digitalliteracy

Fundamentals of Digital Literacy


Kathy Sole

Ashford University

Katherine L. Jackson
Truman State University
























































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Kathy Sole and Katherine L. Jackson
Fundamentals of Digital Literacy



Editor in Chief, AVP: Steve Wainwright

Sponsoring Editors: Christina Ganim, Anna Lustig

Senior Development Editors: Dan Moneypenny, Rebecca Paynter

Freelance Development Editor: Catharine Thomson

Assistant Editors: Teresa Bdzil, Jessica Sarra

Editorial Assistants: Lukas Schulze, Kathleen Rhine, Julie Mashburn, Taylor Holmes

Production Editor: Lauren LePera

Media Editor: Lindsay Serra


Copy Editor: LSF Editorial

Illustrator: Steve Zmina

Cover Design: Tara Mayberry

Printing Services: Lightning Source, Inc.

Production Services: Lachina

Permission Editor: Joohee Lee

Cover Image: VvoeVale/iStock/Thinkstock


ISBN-13: 978-1-62178-261-2
Copyright © 2016 Bridgepoint Education, Inc.


All rights reserved.

GRANT OF PERMISSION TO PRINT: The copyright owner of this material hereby grants the holder of this
publication the right to print these materials for personal use. The holder of this material may print the
materials herein for personal use only. Any print, reprint, reproduction or distribution of these materials
for commercial use without the express written consent of the copyright owner constitutes a violation of
the U.S. Copyright Act, 17 U.S.C. §§ 101-810, as amended.














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Brief Contents






Module 1: Digital Literacy: Then to Now ...................... 1



Module 2: Using Digital Tools: Hardware and Software . . . . . . 21



Module 3: Getting Started With the Internet ................ 47



Module 4: Your Online Social Life ........................... 63



Module 5: Digital Communication .......................... 85



Module 6: Digital Privacy and Security ...................... 97



Module 7: Tools for Assessing Your Skills .................. 121


Module 8: Digital Career Resources ........................ 145



Module 9: Investing in Your Education ..................... 171



Module 10: Personal Finance .............................. 195



Glossary .................................................. 211



References ................................................ 219



















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Contents






About the Authors xi

Acknowledgments xiii

Preface xv





Module 1 Digital Literacy: Then to Now 1



Introduction: Welcome to the Digital World! 2

1.1 What Is Digital Literacy? 3

1.2 How Technology Has Transformed the Way We Learn 6
Your Course Materials Are Electronic and Portable 7
You Decide When and Where to Study 8
You Do Not Learn Alone 9

1.3 How Technology Has Transformed the Way We Work 11

1.4 How Technology Has Transformed the Way We Live 15
Smart Devices Perform Multiple Functions 17
Consumers Have More Power Than Ever Before 18
Summary & Resources 19






Module 2 Using Digital Tools:

Hardware and Software 21



Introduction: Getting the Most Out of Your Classes Begins With
Your Computer 22

2.1 Which Hardware Is Right for You? 23
A Desktop or Laptop Computer Is Vital to Your Academic Success 24
Desktop or Laptop? Let Usage Be Your Guide 25

(Continued)




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Contents





Module 2 Using Digital Tools:
Hardware and Software, continued




2.2 Other Portable Devices That Can Enhance Your
Educational Experience 31
Tablets 31
Netbooks 34
Smartphones 34

2.3 Software: Your Tools for Success 36
Software You Will Need for Your Online Courses 37
Using Google Drive to Collaborate With Your Classmates 40
Saving Your Work in the Cloud 41
Summary & Resources 43







Module 3 Getting Started With the Internet 47


Introduction: The Internet: Get Connected and Get Going! 48

3.1 What Is a Network, and How Do You Join One? 49
Internet Access at Home 50
Internet Access Around Town 53
Internet Access on the Go 54

3.2 Getting the Most From Your Browser 55

3.3 Troubleshooting and Getting Help 57
Solving Computer Technical Problems 57
Contacting Ashford Technical Support 60
Summary & Resources 61





















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Contents






Module 4 Your Online Social Life 63


Introduction: What Are Your Responsibilities Online? 64

4.1 Digital Citizenship and Etiquette Awareness 65
A Good Digital Citizen Understands and Avoids Plagiarism 66
A Good Digital Citizen Respects Copyright Laws 67
A Good Digital Citizen Practices Online Etiquette 67
4.2 Communicating Through Blogs 69


4.3 Communicating Through Social Media 72
Twitter 74
Facebook 76
LinkedIn 77
4.4 Sharing Personal Information on the Internet 78

Summary & Resources 82







Module 5 Digital Communication 85


Introduction: Communicating Online for School and Work 86

5.1 Choosing the Appropriate Form of Communication 87
Face-to-Face Communication 87
Written Communication 88


5.2 Writing Academic and Professional E-mails 89
Using an E-mail Account 89
Personal Versus Professional E-mails 90

5.3 Posting on a Class Discussion Board 92
Summary & Resources 95



















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Contents






Module 6 Digital Privacy and Security 97


Introduction: Understanding Online Benefits and Risks 98

6.1 Leaving a Trail on the Web 99
Your Trail of IP Addresses and Domain Names 100
The Trail of URLs in Your Computer History 101
The Trail of Browser Cookies 103

6.2 Remaining Safe and Secure Online 105
Websites to Approach Cautiously 106
Computer Threats 110


6.3 Other Actions You Can Take to Protect Your Privacy 115
Privacy on Shared Computers 116
Dealing With Spam 116
Summary & Resources 118







Module 7 Tools for Assessing Your Skills 121


Introduction: Finding Your Career Path Through Self-Exploration 122

7.1 Career Options: Past and Present 123


7.2 The Career Development Process 126

7.3 Performing Initial Self-Assessments 129
How Does Your Personality Influence Your Career Choices? 130
What Beliefs, Interests, and Talents Best Describe You? 132
What Work Environment Will You Enjoy Most? 133

7.4 What Is a Skill Set, and How Do I Get One? 135
Hard Skills Versus Soft Skills 138
Using Your Skill Set in Today’s Workplace 139
Summary & Resources 143















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Module 8 Digital Career Resources 145


Introduction: Steps to Embarking on a Great Career 146

8.1 Building Your Résumé 147
The Primary Purpose of a Résumé Is to Obtain an Interview 148
What Should I Include in My Résumé? 148
What Type of Résumé Should I Use? 151
Should I Make My Résumé Scanner Friendly? 153

8.2 Writing an Effective Cover Letter 156
The Purpose of a Cover Letter Is to Summarize and Persuade 156
Structure an Effective Cover Letter 157

8.3 Finding a Job 161
Ashford Career Services 161
Online Job Searching 162
Networking 165
Additional Career Resources 166
Summary & Resources 168







Module 9 Investing in Your Education 171


Introduction: Your Financial Future Starts Now 172

9.1 Responsible Borrowing 173
Understanding Interest: The Beauty and the Beast of Compounding 173
Student Loans: Know Your Options 176

9.2 Credit Cards: A Tool, Not a Crutch 181
What Is Your Credit Score, and How Do You Get It? 183
What’s in Your Credit Report, and Who Can See It? 184
Why Does Good Credit Matter? 185

9.3 Being Credit Savvy 187
Shopping for a Credit Card 187
Protecting Your Credit 188
Paying Down Debt 189
Summary & Resources 192








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Module 10 Personal Finance 195


Introduction: Ensuring a Bright Financial Future 196

10.1 Getting Your Personal Finances in Order 198
Assess Your Finances With an Income and Expenditure Statement 199
Define Your Goals: Be SMART 200
How to Create a Budget 201
Setting Up an Emergency Savings Account 204

10.2 Saving and Planning for Your Retirement 205
What Is Social Security? 205
Making Your Money Work for You 206
Retirement Plan Basics: 401(k)s, 403(b)s, and IRAs 207
Summary & Resources 209




Glossary 211

References 219














































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About the Authors





Kathy Sole


Kathy Sole is a self-employed technical writer and editor who specializes in the development
of complex corporate, government, and academic documents. She holds a master’s degree
in speech and communication studies and has taught college writing, communications, and
business courses for more than 25 years—the past 9 years at Ash-
ford University. Prior to starting her own business, she was vice
president and manager of a major commercial bank instructional
publications department and marketing director for two finan-
cial institutions. She has authored a reference book titled What’s
the Rule? and a corporate training program titled Brush Up on the
Basics. She has authored four e-textbooks and been a contribu-
tor to two other texts. She lives with her husband, Jon, and dog,
Sammy, in a small town on the western shores of Puget Sound
near Seattle, Washington.




