computer literacy

As computers became integral to business, industry, trades, and professions, educators and parents became increas-ingly concerned that young people acquire a basic under-standing of computers and master the related skills. The term computer literacy suggested that computer skills were now as important as the traditional skills of reading, writ-ing, and arithmetic. However, there has been disagreement about the emphasis for a computer literacy curriculum. Some educators, such as Seymour Papert, computer sci-entist and inventor of the Logo language, believe that stu-dents can and should understand the concepts underlying computing, and be able to write and appreciate a variety of computer programs (see logo). By gaining an understand-ing of what computers can (and cannot) do, students will be able to think critically about how to appropriately use the machines, rather than simply mastering route skills. Indeed, by gaining a good grasp of general principles, the student should be able to easily master specific skills.

An opposing view emphasizes the practical skills that most people (who will not become programmers) will need in everyday life and work. This sort of curriculum focuses on learning how to identify the parts of a computer and their functions, how to run popular applications such as word processors, spreadsheets, and databases, how to connect to the Internet and use its services, and so on. Computer literacy can also be broadened to include under-standing the impact that computers are having on daily life and social issues that arise from computer use (such as security, privacy, and inequality).

Today computer literacy is an important part of every elementary and high school curriculum. Most students in middle-class or higher income brackets now have access to computers at home, and many thus gain considerable com-puter literacy outside of school. In addition, adult education and vocational schools often emphasize computer skills as a route to employment or career advancement. People also have the opportunity to learn on their own through books and videos.

The approach to computer literacy will vary with the background and resources of a given community. For exam-ple, programs for young people in developed countries can take advantage of the fact that many young people already have considerable experience with using computers, includ-ing related devices such as game consoles and music/video players. On the other hand, a program targeted at a poor or minority community must cope with the likelihood that many members of the community have had little opportu-nity to interact with computers (see digital divide). Pro-grams for poor and developing countries may have to focus first on providing the basic infrastructure, as in the One Laptop Per Child Program.