Information Technology Reference
In-Depth Information
INTRODUCTION
With the increasing prevalence of computers and computer usage throughout society,
one might hypothesize that there would be an increase in overall computer literacy among
business students. Trends in education show that students are being exposed to, and using,
business application software at relatively early ages. Students in primary school, for
example, are using PowerPoint® to make class presentations and are using word processing
to generate and edit their homework. Middle school students create worksheets and charts
in Excel®. The most pervasive early exposure computer experiences seem to be coming from
the Internet.
Given their exposure and experience with computers at a relatively early age, many
students arrive at college feeling sufficiently computer literate. Olsen (2000) reported that in
Fall 2000, colleges saw at least half of their freshmen arrive with their own computers. Olsen
(2000) also noted that these students are proficient at using Windows®, word-processing
software, the Internet, and electronic mail. However, she also reported that students had a
lower proficiency with spreadsheets, databases, and presentation software. Interestingly,
although students feel sufficiently computer literate, what many faculty members discover
is that most students' self-perceptions of their computer competency, at least currently, do
not match the skill sets often expected in their college study program or the skills sets expected
in the business world.
Most business schools provide computer literacy skills via their “Principles of Infor-
mation Systems” or “Introduction to Computers” class. This class usually serves two main
purposes: to teach students fundamentals of information technology, i.e., computer con-
cepts; and to teach students various business-oriented software applications. This course
is typically offered at the freshman/sophomore level and is usually required of all business
majors.
This chapter reports on a study designed to assess university business students'
actual computer skills and to measure the difference between the students' self-assessment
of these computer skills and an actual assessment of their computer skills. The measure of
actual computer competency is thought to be particularly valuable as a tool to help business
schools and MIS departments make informed information systems curriculum decisions and
to provide a mechanism for tracking the evolving computer skills of beginning business
students. Comparisons between self-perceptions and actual skills will be helpful in determin-
ing strategies for educating and motivating students whose self-perceptions are higher than
their actual skills.
BACKGROUND
Over time, the definition of computer literacy has evolved from simply a basic under-
standing of terminology, to understanding how to write computer programs, to understand-
ing how to use specific computer applications. Certainly, defining a specific level of computer
literacy is dependent on the specific context of the situation in which it is applied. Van Vliet,
Kletke, and Chakraborty (1994) conducted a study to determine if self-appraisal tests are a
valid predictor of computer literacy. They defined computer literacy as “the ability to use
microcomputers confidently for obtaining needed information, solving specific problems,
and performing data-processing tasks. This includes a fundamental understanding of the
operation of microcomputers in general, as well as the use of several types of applications