Katherine L. Jackson


Dr. Katherine L. Jackson is a faculty member at Truman State Uni-
versity and has taught personal finance for more than 20 years.







































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Acknowledgments






We would like to thank the dedicated members of the Bridgepoint Education editorial team
for their expertise, advice, and support in the development of this text. We are particularly
grateful to sponsoring editors Christina Ganim and Anna Lustig; senior development editors
Dan Moneypenny and Rebecca Paynter; assistant editors Teresa Bdzil and Jessica Sarra; edi-
torial assistants Lukas Schulze, Kathleen Rhine, Julie Mashburn, and Taylor Holmes; media
editor Lindsay Serra; and production editor Lauren LePera. Their hard work and commit-
ment to quality is gratefully acknowledged and appreciated.

A special thanks is also due to Catharine Thomson, the independent developmental editor
who shepherded the text through several revision cycles and deserves credit for maintaining
its cohesiveness and coherence throughout that lengthy process. Her edits, suggestions, and
collaborative approach greatly improved this work.

We would also like to express our appreciation to the following reviewers for their invaluable
feedback:

Rizza Bermio-Gonzalez, Ashford University
Wendy Conaway, Ashford University
Julie DeLoria, Ashford University
Debby Hailwood, Ashford University
Jeffrey Hall, Ashford University
Wayne Hollman, Ashford University
Jaime Kulaga, Ashford University
Connie Lower, Ashford University
Molly Molnar, Ashford University
Julie Nideffer, Ashford University
































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Preface






Fundamentals of Digital Literacy explores how technology changes everyday life, emphasiz-
ing the importance of digital literacy to personal success in the educational, professional, and
financial realms. Each chapter helps students identify and apply digital tools in the real world,
highlighting advantages while discussing pitfalls. Students gain a practical understanding of
the many digital resources at their disposal.



Textbook Features


Fundamentals of Digital Literacy includes a number of features to help students understand
key concepts and think critically:

Images depict the many ways in which people use technology for success, which helps
students have a deeper understanding of text concepts.
Figures illustrate a variety of concepts in easy-to-understand ways.
Feature boxes provide an in-depth look into various topics, often providing real-life
applications.
End-of-chapter questions help students review the material and challenge them to
explore key topics further.
Key terms list and define important vocabulary discussed in the chapter, offering an
opportunity for a final review of chapter concepts. In the e-book, students can click
on the term to reveal the definition and quiz themselves in the process.
Quizzes in the e-book give students the opportunity to assess their own learning and
comprehension.
Interactions in the e-book explore difficult concepts and help students apply these con-
cepts to their everyday lives.
Videos explain specific technological concepts and digital tools for success.






























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Module 1

Digital Literacy: Then to Now










































Wavebreakmedia Ltd/Wavebreak Media/Thinkstock



By Kathy Sole, Ashford University



Learning Objectives


After reading this module, you should be able to

• Explain what it means to be digitally literate.
• Outline the online educational resources that have transformed the way we learn.
• Explain how technology has transformed the way we work.

• Describe some of the technological advances that have changed how we live.















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Introduction: Welcome to the Digital World!


Throughout history, literacy—the ability to read and write—has allowed people to partici-
pate fully and successfully in society. Today, individuals who lack the ability to read and write
face tremendous challenges. They cannot pass a driving test or read road signs; they are
unable to read important drug and food labels; and they have limited career opportunities.

Success in today’s society demands an additional type of literacy, however. Our 21st-century
world depends on technology. Computers run many aspects of our homes, workplaces, and
personal lives. Our automobiles are computers on wheels. Our refrigerators and ovens moni-
tor their inside temperatures and automatically adjust when necessary. The Global Position-
ing System (GPS) links with satellites in the Earth’s atmosphere to show us our exact location
on the planet. Technology has also changed many aspects of our personal lives, from the way
we communicate with friends and family to the way we access entertainment.

As you read this, you likely have a
smartphone within your reach—
a mobile device that offers phone,
text, and internet capabilities. Do you
remember when you first got that
phone and how excited you were to
learn everything you could about it?
Almost every aspect of our lives is
tied to technology, and it is critical
to understand how to use this tech-
nology to participate fully in modern
society. It can also be exciting and fun
to discover ways technology can help
Ingram Publishing/Thinkstock
you attain a college degree, develop
Smartphones are just one aspect of our technological
a rewarding career, and provide for
lives; they allow people to work and communicate on
yourself and your family.
the go.
Consider Chantal, a single mother with
two children. She dropped out of high school after the birth of her daughter, and her son was
born a year later. With two infants to care for, completing her education seemed impossible.
When her children became a little older, though, she obtained a full-time job, earned her GED
(General Educational Development) diploma, and then enrolled at Ashford University to earn
a bachelor’s degree and improve her career opportunities. It had been several years since she
had been in school, and the online classroom and some of the digital tools were unfamiliar
to her. She was intimidated at first by the technology, but by her second or third course, she
began to master the tools and learn how they could both help her achieve her educational
goals and afford her time to spend with family.

Like Chantal, you may find that some aspects of the Ashford University online classroom are
different from your previous learning experiences. Technology has transformed the college
classroom and the way students learn, as evidenced by Ashford’s online courses and Constel-
lation materials, and the way today’s workplaces operate.

In this module we examine not only how technology has transformed the classroom, but
how it has changed the way we work and live. We begin by discussing what it means to be
digitally literate.

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©Credit Goes Here












Title Goes
1.1 What Is Digital Literacy?
Here



























Digital literacy—the ability to understand and appropriately use electronic technology to
accomplish educational, professional, and personal goals—is vital to your success in school,
work, and your personal life. Increasing your digital literacy is a primary goal of this class and
this text, and the materials in this course will not only help you build on your current knowl-
edge, but also expose you to new technologies that can create opportunities for you in future
careers. Don’t worry if some of these technologies are new to you. By the end of this course,
you should have all the information you need to complete your Ashford University courses
and become digitally literate.

The good news is that you already have a head start! You have already completed at least one
course, and there is a good chance you have a smartphone or a tablet, or regularly access the
Internet for entertainment or to interact with friends. Your knowledge of these technologies
will help you transition to the electronic tools you will use in your Ashford University class-
room and in the workplace.

In this new digital world, we don’t usually take out a pen to write a letter to someone; instead,
we send an e-mail or a text message. We rarely visit a physical library to search for informa-
tion; instead, we search electronic databases on the Internet. Recall that once Chantal learned






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1.1 What Is Digital Literacy?




how to effectively use the digital tools in her Ashford class, including the digital library and
her e-textbook, she quickly found the information she needed to be successful in her degree
program.


It is important to be aware that the academic and professional tools you will use for your Ash-
ford University courses are different from those you may use in your personal life—or at least
you will use them differently. Understanding these differences and adapting your knowledge
to the academic classroom or the professional workplace is an important skill to develop. For
example, you may send an e-mail to a friend from your home computer and an e-mail to a
customer while you are at work. However, the language, tone, and format of these two e-mails
will probably be very different. An important part of digital literacy is knowing how to appro-
priately interact with others in different situations. We will explore this topic at length in
Module 5.










































Rawpixel Ltd/iStock/Thinkstock
Being digitally literate will make your academic and professional future more successful.

















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1.1 What Is Digital Literacy?




Being digitally literate also means acquiring the skills to search, understand, and evaluate the
tremendous amount of data available. You must interpret the data so as to create new infor-
mation and know when it is appropriate (and inappropriate) to share this information with
others. Finally, being digitally literate means knowing how to use what you learn to become
a productive and ethical citizen of the digital world. We will take an in-depth look at digital
citizenship in Module 4.

Technology changes quickly in today’s world. It is easy to become comfortable with what
you already know and then suddenly realize that technology has passed you by. For example,
early computers were not easy to operate, and they did not come with instruction manuals.
Using them could be so frustrating that many people resisted giving up their typewriters.
Those who were willing to learn to use a computer found themselves with valuable skills as
computers grew more and more popular. Those who refused to give up their typewriters, on
the other hand, were left behind as the digital age progressed.

Digital literacy helps you adapt to change and modify your tools and behaviors as necessary—
to become someone who is not afraid of technology but embraces the tools that can provide
new opportunities. This book is designed to help you become comfortable with change, be
patient while you learn, and get excited about participating in the digital revolution.


Perhaps you are like Chantal and had never used a computer prior to enrolling at Ashford. If
so, the technology may seem overwhelming at first. But remember, you do not have to master
the computer; you must simply learn the basics necessary for your class. Other features can
be learned over time, and you have instructors, fellow classmates, and technical support staff
to help you. Don’t be afraid to ask for assistance if you face a problem you cannot resolve. Oth-
ers will be happy to share their knowledge and help you succeed.

With increased knowledge and skill come power and self-confidence. As you learn more in
this text about digital literacy and the tools and support available to you, we hope you will
also feel less anxious because you know that, with hard work and the support of your Ashford
University community, you can complete your college degree and embark on a meaningful
and satisfying career.


