An analysis of American curricula to develop and implement the computer literacy curriculum

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  • コンピュータリテラシーカリキュラムの内容と展開 : アメリカのカリキュラムの分析
  • コンピュータ リテラシー カリキュラム ノ ナイヨウ ト テンカイ アメリカ ノ

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The literature abounds with diverse definitions of computer literacy. Among the many definitions, computer terminology, computer structure, operation, applications, and limitations appear to be accepted components of the difinitions. The term "computer awareness" is used for the definitions that exclude the understanding and ability in programming. Computer literacy includes three kinds of competence: skills, knowledge, and understanding. It includes: 1. the ability to use computers to aid in learning, solving problems, and to use the computer as a tool in education. 2. knowledge of functions, applications, capabilities, limitations, and social implications of managing information, and 3. understanding how to learn and evaluate new applications and social issues, and to become familiar with available hardware and software, and elements of programming. Computer literacy is defined here in this paper as the knowledge, attitudes and skills neces s-ary for a person to function effectively in an information-based society. This paper attempts to analyze the content of some of the computer literacy programs including those of the State of Hawaii and Boston Public Schools, andto assess the ways to put them in place. Analysis of literature reveals that the major components of computer literacy include: *an introduction to hardware and software (How the computer works) *terminology *computer applications *history of computers *societal impact of computers, and *computer programming These components can be categorized into four main units; 1)fundamentals, 2)application, 3)programming, and 4)ethical and social implications. Computer literacy programs are found in two distinctly different forms: as a part of the existing curriculum or as a distinct course. In analyzing research literature, the author felt that there were several important implications: First, a wide range of applications should be presented in a computer literacy program. Second, the "tool" applications of the computer has recently been emphasized. Third, Programming would seem to be something to de-emphasize. Future job requirements will always be chanaging and schools should provide students basic skills which they can apply as their jobs undergo change. The implications of computer literacy continually change as computers become more readily available and easier to use.


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