little knowledge to use, other quite useful applications are accessible only to those who have some understanding of the underlying technology. Those who have this understanding, perhaps because they are technically trained, acquired it in connection with their work, or are simply curious, motivated, and persistent enough to have figured it out on their own, have greater facility operating in the digital world and thus greater access to the benefits it offers.
While no term is perfect, the notion of fluency captures best for the committee connotations of the ability to reformulate knowledge, to express oneself creatively and appropriately, and to produce and generate information (rather than simply to comprehend it). For this reason, the committee chose "fluency with information technology," or FITness, as a label for the robust understanding of what is needed to use information technology effectively across a broad range of applications.
FITness involves three distinct but interrelated dimensions—intellectual capabilities, conceptual knowledge, and an appropriate skill set. An individual who develops these capabilities, knowledge, and skills becomes more fluent with information technology (FIT). Functionally, a more FIT individual is better able to use today's information technology effectively in personal and professional life, to adapt information technology to be personally relevant, and to acquire future knowledge as information technology changes than a person who is less FIT. An adequate level of FITness provides an individual with the foundational knowledge and understanding that enable him or her to advance along a continuum, becoming more and more adept at applying information technology for a range of purposes and having a deeper understanding of the technological opportunities for doing so.
In Chapter 2, each of these dimensions of FITness is defined and explained more carefully. Chapter 2 outlines the intellectual core of FITness. Chapter 3 discusses several collateral issues associated with the FITness framework. Chapter 4 addresses "implementational efforts," which are necessarily tied to specific grade levels. In the case of this report, they are tied to college undergraduates.