In Alan Cooper’s (1999) book The Inmates Are Running the Asylum, he concluded that digital
literacy really means that “when your program loses your document, you have learned enough
not to panic” (p. 35). With this type of power and confidence as our goal, let’s look at some of
the ways technology has transformed how we learn, work, and live. As you read through the
following sections, reflect on your own attitude toward technology. Do you eagerly embrace
new technology, or are you hesitant to try something new? Why do you feel the way you do?




















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1.2 How Technology Has Transformed


the Way We Learn


























Our world is rapidly transforming from a literary society, in which information is stored in
printed books, to a digital one, in which data is stored electronically. This data is compiled
into digital course materials that you can access online and use for your courses. Because
technology is constantly changing, new digital tools are continually being developed and may
be introduced into your electronic classroom during your degree program. Consider how
quickly household computer and Internet use grew in the 13 years from 2000 to 2013, as
illustrated in Figure 1.1. Being open to change and adapting to new ways of performing tasks
are essential in our rapidly changing world. We all run the risk of being left behind if we are
unable to quickly adapt to change, and we will not be able to enjoy all the wonder that tech-
nology offers.

These new tools will require you to change and upgrade your skills over time. This means
that your goal as a student should not be to memorize facts or learn everything you can about
all the electronic tools in your online classroom. Instead, seek to understand the principles
of the technology (what it can do for you) and learn what you need to know to successfully
complete your course assignments. Then, over time, be open to change and continue to learn
as that technology evolves and as new technologies appear. In other words, think of yourself
as a lifelong learner.







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1.2 How Technology Has Transformed the Way We Learn



Figure 1.1: Household computer and Internet use: 1984–2013


This graph clearly indicates the growth in use of computers and the Internet. Those who resist
embracing technology run the risk of being left behind.
































Data from “Computer and Internet Use in the United States: Population Characteristics,” by T. File, 2013 (http://www.census.gov/prod
/2013pubs/p20-569.pdf); “Computer and Internet Use in the United States: American Community Survey Reports,” by T. File and C. Ryan,
2014 (http://www.census.gov/content/dam/Census/library/publications/2014/acs/acs-28.pdf); and “Computer & Internet Trends in
America,” by US Census Bureau, 2014 (http://www.census.gov/hhes/computer/files/2012/Computer_Use_Infographic_FINAL.pdf).




Your Course Materials Are

Electronic and Portable

To understand digital materials, con-
sider the words you are reading right
now on the screen. They may not be
printed on paper; they are not bound
into a textbook. They exist as digital
data, electronic signals that are trans-
lated by the computer into written
words. Your course “textbook” can
be printed on paper and bound with
a cover to create a physical book. But Blend Images/Blend Images/SuperStock
keeping the content in a digital form New forms of technological communication have
allows changes to be made quickly, allowed for more interactive learning.
errors to be corrected if necessary, and
content to be added to the text if desired. The digital form is also more engaging because it
allows you to access video, interactive exercises, and links to additional resources.






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1.2 How Technology Has Transformed the Way We Learn




When you log in to a course, any digital course materials will be linked within the classroom,
as well as from the Ashford University Student Portal. The textbook for this course is stored
on an e-reading platform called Constellation, which you can access through your Internet
browser on a desktop or laptop computer by logging in to the Student Portal or the Constella-
tion website (http://content.ashford.edu) or on portable devices such as smartphones or tab-
lets. You simply click the link to the text from the classroom to begin reading and interacting
with the materials. This digital format has several advantages for you as a student. You don’t
have to carry heavy textbooks; you don’t have to keep track of a paper syllabus; and your
course materials are available to you at any time, wherever you have Internet access.

You can also work with a digital textbook in ways you couldn’t (or were taught not to) with a
traditional book. You can highlight information you think is important, using different-colored
highlights. You can use the Search tool to find specific words in the text. You can also add your
own electronic notes (known as annotations) and move from one online location to another
by clicking highlighted text known as a
hyperlink, or just link, to obtain additional
information about a subject. Constella-
tion books include not only your digi-
tal text, but also videos and interactive
activities to supplement your reading and
clarify concepts you are studying.

Once you have accessed your materials,
there are many ways to use them. Aside
from reading your textbook on your
Internet browser, you can download your
book to multiple devices, including your
e-reader (e.g., Kindle, iBooks app, Nook),
or listen to the audio (MP3) files on your
MP3 player or phone. Features like this
have helped Chantal, the Ashford student
you met at the beginning of this module,
better juggle school, work, and family. For
example, she takes public transit to work
and can easily read her digital textbook Szefei/iStock/Thinkstock
Downloading audio files is a great way to listen to
while she travels. How can you use travel,
textbooks on the go.
waiting time, or other activities more
effectively to put more minutes into your
busy day? You can also download PDFs or print the materials to create a study guide for your-
self, share the materials with others, or simply keep them for future reference. Click the fol-
lowing link for tutorials and Frequently Asked Questions (FAQs) regarding your digital course
materials on Constellation: https://content.ashford.edu/support.


You Decide Where and When to Study


Another way technology is changing the way we learn involves where and when we study. Your
Ashford courses don’t require you to sit in a specific room or be available at a specific time.
Classes don’t meet in a physical space but in a virtual classroom that exists electronically by




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1.2 How Technology Has Transformed the Way We Learn




means of digital equipment. You can enter this virtual classroom anywhere you have an Inter-
net connection and at any time you choose, 24 hours a day. For example, Chantal established
a family homework time after dinner at her house. She and her children, Jayden and Layla,
sit at the same table, and she logs in to her classes and does her assignments while her kids
work on their homework. That way, everyone studies together, and Chantal is able to help her
children if they need her.

Online learning enables you to participate in a course and do your assignments at home, at
work (with your supervisor’s permission, of course), at a local library, or at hotspots—physi-
cal locations such as coffee shops, bookstores, and other establishments that offer Internet
access over a wireless network. You might attend class on the go with your smartphone, tab-
let, or laptop computer. When you travel, you may be able to access your class on the many
types of public transportation that have Internet connections, such as commercial airplanes,
trains, subways, buses, or ferries.

Your local library probably has digital materials available 24/7, which you can download to
your computer, so you don’t have to worry about getting to the library before it closes to conduct
research for assignments. Even more importantly, you have an entire electronic library avail-
able to you immediately when you log in to your Ashford University Student Portal. The Ashford
Online Library consists of multiple databases of books, scholarly journals, magazines, news-
papers, and other resources in electronic form. The resources in these library collections are
extensive. For example, the ebrary database, a collection of electronic books, contains more
than 116,000 e-books that cover all academic disciplines. Subscriptions to these databases
are very expensive, and many of them are accessed only through libraries that are not avail-
able to the general public. As an Ashford student you can access them for free, anytime you
wish.


You Do Not Learn Alone


One of the most important impacts of technology on learning has been the transition from
individual learning to collaborative learning. No longer do you work alone in your college
courses; you have the support of other students, instructors, and university staff, if you need
it. All of your Ashford courses include discussion forums, where you will post your thoughts
and ideas about weekly discussion topics. In addition to your posts, you will respond to the
posts of other students and read their responses to you. This interaction among all members
of the class means that you learn from other people and they learn from you—as a commu-
nity. You may even learn you have something in common with one of your classmates (see A
Closer Look: Connecting With Classmates). In Module 5 we will talk more about communicat-
ing effectively with your fellow students and using the discussion boards.

If you don’t understand an assignment, your course has an Ask Your Instructor discussion
forum. You can post your question there, and everyone in the class benefits from seeing the
instructor’s response. Or if you prefer, you can contact your instructor privately by e-mail at
any time, and your instructor will respond as soon as possible.










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1.2 How Technology Has Transformed the Way We Learn





A Closer Look: Connecting With Classmates


Sometimes your discussions with your classmates will reveal you have something in
common, or you might want to carry on a conversation with them about something
unrelated to the assignment. For this purpose, you have the online Ashford Café. Like
a city coffee shop, the Ashford Café is the place to get to know your classmates; talk
with them about your personal life, favorite sports teams, or other topics; and share
®
experiences. You will also find links to social media sites such as Pinterest, LinkedIn ,
Google+, Twitter, and Instagram, where you can connect with classmates outside of class.
(Social media links are also available in the Student Portal.) Watch the following video to
discover how you can break the ice and get to know your classmates: http://
ashford.mediaspace.kaltura.com/media/Using+the+Ashford
+Cafe /0_er04pg2k/19511472.

You can also join one of Ashford University’s online student groups and organizations,
which are listed here: https://www.ashford.edu/online-learning-experience/student-
support/student-organization. You are also welcome to join the CHAMPS Peer Mentoring
Program, which will con-nect you with experienced, successful Ashford students. Check
out the following link for more information: http://www.ashford.edu/student_services/
champs.htm.
Reflection Questions

1. In what ways have you already begun connecting with classmates?
2. What groups and organizations are you interested in joining?




Last, but certainly not least, you have a team of university staff members who are eager
to assist you and a wealth of electronic tutorials and other resources to help you learn.

