Information Technology Reference
In-Depth Information
software packages.” What they reported was that self-appraisal tests were more lenient
indicators of a person's computer proficiency than were objective tests. In addition, they
concluded that self-leniency decreased as computer expertise increased.
Our primary research goal was exploratory: we wanted to focus on assessing computer
literacy to determine an appropriate level and the optimum content of an information
technology education program for a typical business student. Rockart and Flannery (1983)
and Mackay and Elam (1992) demonstrated that training is more likely to be effective when
differentiated among different levels of user types. Most professors have taught classes that
have students with a broad range of skills. These wide proficiency levels make it difficult, if
not impossible, to effectively reach all of the students. Experienced students are bored with
the introductory-level material, while novice students are overwhelmed with the more
advanced content. In the end, most are not satisfied with the resulting experience. If we can
understand what levels of proficiency exist within our classes, we may increase the
opportunity to deliver the most appropriate educational experience.
Further impetus for this study can be found in reviewing the guidelines set forth by the
Association to Advance Collegiate Schools of Business (AACSB), the accrediting body for
Schools of Business. AACSB (1991) stated the importance of having students understand
and apply concepts of management information systems, including computer applications.
Accreditation standards mandate that Colleges of Business assess not only how and where
these skills are addressed across the curriculum but also the effectiveness of the curriculum.
Evaluating curriculum design and student learning can help business schools make progress
on addressing AACSB accreditation. Born and Cummings (1994) suggested that assessment
of student's computer experience, attitudes, and skills should allow for feedback to faculty
in designing curriculum. Further, they proposed a model in which schools would assess
students at several points in their school career to more fully determine the effectiveness of
the entire curriculum. This is important in demonstrating that technology skills are being
learned at various points in the curriculum.
Given the specific purposes of this study, we broadened Van Vliet, Kletke, and
Chakraborty's (1994) definition of computer literacy to include a basic understanding of
information technology concepts. The revised definition of computer literacy reads: The
ability to use microcomputers confidently for obtaining needed information, solving specific
problems, and performing data-processing tasks. This includes a fundamental understand-
ing of
information technology concepts
, the operation of microcomputers in general, as well
as the use of several types of applications software packages. We have operationalized this
new definition of computer literacy in the self-assessment and objective assessment tests
devised for this study.
RESEARCH DESIGN
The research was designed to help us understand the level of students' proficiency
within the introductory computer class and how students' self-perceptions of their computer
skills match their actual computer proficiency. The actual results from the objective-appraisal
scores are being used to inform us of the true levels of computer literacy. Additionally, we
investigated the specific results related to the different areas of competency studied. This
information provides detailed measures of literacy related to specific competency skills.
