Information Technology Reference
In-Depth Information
Based on the ISD theory, a modularization approach is adopted to develop a curriculum
plan for the computer literacy course. The theory, concept, and development process are
demonstrated. Specifically, in this chapter, an overview of computer literacy contents,
knowledge and skills, and trends is presented. A variety of curriculum developments and
instructional models are discussed. Because the appropriate curriculum development ap-
proach for the pedagogical context depends on the characteristics and scope of the class and
student background, special attention is given to identifying the types of situations for which
each approach is most suited.
MAIN THRUST OF THE CHAPTER
Problem Statement
All universities and colleges in the United States provide an introductory course in
computer information systems for computer majors or non-majors. The courses might have
different titles, such as computer concepts, introduction to computer information systems,
computer literacy, introduction to computing, etc. In general, this is the first course to outline
computer concepts and introduce information systems development in addition to some
hands-on software practices. According to Long and Long (1992), computer literacy includes
the following knowledge and skills:
1.
Feel comfortable using a computer system.
2.
Be able to make the computer work for you through judicious development of or use
of software.
3.
Be able to interact with a computer — that is, generate input to a computer and interpret
output from a computer.
4.
Understand how computers are changing society, now and in the future.
5.
Be an intelligent consumer of computer-related products and services.
The course goal is obvious and straightforward. However, for instructors and course
developers, the structure of this course content is difficult to arrange because of the big gap
in students' backgrounds.
Computer literacy education has received tough criticism over the past several years.
Many learners believe that college graduates have neither fundamental computer skills nor
basic employability competencies. This is a “yes” and “no” question regarding the learner's
background and educational resources. As stated at the outset, the diverse background
makes the curriculum plan harder. No matter what kind of skills and backgrounds they have,
students are put in the same class setting and follow the same instructional contents. Most
of the computer literacy courses are like a big manufacturing factory. In general, the course
is required, so some students are just paying tuition to get the degree they need. From the
college and university standpoints, for the purpose of making the courses thorough,
instructors with a variety of backgrounds are hired to teach this course. Most of the time newly
hired, part-time, or retiring faculty teach this course. The idea behind the instructional
philosophy is that because this is the first computer introductory course, most students will
pick the information up by themselves. Because this is a required course, students would be
expected to learn and prepare by themselves, without any choices. To the end, the students
with strong backgrounds maintain what they have learned. However, the students with
limited backgrounds can suffer and find it hard to keep to the course path.