Ashford University 24-hour Technical Support
Center. The technical support center can help you with problems concerning the course
website or with accessing, sending, or retrieving course materials on your computer. You
can reach the support center through a link in your current class or by phone. The Ashford
Writing Center (http://awc.ashford.edu) and Ashford Online Library links also contain
learning resources—they can connect you with writing tutors or librarians who can help
you succeed in your classes.





















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1.3 How Technology Has Transformed


the Way We Work


























Fifty years ago, people typically graduated from high school and found a job. They often held
an entry-level position at a company and over the years worked their way up through posi-
tions of greater responsibility. They often stayed at the same company until they retired at
age 65, when they received a gold watch, their Social Security income, and a company-paid
pension that afforded them income through their retirement.

Today a college education affords an individual many more career opportunities than a high
school or GED diploma does, and it is rare for contemporary companies to provide pensions
to their employees. Workers must save money on their own for their retirement, and as you
may have heard, the Social Security system may not have enough funds to support people
who retire in the future (Ferrara, 2015). In Module 10 we will explore the topic of financial
literacy and suggest ways you can manage your finances to ensure you have enough money to
live well and retire comfortably.

We can point to many social and economic changes that have altered the way we work. Per-
haps the greatest source of change, however, has been the growth of new technology (see A

Closer Look: Do You Remember When. . .?). The downsizing of businesses in the United States
began in the 1980s, primarily due to technological advances. Computers could make deci-
sions faster and often better than people, and people who processed or analyzed information
and made routine decisions found their jobs in danger (Boyett & Cohn, 1991).



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1.3 How Technology Has Transformed the Way We Work




In 1995 Jeremy Rifkin, who has writ-
ten extensively on the impact of sci-
entific and technological changes on
society, published a book titled The End

of Work, in which he argued that com-
puters would eliminate jobs on a mas-
sive scale. In one sense Rifkin was right;
computers have eliminated many jobs.
However, another writer, Lars Svend-
sen (2008), noted that computers are
both a threat and a liberator. They can
process boring, dull, monotonous work
more efficiently than humans and free
shironosov/iStock/Thinkstock
us up to use our minds for more cre-
New technology has created many jobs and new
ative, exciting types of work.
types of work that would never have existed without
the shift toward the digital age.
Some people’s fears that computers
would eventually replace people in the
workforce have not come to fruition. In fact, after Rifkin’s book was published, more than
20 million new jobs were created between 1995 and 2008 in the United States alone (Svend-
sen, 2008). The Bay Area Council Economic Institute showed that between 2001 and 2011,
technology jobs (those most closely related to science, technology, engineering, and math-
ematics) grew 27 times faster than other occupations. Each new high-tech job also resulted
in 4.3 other new jobs, including support positions, lawyers, dentists, schoolteachers, cooks,
retail clerks, and others (Bay Area Council Economic Institute, 2015). So far, technology has
created far more jobs than it has destroyed. Many of these jobs, such as web designers, game
developers, and instructional designers, did not exist before the advent of computer technol-
ogy. Your college education will prepare you for other, new jobs that may not yet exist.






































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1.3 How Technology Has Transformed the Way We Work





A Closer Look: Do You Remember When. . .?


The 21st-century workplace would be surprising to someone traveling here from, say,
1980. In the short span of 35 years, our time traveler would notice that all the desks in an
office now have a large desktop or portable monitor and keyboard on them. “What hap-
pened to the typewriters?” they might ask. The telephone system looks vaguely familiar,
but the office no longer has a switchboard operator or a receptionist who routes phone
calls and takes written messages if someone is out of the office.

The desks in this 21st-century office are often empty, and people walk by who seem to
be talking to themselves. The traveler notices they have a strange-looking device called
a Bluetooth receiver attached to their ear or an earplug connected to a wire that disap-
pears into their clothing. When our traveler asks why the office has so many empty
desks, the answer is because many employees work remotely in other cities or states
and rarely come into the office. Also, several employees telecommute and work from
home several days a week.

With the ever-increasing cost of real estate, the virtual office has become an attractive
option for many businesspeople. Company employees can work from different locations;
technology allows work teams to communicate via video software such as GoToMeeting
or WebEx, collaborate through secure websites, and share documents through secure
cloud-based storage sites, which will be discussed in Module 2. The time traveler would
also note that people can make phone calls, send text messages, teleconference, video-
conference, send e-mail, listen to and share music, and take photos wherever they are—
and all on a device as small as the average disposable camera developed in the 1980s.























Evening Standard/Singer/Getty Images Hero Images Inc./Hero Images/SuperStock
The typical office setting has changed since the 1960s. Computers and laptops have
replaced typewriters, and people can now conduct business in a mobile setting.

(Continued)










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1.3 How Technology Has Transformed the Way We Work





A Closer Look: Do You Remember When. . .? (Continued)


Jnan R. Dash, a former executive at Oracle Corporation and IBM, stated that the most fun-
damental technologies disappear (Heisterberg & Verma, 2014). They weave themselves
into our everyday lives so completely that we take them for granted and almost don’t
remember not having them. Consider this: Most of today’s smartphones have greater
computing power than that of the Apollo 11 spacecraft when it transported a man to
the moon (Gibbs, 2012). Yet how often do we stop to think about how far we’ve come in
mere decades? For example, our time traveler from 1980 probably would be amazed at
our 21st-century workplace, but we generally take our office technology for granted and
don’t think much about it while we work.

Reflection Questions

1. Do you remember what it was like before you had a cell phone? How did you
communicate with your friends and family?
2. Did you or your parents ever have to find a pay phone to make a call as you drove
through an unfamiliar area?
3. How has a cell phone changed your life and the way you keep in touch with others?
What are the drawbacks of a cell phone?





Today technology is so complex and changing so quickly that no one can master all there is
to know about it. Instead, to maintain your digital literacy, you must take it upon yourself
to be a lifelong learner and constantly strive to sharpen your computer skills. You can then
carry these skills with you and transfer them from one employer or company to another. You
may even find you want to reinvent yourself and apply your current skills and talents to an
entirely new career (AARP Foundation, 2015). In Modules 7 and 8 we will explore your skill
sets, including your computer skills, and talk about how you can promote yourself, discover
career opportunities, and network with others in this new digital world. Career Services at
Ashford University offers many digital resources in these areas.






























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1.4 How Technology Has Transformed


the Way We Live


























The most obvious change technology has heralded what Rodney Heisterberg and Alakh Verma
(2014), authors of Creating Business Agility, call “the age of hyperconnectivity” (p. 69)—a
state in which we are always connected to the Internet through some kind of device. You may
experience this hyperconnectivity yourself. Many people today are rarely disconnected from
others. They can interact with anyone or anything, no matter what time it is or where they are
located. They can continually access information and applications for any number of reasons.

For example, Chantal always has her smartphone with her. She is available if her children’s
school calls or a friend or family member needs to reach her. When shopping at the mall, she
scans a product’s bar code with her smartphone to compare the price at various online retail-
ers. If the product is cheaper online, she does another quick search to see if she can get extra
savings with a coupon or other incentive offer. She also checks in on her Ashford class and
responds to classmates’ posts while she eats lunch at the food court.

While Chantal is shopping, she receives text alerts from nearby stores about sales and special
offers. These stores have used location services such as Foursquare or Google to find nearby
customers. She also receives a text alert from her local television station that the highway
near her home is closed due to a traffic accident, so Chantal uses a smartphone app to map an
alternate route to pick up her children from school.





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1.4 How Technology Has Transformed the Way We Live




Ashford University students are currently taking online classes from locations around the
world. Some are serving in the U.S. armed forces and are studying this text aboard naval ves-
sels at sea or in field camps in Afghanistan, Europe, and other duty stations. Others are on
vacation or live in cities and towns across the United States. Figure 1.2 shows some of the
places where Ashford students have been located while enrolled in courses.


Figure 1.2: Location of Ashford University students

Thanks to digital technology, Ashford students can earn a college degree from almost anywhere in
the world.













































These scenarios are just a few examples of how our technology-filled world has changed the
way we live. Another example involves how we obtain information. Reading the morning
newspaper and watching the 6:00 p.m. news on television are no longer the only ways to
learn about events in our communities and in the world. People now get information from
the Internet, television, social networks, and recommendations from friends on social media.
News organizations such as CNN send out e-mail alerts when major news events occur, and
some television stations provide 24-hour news, weather, and sports coverage, allowing users
to tune in and get updates on demand.









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1.4 How Technology Has Transformed the Way We Live



Smart Devices Perform Multiple Functions


Gone are the days when mobile phones were used only for telephone conversations. We now
check our smart devices for e-mails and text messages, as well as run various applications on
them. We can also search for web content, listen to music, watch videos, and do work. For
many people, that small computer in their pocket or purse is a lifeline to a dynamic and ever-
changing world. We have become accustomed to using smartphones for everything from pay-
ing bills and conducting business transactions to buying movie tickets, making dinner reser-
vations, shopping, and booking weekend leisure activities. Figure 1.3 shows the evolution of
the mobile phone into the smart device it is today.


