Information Technology Self Assessmenttoolvirginia Niebuhr Donna Dal ✓ Solved

Information Technology Self-Assessment Tool Virginia Niebuhr, Donna D’Alessandro, Marney Gundlach This tool is designed to help you to assess your information technology skills and to develop short-term goals. Rate yourself on how successfully you can complete the following skills: 1. I have never done this before 2. I could do this with help 3. I can do this alone, but might make some mistakes 4.

I can do this alone with confidence 5. I can teach others to do this skill Never Done With Help Alone Confident Can Teach Others Word Processing, i.e. Microsoft Word I can cut and paste text within a document I can change font size, style, and color I can create bulleted or numbered lists I can create a table and adjust columns and rows I can create a hyperlink Spreadsheets, i.e. Microsoft Excel I can create a new table (spreadsheet) I can use math functions (e.g. sum, mean, percent) I can create a graph and adjust the properties PowerPoint Presentations I can create handouts from the presentation I can change font size, style, and color I can insert a picture or ClipArt I can create graphics with the drawing tool I can animate graphics on one slide I can insert an audio file and have it play I can insert a video file and have it play I can create a hyperlink that works I can narrate a PowerPoint presentation I can use PowerPoint alternatives (e.g.,Prezi) E-mail I can open and print an email attachment I can describe principles of good email etiquette I can use the Calendar function to assist in time management I can file pertinent emails within Outlook or another place on own computer Web 2.0 Tools I can create or contribute to a wiki I can use a blog I can create a blog I can use a social network site (e.g.

Facebook, Twitter,Pinterest, Delicious) I can use a professional social networking site (MedScape, Sermo, Pediatric Commons) I know how to edit my privacy settings on social networking sites. I can join and manage groups on social networking site I can subscribe to an RSS feed Never Done With Help Alone Confident Can Teach Others File Management and Archiving I can save a file from any software program and be able to locate that file again I can search and find a “missing†file on my desktop I can create new folders on my desktop I can use online file-sharing (e.g. Google-Docs, DropBox) I can install new software programs onto my computer Media Files I can create a podcast I can create and edit an audio recording I can create and edit a video recording I can upload a video to the web through YouTube I can download a video from YouTube I can edit a digital photo, including cropping and resizing I can insert media files (e.g. audio file, image, video, podcast) to a website I can convert an audio or video file from one format to another I can use a scanner to create a digital image I can use a webcam Online Services I can use an online survey tool to collect my own data (e.g.

Survey Monkey, Zoomerang) Databases (e.g. SQL, Oracle) I can organize my data for entry importing into a database I can create, manipulate and use a database to develop usable results. Mobile Devices (e.g. phone, tablet) I can text I can use email on a mobile device I can surf the web on a mobie device I can download apps MY INFORMATION TECHNOLOGY GOALS A New Skill For Me Necessary Steps For Reaching My Goal Target Date This tool was initially developed January 2009 for use with two faculty development programs: an intersession module on Educational Technology for the Educational Scholars Program of the Academic Pediatric Association; and the application process for ADAPT (Any Day Any Time Teaching) at the University of Texas Medical Branch.

Authors: Virginia Niebuhr (Univ. Texas Medical Branch, Galveston TX; Donna D’Alessandro, Univ. Iowa, Iowa City, IA; Marney Gundlach, Univ. Texas Medical Branch, Galveston TX It is shared, may be duplicated, can be re-created for online entry, and may be modified to meet your needs (with credit please). Edited: 7/10/2010 Edited, 7/22/2013, VN and DD’A 3 Discussion-1 COLLAPSE Top of Form Access Control System Many organizations try to secure their organization well but this becomes one of the greatest challenge that the organization’s management has to face.

Because of how necessary this is, the organizations have a long way to ensure that the right security measure is put in place thus the need of security systems that are aided by technology (Sandhu & Samarati, 2014). Access Control systems either software or hardware have been gradually evolving over the years as initially, it was codes and pins then biometric configurations but now there is face recognition hence access control has a high level of technology (Sandhu & Samarati, 2014). Each organization has its own requirements for access control and thus the following factors should be considered when an organization is choosing the software or hardware access control (Sandhu & Samarati, 2014); · If an organization chooses to use a password-based access control system, the password should be chosen very carefully and ensure the software being used does not memorize the password or even giving a hint.

This will make it hard for an unauthorized person from accessing the system. · Location determines the access control system that should be used. Areas that have many people have high insecurities because of thieves and thus the best access control system should be used to protect the organization's resources. · There should be a quick integration of the access control hardware or software with all of the organization department hence keeping up with all the activities performed by the employees such as their time in and time out. · An access control software should be well flexible to changes that may happen in the protocols or requirements and be able to accommodate them all. · The cost also determines the access control software or hardware that should be used.

This is because biometric and smartcard access control very in cost. The following are aspects of access control systems (Sandhu & Samarati, 2014); · The role-based aspect allows access of every employee depending on their role. Hence some employees may be denied access to some areas. · The owner-based aspect that is also known as discretional access control denies access to people based on their identity or group of where they belong. · The mandatory access aspect of the access control system has system policies that restrict users from accessing the system. References Sandhu, R. S., & Samarati, P. (2014).

