ICT Literacy in Instructional Technology

Compiled by Dr. Lesley Farmer, California State University Long Beach




Key terms: Computer Science, Educational Technology, Instructional Technology, Instructional Design, specific topics within computer science 

  • Education/ Digital literacy
  • Education/ Teacher education
  • Science and Technology/ Computer science 
  • Academic Support Services/ Accessibility 
  • Academic Support Services/ ICT literacy 
  • Academic Support Services/ Library and information services   
  • Academic Support Services/ Mobile learning
  • Academic Support Services/ Pedagogy




  • Benson, S. N., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172. 
  • Brown, A., & Green, T. (2018). Issues and trends in instructional technology: consistent growth in online learning, digital content, and the use of mobile technologies. In Educational Media and Technology Yearbook (pp. 61-71). Springer.
  • Butler, A. (2019). Teacher education: The next needed step in critical media literacy education. The International Journal of Critical Media Literacy, 1(2), 153-172. 
  • Evelyn, S., & Kromer, J. (2018). OER evaluation as a means of teaching information literacy in individual and small group settings. Reference Librarian, 59(1), 1–9. 
  • Fedorov, A., Levitskaya, A., & Camarero, E. (2016). Curricula for media literacy education according to international experts. European Journal of Contemporary Education, 17(3), 324-334. 
  • Hobbs, R., & Coiro, J. (2016). Everyone learns from everyone: Collaborative and interdisciplinary professional development in digital literacy. Journal of Adolescent & Adult Literacy, 59(6), 623-629. 
  • Mandinach, E., & Gummer, E. (2013). A systematic view of implementing data literacy in educator preparation. Educational Researcher, 42(1), 30–37. 
  • Mortimore, J. M., & Baker, R. L. (2019). Supporting student-led content creation in the distance learning environment with libguides CMS. Journal of Library & Information Services in Distance Learning, 13(1–2), 88–103. 
  • Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media literacy education for all ages. Journal of Media Literacy Education, 11(2), 1-19. 
  • Russell, P., Ryder, G., Kerins, G., & Phelan, M. (2013). Creating, sharing and reusing learning objects to enhance information literacy. Journal of Information Literacy, 7(2), 60–79. 
  • Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning; A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28. 
  • Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning, 29(1), 4-14.     
  • West, Q. (2013). Information literacy cooperation by design. College & Research Libraries News, 74(4), 202–204.
  • Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self-efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789–801.


  • Ask students to locate and summarize legislation and regulations that impact instructional technology (e-rate, accessibility, intellectual property). Then ask them whether this is the way the law ought to be or whether it should be changed and why.   
  • Ask students to analyze how ADA-compliant a piece of educational software or hardware is, and make suggestions for improvements.   
  • Ask students to research ethical issues relative to instructional technology.  
  •  Ask students to create an infographic to help communicate a an instructional technology issue.   Ask students to create a timeline of instructional technology advances.  
  • Ask students to flowchart an instructional technology design process.   
  • Ask students to locate articles on a an instructional topic in two different database aggregators (e.g., IEEE Xplore, ACM Digital Library, ERIC), and compare processes and results.  
  • Ask students to develop and implement an instructional technology topical search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters.   
  • Ask students to interview professional instructional designer to ascertain their use of ICT literacy.   
  • Ask students to interview professional instructional designers who collaborate with subject experts to ascertain what skills are needed for effective cooperation.   
  • Ask students to interview instructional designers about their experiences with intellectual property, including Fair Use?   
  • Ask students to create a graphic organizer that shows future implications, with supporting evidence, of a significant event (e.g., artificial intelligence, Internet neutrality) relative to instructional technology.   
  • Ask students to find a breaking instructional technology news story from any source. Have them determine if there are statements or ideas in the story that need to be clarified or questioned. Have them prepare a list of issues raised in the story that them feel are in need of critical analysis. For each issue, have them formulate a question they feel should be answered. Have them use online resources to answer their questions.   Have them provide a list of the resources and information that lead to their conclusions. Have them rate the reliability of each resource they use. Have them provide a list of unreliable information sources and explain why they found them to be unreliable. Have them present their research as a digital document.