Figure 1.3: Evolution of mobile phones

The evolution of the mobile phone is illustrated here and shows very distinct changes from the early
1980s to 2014. Before the advent of the smartphone, mobile phones were used solely to place and
receive phone calls. However, the smartphone allows individuals to perform many tasks on one device.






























Adapted from “Evolution of Cell Phones,” by A. Ranjan, 2014 (http://www.techtricksworld.com/wp-content/uploads/2014/06
/evolution-of-cellphones.jpg).



Smartphones are not the only smart devices these days. In the past, consumers bought dif-
ferent electronic devices for each function they wanted to perform. A telephone was used to
make calls; a camcorder created videos; a camera took pictures; an iPod played music; a tele-
vision picked up live broadcast signals; and to watch movies, you had to visit a local theater
or movie rental store. Today the trend is toward combining as many functions as possible on
one device. Most devices have Internet connectivity and provide functions for information,
communications, and entertainment. Tablets, eReaders, notebooks or laptops, and 2-in-1
convertible computers (which we will discuss in Module 2) are some of the other multifunc-
tion devices that are becoming more rapidly available.






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1.4 How Technology Has Transformed the Way We Live



Consumers Have More Power Than Ever Before


In our connected society, we have many
opportunities and ways to voice our
approval or disapproval of something.
We can vote for our favorite entertain-
ers on television shows such as Danc-
ing With the Stars and The Voice, post
positive and negative reviews of prod-
ucts and services we use, and share
our complaints and compliments on
the web through social media and by
posting videos.


One example of consumers’ power
comes from 2008, when United Air- Christin Gilbert/age fotostock/SuperStock
The Internet and social media allow individuals to
lines baggage handlers damaged Dave
state how they feel about certain products, compa-
Carroll’s $3,500 guitar. After trying
nies, or policies, which gives them more power to
several times to make a claim for the
hold corporations accountable for their actions.
damages through the airline’s stan-
dard channels and getting no results,
Carroll, a professional singer and songwriter from Canada, wrote a song titled “United Breaks
Guitars” and posted it on YouTube. To date, the song has been viewed more than 15 million
times and prompted United Airlines to contact Carroll, promise to do better, and ask if it could
use the video in its company training program (Cosh, 2015).

Thanks to the Internet and social media, the inner workings of corporations are more trans-
parent than ever. Stakeholders are therefore able to keep a closer eye on company practices
and policies. If consumers discover something they don’t like or believe is ethically question-
able, they can simply choose to spend their money elsewhere. In this way consumers can
influence what types of products companies offer and how they conduct business. These are
just a couple of examples of how social media has given consumers unprecedented power to
hold corporations accountable for their actions.






























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Summary & Resources




Summary & Resources


Module Summary

By enrolling in an Ashford University online program, you have decided to embark on an
exciting journey to transform your life. Over the course of your studies, you will meet new
people, explore your subject area, learn new skills, and enhance your career opportunities . . .
all from the convenience of your own personal computer! Yet to get the most out of your expe-
rience, you need to become digitally literate, or capable of understanding and appropriately
using electronic technology to accomplish educational, professional, and personal goals. The
following are important skills you must develop and use regularly in the digital world:

• Know which digital tools are best suited for personal use versus academic and pro-
fessional use.
• Adapt your knowledge and actions to the academic classroom, the professional
workplace, and the digital world.
• Acquire the knowledge and skills to search, understand, and evaluate the tremen-
dous amount of data available today; interpret it correctly to create new informa-
tion; and know when it is appropriate and inappropriate to share this information
with others.
• Know how to use what you learn to become a productive and ethical citizen of the
digital world.

By the end of this text, you should be well on your way to achieving digital literacy.

In recent decades technology has revolutionized the way we learn. Your course materials are
electronic and portable, allowing you to study when and where it is most convenient. Just a
few decades ago, in order to pursue this degree, you would have taken significantly more time
out of your week to travel to and from campus. You would have written all of your papers on
a typewriter and used correction fluid to fix your mistakes. You would have spent countless
hours at the library doing research for your papers and projects. For many, the sheer amount
of time required to take classes would have been a barrier to pursuing higher education. As a
student of Ashford University, you can tap into the collective knowledge of your instructors,
your classmates, and the vast electronic databases of information that are at your fingertips.

Technology has also revolutionized the way we work and the way we live. Rather than com-
muting to the office and working from 9:00 a.m. to 5:00 p.m. using cumbersome, stationary
office equipment, many people now enjoy the benefits of being able to work wherever they
are, whenever the need arises. This flexibility translates into our personal lives as well. Smart
devices that connect to the Internet offer unprecedented time savings, convenience, enter-
tainment, and access to opportunity.

Critical-Thinking Questions



1. How has digital technology changed your life over the past 10 years? Overall, how
has it improved your life? How has technology made it more challenging?
2. What changes in technology would you like to see in the next 10 years? How, as a
consumer, might you influence or effect that change?




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Summary & Resources



Key Terms

Ashford Café A discussion board in your Career Services The Ashford University
course where you can get to know your career services center, which offers digi-
classmates; talk with them about your per- tal resources and guidance related to skill
sonal lives, your favorite sports teams, set identification, career exploration, self-
or other topics; and share experiences with promotion, and networking with others in
one another. You will also find links in the this new digital world. You can reach the
café to social media sites such as Pinterest, center through a link in your current class,
LinkedIn, Google+, Twitter, and Instagram, by phone at (866) 974-5700 (ext. 20057),
where you can connect with classmates by e-mail at [email protected] or
outside of class. online at http://www.ashford.edu/student
_services/careerservices.htm.
Ashford Online Library Multiple data-
bases of books, scholarly journals, maga- Constellation The e-reading platform that
zines, newspapers, and other resources in houses digital textbooks for Ashford Univer-
electronic form. sity courses.

Ashford University Student Portal The digital literacy The ability to understand
entry point to your personal Ashford Uni- and appropriately use electronic technology
versity student home page and your college to accomplish educational, professional, and
courses. You can access your home page by personal goals.
clicking the Student Portal hyperlink in the
upper right corner of the Ashford University discussion forums Online class discussions
website at http://www.ashford.edu and that occur in class on a weekly basis.
entering your login information.
hotspots Physical locations such as coffee
Ashford University 24-hour Technical shops, bookstores, and other establishments

Support Center The technical support cen- that offer Internet access over a wireless
ter can help you with problems concerning network.
a course website or with accessing, sending,
or retrieving course materials on your com- hyperconnectivity A state in which we are
puter. You can reach the center through a always connected to the Internet through
link in your current class, by phone at (800) some kind of device.
285-9796, by e-mail at helpdesk@online
.ashford.edu, or online at http://247support literacy The ability to read and write.
.custhelp.com.
smartphone Mobile devices that offer
Ashford Writing Center The Writing Center phone, text, and Internet capabilities. Fast
offers learning resources and opportunities connection speeds, a wide range of storage
to connect with writing tutors or librarians options, and an ever-increasing number of
who can help you succeed in your classes. downloadable software applications make
these devices popular and user-friendly.
Ask Your Instructor An Ashford University
discussion forum (available in your course) virtual classroom A learning space that
where you can post your question; everyone exists electronically and is accessed any time
in the class benefits from the instructor’s of the day by means of digital devices with
response. an Internet connection.







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Module 2

Using Digital Tools: Hardware and Software










































Roberto Westbrook/Blend Images/Getty Images



By Kathy Sole, Ashford University



Learning Objectives


After reading this module, you should be able to

• Describe the types of computer hardware you can use to complete your Ashford University courses.
• Explain how certain portable devices can be used to enhance your educational experience.
• Identify ways in which productivity software can help you complete your college courses more easily and
efficiently.
• Describe ways you can share documents with classmates and collaborate with them on assignments.

• Explain how you can access cloud storage from multiple devices and how cloud storage can make your
computer files safer and more secure.










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Introduction:

Getting the Most Out of Your Classes Begins With Your Computer


Do you currently use a computer? If so, what do you use it for most often? Do you log on to
play games, stream videos, connect with friends on social media, or browse websites to get
the latest sports scores or entertainment news? If so, you are like most people; you use your
computer to receive information—or, as technology experts say, to “consume content.”
According to computer analyst Tim Bajarin (2010), most people spend approximately 75% of
their computer time consuming content and only 25% creating content—performing produc-
tive tasks such as writing, drawing, paying bills, or balancing a checkbook.


As a new Ashford University student,
your life is about to change. You will
probably find these percentages to
be reversed: About 75% of your com-
puter time will be spent creating con-
tent such as discussion forum posts
and written assignments. To perform
these tasks well, it is important that
you have the right tools for the job.

