Has the Internet become indispensable?
Communications of the ACM - Has the Internet become indispensable?
Technology skills of incoming freshman: are first-year students prepared?
Journal of Computing Sciences in Colleges
Information Technology for Development
Gender, perceptions, and reality: technological literacy among first-year students
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Inconsistencies and disconnects
Communications of the ACM
Factors impacting student perceptions of computing and CIS majors
Journal of Computing Sciences in Colleges
The impact of problem-oriented animated learning modules in a CS1-style course
Proceedings of the 42nd ACM technical symposium on Computer science education
Implementing IT0/CS0 with scratch, app inventor forandroid, and lego mindstorms
Proceedings of the 2011 conference on Information technology education
The influence of gender and age on choosing computing courses at South African universities
Proceedings of the South African Institute of Computer Scientists and Information Technologists Conference on Knowledge, Innovation and Leadership in a Diverse, Multidisciplinary Environment
Creative coding and visual portfolios for CS1
Proceedings of the 43rd ACM technical symposium on Computer Science Education
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Students must be fluent with information and communication technology (ICT) to participate fully and confidently in the 21st century. However, there is growing concern that despite having grown up with computers and the Internet, today's undergraduates may not be sufficiently fluent with ICT. There is also evidence that suggests a discrepancy between perceptions and reality regarding students' ICT fluency. This paper reports student's perceptions regarding their own ICT fluency and compares their perceptions with actual ICT assessment results. Approximately 200 undergraduate students enrolled in a computer information science (CIS) general education course were surveyed and asked to rate their proficiency performing tasks requiring the use of ICT. These students also completed an online scenario based ICT assessment in which they were required to actually perform tasks associated with accessing, evaluating, integrating and communicating information. The majority of students did not perform at their own perceived level. Results of the study have implications for information literacy, ICT education and assessment.