasting Twenty-First Century Information Technology Skills: A Delphi Study.

摘要

As cities and regions seek to increase the stock of college educated citizens in order to compete in the twenty-first century knowledge-economy, colleges and universities are realizing increased enrollment. At the same time, much is being written about the skills needed by graduates for the new economy. These studies articulate skills in critical thinking, communication, ethical thinking, and technology as important. This study used Trilling and Fadel's 21st Century Knowledge-and-Skills-Rainbow and Linstone & Turoff's Inquiry Systems as theoretical frameworks. The study utilized the Delphi technique to forecast specific twenty-first century information technology skills needed by baccalaureate graduates in the Louisville, Kentucky, Metropolitan area. The study utilized experts who were responsible for implementing technology, supervising baccalaureate graduates, or who had specialized knowledge of technology. The three round Delphi identified several information technology skills in several broad areas: analysis, communication, organizational effects, ethics, using information, and using specific technologies. Panelists were asked to come to a consensus on 25 statements generated from the first round data. After the third round a consensus was reached for 19 of the 25 statements. The findings of the study provide faculty, policy makers, and students with important suggestions 1) thinking and analysis skills are important and should be emphasized in curricula, 2) campus leaders, especially faculty, should be early adopters and predictors of technology, 3) technology should be incorporated throughout the curriculum rather than taught as a separate subject, 4) recognize the digital divide, 5) promote applied ethical thinking, 5) provide support and funding for early technology adoption, 6) students should commit to learning new technologies. This study was limited to the Louisville, Kentucky, Metropolitan area and specific findings should not be generalized to other areas. However, other metropolitan areas have similar economic and educational demographics.