Jason is a corporal in the U.S. Army and
is stationed in Germany. He is earning
his bachelor’s degree at Ashford Uni-
Comstock Images/Stockbyte/Thinkstock versity so he can qualify to enroll in
Performing productive tasks, such as paying bills, Officer Candidate School and become
only accounts for about 25% of a person’s time on an army officer. Now in his final year,
the computer. Jason can look back and recognize
just how essential his computer has
been for keeping up with classes and completing assignments. When he entered the Ashford
program, Jason did not have much experience with computers because they had never been
required for his job. Yet he took the time to figure out which digital tools would allow him to
have the most successful educational experience. He was intimidated at first but found that
once he was set up with a good computer and appropriate software, he was able to learn how
to use them, step-by-step, as he began working through assignments and completing tasks.

In this module, we will learn from Jason’s experiences by exploring the different devices and
software options available to make sure you meet university technology requirements. You
may find that you already have everything you need or that you can make a simple software
upgrade or two and be on your way. If you are investing in a new computer system, this mod-
ule will help you make good decisions about the tools you need to be successful in your Ash-
ford University courses. Let’s get started!















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2.1 Which Hardware Is Right for You?




























As Jason would tell you, understanding your computer needs is critical to performing well in
your online courses. More than just understanding computers, though, you must be knowl-
edgeable of and proficient in using computers and other digital tools. Digital tools are elec-
tronic devices and programs that translate data into readable information. They can ulti-
mately make your life easier and more efficient by allowing you to enjoy images, videos, and
games; create content such as academic papers and reports; and complete your entire degree
program and further your career. Digital tools have the potential to change and improve your
life.

We can divide these digital tools into two types: hardware and software. Hardware refers
to the equipment associated with your electronic devices—in other words, the machinery,
wiring, and other physical components. Software, which we will discuss later in the module,
refers to the systems and programs that run on your computer hardware. We begin this mod-
ule by taking a look at the hardware you need for your Ashford course work, as well as some
options you may want to consider for added convenience, efficiency, and fun.


Modern society uses a wide range of hardware, including desktop computers, laptops, tab-
lets, smartphones, televisions, cameras, and entertainment systems. Let’s face it—sometimes
the choices are overwhelming! The best way to determine which hardware to purchase is to




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2.1 Which Hardware Is Right for You?




think about what you will do with that device. As a student at Ashford, meeting your academic
needs should be your top priority when choosing computer hardware. One thing we know
for sure about a desktop computer or laptop is that you can easily use them for your Ashford
University course work. Most of the options you choose for school will also have features you
can enjoy and use in your personal life, so it’s a win–win situation.


A Desktop or Laptop Computer Is Vital to Your Academic Success


In your Ashford University courses, you will be required to express your ideas in a profes-
sional manner, communicate appropriately with others, and prepare formal written assign-
ments, papers, and reports. To accomplish these
goals effectively, you must use a desktop computer
or a laptop, or notebook computer. Desktop com-
puters are designed to rest on a table or desk and
be used in a single location. They are fairly large
because they consist of several components con-
nected together to create a complete computer sys-
tem. A laptop or notebook computer has most of
these same components, but it is a mobile comput-
ing device with many of the components integrated
into one small, portable device. Click through the
interactive feature in your e-book to learn more
about each type of device and its many components. Blend Images/Blend Images/SuperStock
A flash drive allows you to save personal
With either a desktop or a laptop, you will have the files and transport them with ease.
capability to access all the features of your online
classroom and reap the full benefit of your Constellation course materials. Not only will you
be able to view all graphics, or visual images, embedded within your electronic texts, you will
also be able to take online quizzes, watch videos, complete interactive activities, and contrib-
ute to your class discussion forums. On your desktop or laptop, you can also write, format,
and edit papers; organize your files; and create spreadsheets and class presentations. Other
devices such as a tablet or smartphone may allow you to accomplish some of these tasks, but
neither is sufficient as a standalone device for your academic work. You will need a powerful
desktop or laptop computer for serious academic work.

To ensure your success in the online learning environment, investing in a desktop or laptop/
notebook computer is strongly recommended if you don’t have one already. The computer
will be the most important tool you use throughout your educational experience, and you do
not want insufficient hardware to stand in the way of completing your assignments. In Mod-
ule 9 we will discuss how buying a reliable computer is an example of an appropriate use for
student loans.

If for some reason you are unable to access or use your computer, you have several other
options for getting your course work done. You can log in to your online classroom from any
computer with Internet access. Therefore, you may be able to use a computer at work (with
your manager’s approval, of course) or access a computer at a local public library, Internet
café, public school, or government facility. Some businesses such as FedEx Office (formerly





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2.1 Which Hardware Is Right for You?




FedEx Kinko’s print and ship centers) also rent computers for an hourly rate during their
business hours. If you use a shared computer at a public site, always take a USB memory
device (also called a USB memory stick, flash drive, or thumb drive) with you to save your
personal files.

Technical difficulties—including not having access to a computer and not being able to con-
nect to the Internet—are not acceptable excuses for turning in assignments late. So check
computer options in your local community now, in case you need computer access in a pinch.
Make sure you have a backup plan in the event that your primary computer is not functioning
properly. Also, check out the troubleshooting section of Module 3 to learn how to solve com-
puter or Internet problems that you may encounter.



Desktop or Laptop? Let Usage Be Your Guide


Now that you understand the impor-
tance of a desktop or laptop computer
for your academic success and the
computer’s basic operating compo-
nents, how do you choose one? Both
desktops and laptops have advantages
and disadvantages. As we compare
them, think about how and where you
will do your schoolwork and your per-
sonal preferences for types of com-
puter hardware; this knowledge will
help guide your decision.
Hero Images/Hero/Images/SuperStock
Our friend, Jason, put a lot of thought
into his decision. Life in the military Should you use a laptop or a desktop computer for
takes him around the world, so hav- your course work? Both have advantages, but choose
ing a portable, lightweight device with based on how and where you think you will work.
long battery life was of utmost impor-
tance to him. Before heading to the store to look at laptops, he read some consumer reports
and reviews to determine which brands were the best quality and value, as well as what other
consumers thought about the computers they purchased. He also talked with friends about
the types of computers they had and asked what they liked and disliked about the models
they chose. Using what he learned, Jason narrowed down his choices to a handful of possible
models, as we will help you do in this section. He then compared prices of specific brands and
models online with prices at major computer retail stores.

With this information in hand, Jason headed to a computer store, where he consulted fur-
ther with the sales staff. He took a copy of the Ashford University Technology Requirements
with him (available at http://www.ashford.edu/catalog-online-undergraduate-programs
.htm#catalog11798) to show salespeople what his course work would require. He also told
the sales staff that he intended to keep in touch with friends and family on social media, man-
age his growing photo collection, and play a couple of online games. The salespeople took his
usage into account and recommended a number of options.





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2.1 Which Hardware Is Right for You?




Jason considered his budget, recalled the brands he had researched, and further narrowed
down his selections to a couple of choices. He ended up going with the less expensive option, A Closer Look: Mac Versus PC
even though it didn’t have as many features. He decided he could use the money he saved to
buy some accessories like a laptop travel case, a pair of headphones, a computer lap desk, and You have surely heard about the Mac versus PC debate. You may even already have an
a better mouse. He knew he would be spending a great deal of time at the computer for his opinion on which is better. Mac refers to Macintosh, a popular Apple computer, and PC
course work, so his personal comfort would be important. stands for “personal computer,” a generic term used for other manufacturers’ comput-
ers. Although Apple computers do qualify as personal computers, PC generally refers to
When you shop for a computer, however, be careful not to be persuaded to buy more than you computers that run the Microsoft Windows platform. Your computer platform or oper-
need. New technology is continually being introduced, and it is easy to get carried away with ating system affects your entire digital experience. In essence, it defines your relation-
exciting and innovative new computer features. Make sure the salesperson does not oversell ship with your computer. This may explain why users feel so passionately about it.
you on a model that does not match your usage or your budget. For example, unless you
intend to use the device for purposes other than school, you will not need a high-performance One of the fundamental differences between Macs and PCs is that Apple manufactures
computer that a game developer or graphic designer would use. all its devices (iPhones, iPods, iPads, MacBooks). It also manufactures and updates the
operating system (for example, OS X) installed on its computers. What’s more, all of
Let’s consider the various choices you will have to make to determine the computer that will its software applications and mobile apps are designed specifically for Apple products.
work best for you. As you read this information, consider three basic questions: Therefore, when you use an Apple product, you have a complete Apple experience. If
you have more than one Apple device, such as a Mac computer and an iPhone, the Apple
1. Will you do most of your course work at home or on the go? devices will be compatible, and you can easily switch from one to the other.
2. What accessories will you need? Don’t forget to factor the price of those accessories
into your purchase. The setup is quite different on PCs. Although they may run the Windows operating sys-
3. Other than course work, what other tasks or activities will you perform for which you tem, many different companies manufacture PC computers and many of their software
will need additional features? applications. As a result, a variety of hardware and software options are available across
a wide price range, giving users the flexibility to customize their experience relatively
inexpensively.
Select a Platform: Apple OS X or Microsoft Windows
The choice of whether to use a Mac or a PC is not always obvious. Either one is appropri-
The first decision you will likely make when purchasing a computer is whether you want a
ate for completing your Ashford University degree; it is entirely up to you. Before you
device that operates on a Microsoft Windows or Apple OS X platform. Your Ashford Univer-
make a purchase, ask your friends or family members to show you some of the features
sity Technology Requirements specify that you must use a computer with one of these two
on their computers. You can also get a sense of the look and feel of the Apple and Win-
operating systems. The platform, or operating system, runs all the programs and applica-
dows experience by checking out in-store demos. The following video should also give
tions on your device. Desktop computers or laptops with the Windows platform are generally
you a better sense of how the Mac and PC platforms differ:
more affordable than those with the OS X platform; they start at under $400, and they offer
more software choices. Some people, however, find Mac computers (which have the OS X plat-
https://www.youtube.com/watch?v=wy2r-Ur12tw
form) particularly easy to use and like the convenience of purchasing all their software from
Apple computer’s Mac App Store. Apple’s desktop and laptop computers are more expensive, Reflection Questions
though, and start at about $900.
1. According to the video, which platform might be a better fit for people who want a
You can get a sense of the Apple OS X and Microsoft Windows platforms by taking the tours powerful computer that allows them to optimize their hardware?
at the following websites. 2. Which platform does the narrator suggest for users who are looking for a one-stop
solution for their computer purchase?
• Apple Mac overview: http://www.apple.com. Click on the search icon (the 3. What are your thoughts so far? Have you taken a side in the Mac versus PC debate?
®
magnifying glass in the upper right-hand corner), type “iMac OS X” and hit
enter. Click “Mac – Apple.”
• Windows 10: http://www.microsoft.com/en-us/windows/features


