Student and Teacher
Perceptions of
Computer Literacy Education:
What are the
outcomes?
An
Action Research Project
Masters
of Arts in Teacher Leadership
December
2004
Tony Miller
Business Teacher
An Action
Research Project
Student and Teacher Perceptions of
Computer Literacy Education:
What are the outcomes?
I.
Abstract
By surveying non-computer literate students (one
who has not taken an introductory computer course) and computer literate
students (one who has taken a computer course) in their perceptions of skill
level, I found that the students who took a computer literacy class felt more
confident in their skill level than those that did not. The computer literate students ranked their
perceptual skill level in many areas of technology (keyboarding, word
processing, use of spreadsheets, slide shows, web pages, and databases) higher
than those with no computer literacy experience. Ironically, even those who felt they had the
necessary skill level to learn on their own ranked themselves, on average,
lower in skill level than a computer literate student.
The students taking the computer literacy class
also indicated perceptual areas of growth in regards to computer skills from
the beginning of the semester to the end of the school year. A majority of students indicated the
inclusion of technology in their content courses, such as mathematics, science,
English, and social studies.
Teachers were also surveyed on their uses of technology in their classrooms and students skill level with using particular programs, applications, or hardware. The majority of teachers indicated that students’ computer literacy skill levels are not where they should be regardless of whether they took a computer course or not.
II. Background Information and Evolution of the Question
I am certified by the state of Illinois
I have mainly spent my time primarily teaching 9th
thru 12th graders in computer literacy and applications three
classes a day over the past six years. I
have fully integrated technology into my accounting class using Excel and
Automated Accounting and I incorporate technology four out of five days in my
Business Management class. My computer
literacy and applications classes range in student ability level from: low, average, high, and gifted. I have also taught many non-computer course classes
with students who have limited computer-based skills.
A brief synopsis of the geographic and demographics of District 211 is as follows. Regarding any curriculum development, all five high schools (William Fremd, Schaumburg, Palatine, James B. Conant, and Hoffman Estates) must come to a consensus. There are many issues currently on the table in our district that can have adverse effects on curriculum development outside the core content classes of math, science, English, and social studies. The issues of NCLB (No Child Left Behind), PSAE (Prairie State Achievement Exam), and the mathematics initiatives for our district can become a challenge for new curriculum that is unrelated to the high-stakes testing of content area knowledge. Another challenge in developing any curriculum is satisfying the needs of the one out of five high schools that is in block scheduling.
Our District, the largest high school district in the state has made a significant investment in technology. There are five high schools in the district with a total enrollment of just over 12,800 students (Twp. High School Dist. 211, 2002, 16). If we use my high school as an example, each classroom is equipped with a computer and a data projector. All the science labs have multiple computers; there are seven different computer labs, and five rolling labs of laptops. There are a total of almost 900 computers in my high school alone. Each computer is connected to the district network and thus the internet. We have two full-time network technicians, a repair technician, and two computer specialists all under the direction of the Director of Technology. Further information about our district’s commitment to technology can be seen in the district wide technology budget for the last four years. This budget includes not just acquiring the technology hardware and software, but also the training of staff, personnel to manage the technology, the network infrastructure, and the technology at the district offices.
For the fiscal year 2001-2002 the district budgeted $4,761,400. The following year they budgeted an additional $3,680,000. For the year that spanned the 2003-2004 school year; $5,019,500. For next year, 2004-2005, the budgeted figure in $5,271,000. When we add these budgeted figures together, the district budgeted to spend $18,731,900 (District 211 Budget, 2004). There are a total of 5 high schools in District 211, so if we take the figure ($18,731,900) and divide it by 5, my high school’s portion of the technology pie over the last 4 years was just over $3.7 million dollars or almost $1,000,000 per year.
Most would find this is a significant investment, and then one would hope that my district’s students would be some of the most literate in the area. This, then is the purpose of my research.
Also, computer based education is widely different among the two elementary feeder districts. These students who move onto their secondary level of education have varying technology skill levels due to differences in educational philosophy of the two districts. The outcome of this situation is that the high schools have different clientele of student body regarding technology, but must offer the same curriculum in each school. This poses the dilemma of “what might be good for one high school might not be feasible for another in the district.”
