Instead, fluency goals must allow for change, enable adaptability, connect to personal goals, and promote lifelong learning. Like language fluency, information technology fluency should be tailored to individual careers and activities. Skills are necessary for job preparedness, productivity, and other aspects of fluency. They include such things as using the Internet to find information, or setting up a personal computer. Using the Internet became essential in the past five years, and designing a home page will be essential soon.
Concepts explain how and why information technology works.
Capabilities, essential for problem solving, include managing complex systems as well as testing solutions. Fluency is best acquired when students do coherent, ongoing projects to achieve specific goals in subjects that are relevant and interesting to them. In this example, students would need content knowledge about HIV testing and about notification practices. They would use fluency skills such as organizing a database and communicating with others, and fluency concepts such as algorithmic thinking and an understanding of personal privacy concerns. To complete the project, students would use fluency capabilities such as sustained reasoning, testing solutions, and communicating about information technology.