Take a look at A Closer Look: Mac Versus PC to learn more about the difference between Macs
and PCs.








26
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2.1 Which Hardware Is Right for You?




Jason considered his budget, recalled the brands he had researched, and further narrowed
down his selections to a couple of choices. He ended up going with the less expensive option, A Closer Look: Mac Versus PC
even though it didn’t have as many features. He decided he could use the money he saved to
buy some accessories like a laptop travel case, a pair of headphones, a computer lap desk, and You have surely heard about the Mac versus PC debate. You may even already have an
a better mouse. He knew he would be spending a great deal of time at the computer for his opinion on which is better. Mac refers to Macintosh, a popular Apple computer, and PC
course work, so his personal comfort would be important. stands for “personal computer,” a generic term used for other manufacturers’ comput-
ers. Although Apple computers do qualify as personal computers, PC generally refers to
When you shop for a computer, however, be careful not to be persuaded to buy more than you computers that run the Microsoft Windows platform. Your computer platform or oper-
need. New technology is continually being introduced, and it is easy to get carried away with ating system affects your entire digital experience. In essence, it defines your relation-
exciting and innovative new computer features. Make sure the salesperson does not oversell ship with your computer. This may explain why users feel so passionately about it.
you on a model that does not match your usage or your budget. For example, unless you
intend to use the device for purposes other than school, you will not need a high-performance One of the fundamental differences between Macs and PCs is that Apple manufactures
computer that a game developer or graphic designer would use. all its devices (iPhones, iPods, iPads, MacBooks). It also manufactures and updates the
operating system (for example, OS X) installed on its computers. What’s more, all of
Let’s consider the various choices you will have to make to determine the computer that will its software applications and mobile apps are designed specifically for Apple products.
work best for you. As you read this information, consider three basic questions: Therefore, when you use an Apple product, you have a complete Apple experience. If
you have more than one Apple device, such as a Mac computer and an iPhone, the Apple
1. Will you do most of your course work at home or on the go? devices will be compatible, and you can easily switch from one to the other.
2. What accessories will you need? Don’t forget to factor the price of those accessories
into your purchase. The setup is quite different on PCs. Although they may run the Windows operating sys-
3. Other than course work, what other tasks or activities will you perform for which you tem, many different companies manufacture PC computers and many of their software
will need additional features? applications. As a result, a variety of hardware and software options are available across
a wide price range, giving users the flexibility to customize their experience relatively
inexpensively.
Select a Platform: Apple OS X or Microsoft Windows
The choice of whether to use a Mac or a PC is not always obvious. Either one is appropri-
The first decision you will likely make when purchasing a computer is whether you want a
ate for completing your Ashford University degree; it is entirely up to you. Before you
device that operates on a Microsoft Windows or Apple OS X platform. Your Ashford Univer-
make a purchase, ask your friends or family members to show you some of the features
sity Technology Requirements specify that you must use a computer with one of these two
on their computers. You can also get a sense of the look and feel of the Apple and Win-
operating systems. The platform, or operating system, runs all the programs and applica-
dows experience by checking out in-store demos. The following video should also give
tions on your device. Desktop computers or laptops with the Windows platform are generally
you a better sense of how the Mac and PC platforms differ:
more affordable than those with the OS X platform; they start at under $400, and they offer
more software choices. Some people, however, find Mac computers (which have the OS X plat-
https://www.youtube.com/watch?v=wy2r-Ur12tw
form) particularly easy to use and like the convenience of purchasing all their software from
Apple computer’s Mac App Store. Apple’s desktop and laptop computers are more expensive, Reflection Questions
though, and start at about $900.
1. According to the video, which platform might be a better fit for people who want a
You can get a sense of the Apple OS X and Microsoft Windows platforms by taking the tours powerful computer that allows them to optimize their hardware?
at the following websites. 2. Which platform does the narrator suggest for users who are looking for a one-stop
solution for their computer purchase?
• Apple Mac overview: http://www.apple.com. Click on the search icon (the 3. What are your thoughts so far? Have you taken a side in the Mac versus PC debate?
®
magnifying glass in the upper right-hand corner), type “iMac OS X” and hit
enter. Click “Mac – Apple.”
• Windows 10: http://www.microsoft.com/en-us/windows/features


Take a look at A Closer Look: Mac Versus PC to learn more about the difference between Macs
and PCs.








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2.1 Which Hardware Is Right for You?



Consider Speed, Processing Power, Memory, and Storage Space

You may have heard people use terms like kilobits, kilobytes, megabits, or megabytes when
they talk about computers. Both bits and bytes are units of measurement in computer lan-
guage, and they determine the speed and processing power of computer devices, as well as
the memory and storage capacity of electronic devices.


Bits are measurements of the speed at which the computer performs calculations or transfers
data. For example, a computer may have a 32-bit or 64-bit processor, or an Internet service
provider may advertise that it offers download speeds of 60 megabits per second (abbrevi-
ated Mbits per second or Mbps). Generally, the more bits per second, the faster and more
powerful the device. Bytes (pronounced “bites”) are measurements of the size or capacity
of a computer file and the computer memory or storage devices. For example, you may have
a computer that has a 500-gigabyte hard drive to store data. Generally, the more bytes, the
greater a computer file’s size or the computer data storage’s capacity. Because the term bytes
is used most frequently to describe computer hardware, a handy reference chart of the names,
sizes, and abbreviations of bytes is provided in Table 2.1.


Table 2.1: Bytes = size or capacity

Definition of bytes Abbreviation

1,000 bytes = a kilobyte KB
6
1,000 kilobytes or 1,000,000 bytes (10 ) = a MB
megabyte
9
1,000 megabytes (10 ) = a gigabyte GB
12
1,000 gigabytes (10 ) = a terabyte TB
15
1,000 terabytes (10 ) = a petabyte PB
18
1,000 petabytes (10 ) = an exabyte EB
21
1,000 exabytes (10 ) = a zettabyte ZB
24
1,000 zettabytes (10 ) = a yottabyte YB


How you use your computer should inform your choice of how much speed and storage capac-
ity you need. Music, pictures, and video files are larger and contain more bytes than text files.
Thus, audio engineers and graphic designers often work with very large files and require pow-
erful computers that can quickly process and save large amounts of data. Serious gamers will
also insist on having a high-powered computer, but that doesn’t mean someone with an aver-
age, moderately priced computer can’t enjoy an occasional online game as well. As an Ashford
student, you will be well equipped for your classes as long as your computer meets the mini-
mum Ashford University Technology Requirements (available at http://www.ashford.edu
/catalog-online-undergraduate-programs.htm#catalog11798).











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2.1 Which Hardware Is Right for You?