Currently, the computer literacy course is a
one-semester elective course. Most
students, who are freshmen and sophomores, are interested in furthering their
experiences and will take this prerequisite class in order to take our upper
level computer courses. Ninety-percent
of our computer literacy students will continue onto the spring semester to
take computer applications. Others may
take the class as upper-classmen to fulfill a parent’s wish or a counselor’s
urging that the course will be useful for college. Regardless of the student’s desire, those
taking computer literacy will experience a hands-on learning environment
incorporating the necessary computer skills to be successful in business,
education, or in their personal lives.
Indicated below are the course objectives for our computer literacy and
computer applications class.
B162 Computer Literacy Course Objectives
1. Use and demonstrate correct technique when keyboarding for speed and
accuracy at a minimum of 25 wpm for three minutes with six or fewer errors
2. Using the table feature, format, edit, and
produce tables
3. Format, edit, and produce “simple” web pages
4. Format, edit, and produce spreadsheets
5. Format, edit, and produce reports in
MLA-style
6. Use the personal computer as a tool
B163 Computer Applications Course Objectives
1.
Assess keyboarding speed and
accuracy using a minimum goal of 30 words per minute for three minutes with
three or fewer errors
2.
Using automated features, format,
edit, and produce various types of business documents (i.e.-memos, form
letters, email) using MS Office software
3.
Use presentation software to
create presentations
4.
Format and create documents using
desktop publishing options
5.
Using database software design a database,
input data, query information, and generate reports
6.
Demonstrate the ability to
integrate the various software applications in MSOffice
I, along with several other business teachers in my
department and district, have experienced the benefits of taking a
computer-literacy class early on in my/our high school education. We feel that the skills learned and applied
can help in future studies, but presently during student’s high school
education. My research will show more
teachers in our district are integrating technology in the curriculum and
requiring their students to be knowledgeable in the basics of office
application work. I have wondered if our
students truly believe the benefits of their time in our computer classes and
if they feel it has better prepared them for their core content classes in high
school. We also wondered if our students
perceive to be more knowledgeable in their computer skills after taking our
class. Students today are growing up
with computers and are more interactive with technology than ever before. We have spent every summer the past five
years trying to adjust the curriculum to fit the needs of our students. From this came the question:
What are student and teacher perceptions of
computer literacy education? What are
student and teacher perceptions of students’ computer literacy skill
level? What technology are teachers
using in their classes? Do we have the
appropriate curriculum and objectives for our student population? Is there a need for a required computer
literacy class? What should the outcomes
be? How will these be addressed in
curriculum development of a required computer literacy class?
III.
Expectations and Rationale
I expect to find that student perception of
computer skill level and teacher use of technology can be beneficial if a
student takes a computer literacy class.
I hope to find some useful information that will aid in re-structuring a
computer literacy curriculum for all students that will benefit them in their
core high school classes as well as prepare them for the future.
IV. Review of Literature
The research conducted supports my rationale for a required computer literacy course. The research will define what it means to be computer literate. The research will also explain a framework for a comprehensive approach to maximize computer literacy in student learning.
According to webopedia.com, computer literacy is defined, as the level of expertise and familiarity someone has with computers. Computer literacy generally refers to the ability to use applications rather than programs. Individuals who are very computer literate are sometimes called power users.
According to Salpeter’s article, “21st Century Skills: Will Our Students Be Prepared?” (2003), she summarizes in a report from a new public-private coalition known as the Partnership for 21st Century Skills (www.21stcenturyskills.org), which articulates a vision of how schools can best prepare students to succeed in the first decades of the 21st century. In her summary, central to the report’s recommendations is a call for schools to focus on six key elements of 21st century learning. One of those six elements was 21st Century Tools: Recognizing that “technology is, and will continue to be, a driving force in workplaces, communities, and personal lives in the 21st Century,” learning for the 21st Century emphasizes the importance of incorporating information and communication technologies into education from the elementary grades up.
According to the 1991 SCANS Report (Secretary’s Commission on Achieving Necessary Skills), research showed that preparing students for 21st Century skills requires a variety of skills—including higher-order thinking, personal abilities, and technology literacy—all essential for preparing students for a knowledge-based economy. (Salpeter, 1)
Kastman-Breuch concurs with these positions in her article, “Thinking Critically about Technological Literacy Development a Framework to Guide Computer Pedagogy in Technical Communication,” which indicates that “technology literacy” should have a framework that consists of: (1) performance skills, (2) contextual skills, and (3) linguistic skills.