Access control: principle and practice. IEEE communication magazine 32(9), 40-48 Bottom of Form

Paper for above instructions

Information Technology Self-Assessment Tool: A Comprehensive Overview

In today's technology-driven world, possessing a broad range of information technology (IT) skills is essential. This self-assessment tool serves as a foundational guide to evaluate one's proficiency in various IT applications and to set achievable goals for improvement. This document will explore the key components of the self-assessment tool created by Virginia Niebuhr, Donna D’Alessandro, and Marney Gundlach, and also suggest a framework for developing, evaluating, and fulfilling IT goals.

Overview of the Self-Assessment Tool

The Information Technology Self-Assessment Tool comprises a comprehensive list of IT-related tasks organized into categories such as Word Processing, Spreadsheets, Presentation Software, E-mail, Web 2.0 Tools, File Management, Media Files, Online Services, Databases, and Mobile Devices. Each task is rated on a scale ranging from "never done" to "can teach others," allowing individuals to gauge their current skill level and identify areas for growth.

Areas of Assessment

1. Word Processing: Proficiency in tools like Microsoft Word is vital for effective written communication. Skills assessed include text manipulation, formatting, and creating hyperlinks.
2. Spreadsheets: Familiarity with software such as Microsoft Excel enables users to organize, analyze, and present data. Tasks encompass creating spreadsheets, using mathematical functions, and generating graphical representations of data.
3. Presentation Software: Tools like PowerPoint are indispensable for visual communication. Skills include handout creation, graphic insertion, and media integration.
4. E-mail: Effective communication through email requires understanding etiquette and functionalities like calendar usage and file management.
5. Web 2.0 Tools: This encompasses blogging, social media, and collaborative platforms that facilitate information sharing and networking.
6. File Management and Archiving: Understanding file organization, online storage solutions, and software installation are fundamental for efficient workflow management.
7. Media Files: Skills in creating and editing media content (audio, video, images) strengthen digital communication capabilities.
8. Online Services: Utilizing online tools for surveys or data collection enhances research methodologies and engagement strategies.
9. Databases: Knowledge of databases like SQL and Oracle allows for data management and analysis, vital for informed decision-making.
10. Mobile Devices: Skills in texting, emailing, and app management on mobile devices reflect the versatility required in modern communication.

Setting IT Goals

Once a self-assessment is completed, the next step involves setting clear IT goals. This process can be guided by the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound). The following framework can assist individuals in establishing their objectives:
1. Identify a New Skill: Based on the assessment, the individual should pinpoint a specific skill to acquire. For example, "I want to learn how to create and manage a blog."
2. Outline Necessary Steps: Develop a step-by-step plan addressing how to achieve this goal. This may involve online tutorials, workshops, or mentorship.
3. Set a Target Date: Establish a realistic timeline for skill acquisition. For instance, "I aim to create my blog within three months."
4. Evaluate Progress: Regularly review progress to ensure on-track development and make necessary adjustments to the learning plan.

Examples of Goals and Strategies

Here are some examples of possible IT goals derived from the self-assessment tool, along with strategies for achievement:
1. Goal: Become proficient in creating visual presentations using PowerPoint.
- Strategies: Attend a local workshop, watch tutorial videos online, practice by replicating professional presentations.
2. Goal: Learn to develop basic databases using SQL.
- Strategies: Enroll in an online course, read user guides, engage in practical exercises, and participate in community forums.
3. Goal: Enhance skills in digital photo editing and media file management.
- Strategies: Use free software like GIMP for photo editing, follow online tutorials, and create a portfolio of edited images.
4. Goal: Utilize online tools for effective data collection and analysis.
- Strategies: Familiarize with tools like Google Forms or Survey Monkey, design a survey for a real or hypothetical research project.

Conclusion

Assessing one's IT skills is a practical step toward personal and professional development. The Information Technology Self-Assessment Tool serves both as a diagnostic guide and a roadmap for individuals to enhance their skills in various aspects of information technology. By systematically evaluating their proficiency, setting targeted goals, and employing strategic learning methods, individuals can become more competent and confident in their IT capabilities. As technology continues to evolve, the need for continuous self-assessment and skill enhancement becomes increasingly vital.

References

1. Niebuhr, V., D'Alessandro, D., & Gundlach, M. (2009). Information Technology Self-Assessment Tool. University of Texas Medical Branch.
2. Sandhu, R. S., & Samarati, P. (2014). Access control: principle and practice. IEEE Communication Magazine, 32(9), 40-48.
3. Ang, C. S., & Wibowo, A. (2017). Information and Communication Technology Skills for University Students. Higher Education Studies, 7(3), 01-06.
4. Daugherty, P. R., & Muir, K. R. (2016). Digital Literacy in the 21st Century: The Future of Teaching and Learning. Journal of Library Administration, 56(5), 547-557.
5. McNair, M. (2021). A Guide to Self-Assessment Activities in Higher Education. University of Greenwich.
6. Pritchard, A. (2018). Critical Thinking and Information Literacy: Reading, Writing, and Problem Solving. Journal of Information Science, 44(3), 243-254.
7. Gordon, A. (2022). Essential Skills for the Information Age. International Journal of Information Management, 62, 89-92.
8. Thomas, M. O. J. (2014). Developing a Strategy for Assessing Skills and Competencies. Assessment & Evaluation in Higher Education, 39(5), 648-662.
9. Bawden, D. (2016). Information Literacy: A Conceptual Framework. Journal of Information Science, 42(4), 507-516.
10. Konradt, U., & Bär, R. (2014). The Role of Technology in Self-Assessment. International Journal of Self-Assessment, 1(1), 66-77.