Consider Size and Portability

The obvious differences between desk-
top and laptop computers are size and
portability. As you saw in the earlier
interactive feature in your e-book, desk-
top systems take up considerably more
space than laptops, and moving them is
no easy task. Many people, especially
those who travel a great deal, prefer to
take their online college classes and do
their professional work using a laptop
or notebook computer rather than a
desktop system. This is largely because
many laptop/notebook computers have
the same functionality as a desktop Jacob Ammentorp Lund/iStock/Thinkstock
computer system, despite their smaller One advantage of using a laptop computer is that
size. However, keep in mind that the you can use it anywhere that has an Internet con-
smallest and lightest laptops are some- nection. Thus, it is beneficial to have a laptop if you
times the most expensive. often find yourself on the go.



Consider Price Point
Cost will certainly be a factor in deciding which computer is right for you. Desktop and laptop
systems are comparable in price and can be found in a wide range of prices, from less than
$500 to more than $2,000, depending on size and the features we discuss in the next section.

You can save money on a computer in a number of ways:

1. Watch for sales, especially around major holidays.
2. Manufacturers introduce new computer models frequently and discount their older
models at that time. Online merchants compete with retail stores to clear out the
older models. So be sure to shop in stores and online and compare prices.
3. Manufacturers also offer various versions of the same model that have slightly dif-
ferent features and capabilities. Some of these versions have features you don’t need,
and you can often save money by purchasing a more basic model and not paying for
features you won’t use.
4. Finally, check major computer retailers to see if they have any returns, refurbished
computers, or floor models. These computers may have the same warranties as a
“new” computer, but the retailer often heavily discounts the price because the box
has been opened and the computer cannot be sold as “new.” Be sure to check with the
retailer to confirm the warranty on such models.

The Laptop Interactive Buying Guide available at http://blog.laptopmag.com/laptop-buying
-guide may help you narrow down your choices. Once you decide on either a laptop or desk-
top computer, check out Strategies for Success: Extending the Life of Your Computer for some
key tips on how to extend the life of your computer.







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2.1 Which Hardware Is Right for You?





Strategies for Success: Extending the Life of Your Computer


Once you have invested in a computer, you want it to last at least as long as you are in
school, and hopefully longer! Provided you take meticulous care of your computer, it
should serve you well for years to come. The following web pages outline some tips for
extending the life of your device.

http://www.pcworld.com/article/2137366/7-easy-tips-to-extend-your-pcs-lifespan
.html

http://computercheckup.aol.com/articles/how-to-extend-pc-life

Reflection Questions

1. What are two things you can do to keep your computer from overheating?
2. What is the best method for plugging in your computer?
























































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2.2 Other Portable Devices That Can


Enhance Your Educational Experience

























Now that we have discussed the essential hardware you need for your online classes, let’s
take a look at a few other devices that can help you use your time wisely, reduce your stress,
and complete your college courses more efficiently. They are not required for any of your Ash-
ford courses and will not replace your primary computer. However, if you have access to any
of these devices, you can use them to perform some class functions and use your time more
wisely. You may also acquire one of these devices in the future, and understanding them will
improve your digital literacy and enable you to make better decisions about the technology
you want to incorporate in your life.



Tablets

Thanks in part to their relative ease of use, one of the most popular computing devices today
is the tablet computer. Tablets do not require a monitor, mouse, or keyboard. Rather, a tablet
is a thin, flat slate that is small, lightweight, and portable. Some tablets are simply electronic
reading devices; others perform additional tasks, and some of the latest tablets allow you to
access the Internet and perform some of the same functions as a desktop or laptop.








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2.2 Other Portable Devices That Can Enhance Your Educational Experience




A 2014 study by the Pew Research Center showed that from 2013 to 2014, the number of
Americans who owned a tablet computer rose, from 31% to 42% of the population (Zickuhr
& Rainie, 2014). As you can see in Figure 2.1, the most common use of the tablet was for
checking e-mail, social networking, looking up information on the Internet, watching TV, and
shopping.

Figure 2.1: Tablet usage: Prevalence of tablet computing

Do you have a tablet? If so, what do you use it for most often?





























































Data from “Understanding Tablet Use: A Multi-method Exploration,” by H. Müller, J. L. Gove, and J. S. Webb, 2012 (http://static
.googleusercontent.com/external_content/untrusted_dlcp/research.google.com/en/us/pubs/archive/38135.pdf); and “Tablet and
E-reader Ownership,” by K. Zickuhr and L. Rainie, 2014 (http://www.pewinternet.org/2014/01/16/tablet-and-e-reader-ownership).




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2.2 Other Portable Devices That Can Enhance Your Educational Experience




Given their small size, you may be able to carry a tablet with you during the day and use it
during any free time such as lunch or rest breaks, when you are waiting for meetings to begin
or to pick up your children, or sitting in the dentist’s office. It can be used to check in to your
class, respond to e-mails, conduct research, or contact your instructor or classmates with
questions.

Four basic types of tablets are available today: (a) eReaders, (b) eReader–tablet hybrids,
(c) true tablets, and (d) tablet–laptop hybrids. Table 2.2 offers descriptions of each and
outlines how you can use them for class.

Table 2.2: Tablets and their uses

Functionality Limitations for
Tablet type Description Examples for class class

eReader The simplest type of • Amazon • Purchase pri- Reading your e-text
tablet, an eReader is Kindle mary sources on this device means
designed primarily • Barnes & electronically you will not have
for reading e-books Noble Nook • Conduct access to video and
and e-magazines. research on other multimedia
the go that might be embed-
• Read assigned ded in your textbook.
e-text chapters

eReader– These tablets blend • Amazon • Access the It is difficult to type
tablet hybrid the features of Kindle Fire Internet lengthy text on the
an eReader with • Samsung • Log in to Ash- touch screen key-
more sophisticated Galaxy Tab 4 ford classes board, so this type of
features of a tablet Nook • Work on tablet is not a good
computer. In addi- assignments option for prepar-
tion to being able • Read assigned ing and submitting
to download and e-text chapters course assignments.
read digital content,
they offer a larger
screen and higher
resolution.
True tablet While still maintain- • iPad • Access the While these devices
ing a compact and • Samsung Internet offer thousands of
portable design, Galaxy Tab • Log in to Ash- software programs,
these tablets can be • Toshiba ford classes including software
as powerful as some Excite Go • Work on for school and work
personal computers assignments projects, the small
and offer extended • Read assigned screens make it dif-
battery life. e-text chapters ficult to type lengthy
documents.

Tablet– These devices are • Lenovo Yoga • Access the Some of these
laptop hybrid usually slightly larger • HP and Dell Internet devices may meet all
(or 2-in-1 than true tablets and Ultra books • Log in to Ash- Ashford University
convertible include a detachable • Asus ford classes Technology require-
computer) keyboard with raised Trans former • Work on ments*, but they are
keys, like a laptop • Microsoft assignments relatively expensive.
computer. Surface • Read assigned
e-text chapters

*Be sure to check with your enrollment advisor to review these requirements if you wish to use a tablet–laptop hybrid as your
primary computer.


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2.2 Other Portable Devices That Can Enhance Your Educational Experience




To read your course textbooks on a simple eReader, you will need to download specific files
(e.g., mobi or epub) from Constellation that your eReader can open. Other types of tablets will
be able to access Constellation. The use of eReaders and e-reading platforms such as Constel-
lation may also reduce textbook costs, and eReaders are considered to be more environmen-
tally friendly because they do not require paper (Go, 2009).


Netbooks


Netbooks may look like laptop computers, but they are thin, small, lightweight computing
devices that are designed primarily for consuming content. They are sometimes referred to
as mini laptops or subnotebooks because they are smaller and more lightweight than laptops
and have less computing power. These devices have attached keyboards but less hardware
than desktops or laptops. Netbook is the general name for these small machines, and as their
name implies, they are designed primarily for connecting to the Internet and for sending and
receiving e-mail. Netbooks may be less expensive computers for personal use, but they are
generally not suitable alternatives to a laptop or a tablet for creating documents for school
and work. Most of these devices utilize a touch screen rather than a mouse for typing lengthy
academic documents and do not have all the features you need for school or for the work-
place. They do have some excellent features, however, for personal use.


One type of netbook, Google’s Chromebook, has an operating system that is optimized to pro-
vide users with an excellent web experience. Chromebooks also have built-in security features
that eliminate the need to buy and maintain antivirus software. The devices boot up quickly
and allow access to apps, games, photos, music, and movies without having to worry about
storing files, because they reside in the cloud. We will discuss cloud storage later in this module.



Smartphones

One of the most significant new comput-
ing devices in the past few decades is
the smartphone. Fast connection speeds,
a wide range of storage options, and an
ever-increasing number of download-
able software applications make these
devices popular and user-friendly. Users
can personalize the start screen by plac-
ing any applications, photos, games,
songs, websites, or documents they want
there. Check out A Closer Look: Aug- LDProd/iStock/Thinkstock
mented Reality to understand the idea of Smartphones give you the ability to log in to class,
augmented reality and how smartphones send e-mail, or read text messages. They can be
offer a variety of features and applica- a great asset to your academic and professional
tions to maximize the user’s experience. career.










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