Kastman-Breuch’s study of “technological literacy” provides an example of a comprehensive framework for defining “technological literacy as follows:
1. Performance: Evaluating Web Resources by finding
sources using Internet, think critically about the source credibility, access
web and how to locate browser, conduct keyword searches, and select appropriate
sources
2. Contextual Factors: Consider the source by identifying the author, source, professional organization, and accuracy of message
3. Linguistic Activities: Conducting research by reading and navigating hypertext while scanning web design elements
Lee-Ann Kastman-Breuch states, “This framework is a starting point for future research in applying this framework to pedagogical settings and report results from such application. Also, future research might also begin to develop stronger theoretical stances with regard to the collective issues I have identified.” (Kastman-Breuch, 267-288)
William Dugger in his article, “Standards for Technological Literacy,” states that a person who is technologically literate “understands, in increasingly sophisticated ways that evolve over time, what technology is, how it is created, and how it shapes and is shaped by society.” (Dugger, 513-17)
In “Beyond Imagination: The Internet and Global Digital Literacy,” Lester Faigley articulates collective learning objectives for technology in the following:
What do we want students to learn? I believe we have good answers to this question. We want students to recognize and value the breadth of information available and to evaluate, analyze, and synthesize that information. We want students to construct new meaning and knowledge with technology. We want students to be able to communicate in a variety of media for different audiences and purposes. And we want students to become responsible citizens and community members. We want them to understand the ethical, cultural, environmental, and societal implications of technology and telecommunications, and develop a sense of stewardship and responsibility regarding the use of technology.
Based on the results of a recent research/demonstration project by McRel’s Rural Institute Mid-continent Research for Education and Learning (Fanning, 1994), “…the lack of interest in integrating technology shown by core, academic teachers was surprising…”
Dede (1990) found several misconceptions held among many educators in regards to computer literacy. These misconceptions are:
1. Technology is simply a way to do things faster or more efficiently (e.g., word processors are used like faster typewriters instead of typesetting, editing and publishing media).
2. Contemporary trends in technical innovations are about to run their course.
3. Being literate in a new technology is simply knowing how to operate it (technology is just a tool).
4. Students and teachers do not need equipment as powerful as that used by business and industry (somehow schools do not have to reflect the same level of sophistication as the culture their students live and participate in).
5. The preparation of students and teachers for the use of new technology can be delayed until the technology is actually available or perceived to be needed (knowing the evolution of technical knowledge and skills is not viewed as being very important).
6. Technology can be implemented in incremental ways and still achieve a desirable level of performance (the discord between what happens inside the school and what is expected outside the school still is not perceived as relevant).
· Describe computer hardware, software and functions: The ability to talk about computers is necessary whether you are buying one or asking for help solving computer problems.
· Perform basic computer operations: These include using the keyboard and mouse; turning the computer off and on; opening software applications; opening, minimizing and closing windows; and managing files and folders.
Once you are able to discuss computers and perform basic operations, you are ready to learn how to:
· Conduct library and Internet research: At a minimum, you should be able to search the holdings of your school's library, using on-site computers. A complementary skill is the ability to effectively search the Internet using a browser such as Internet Explorer or Netscape.
· Create and edit reports and presentations: For most assignments, knowing how to use a word-processor such as MSWord or WordPerfect is sufficient. For business courses such as Accounting, which require the display and management of financial data, you may want to use a spreadsheet program such as MSExcel. If you make presentations regularly, presentation software such as PowerPoint is useful for creating and presenting slides.
"Nice to know" functions that are quickly becoming "need to know" items are the ability to:
· Use your computer to communicate with others: The communication tools of E-mail, discussion forums and chat rooms allow you to network, exchange information and even submit assignments. You need Internet access to use all of these applications.
V. Methodology
The very first activity I did for this action research project was develop an online survey questionnaire to collect data on students’ perceptions of computer literacy education. After teaching the curriculum for several years and observing the lack of skill level in non-computer literate students (those who have not taken a computer course) in my business content classes, I felt that this data could provide positive outcomes to indicate the benefits of taking such a course and the positive perceptions students feel because they do take the course.
The online computer literacy survey questionnaire was answered by 225 students, of those surveyed, 69.8% of those had taken the computer literacy program and 30.2% of those surveyed had never taken the computer literacy program. Of the 225 students surveyed, 35% were freshmen, 15% were sophomores, 20% were juniors, and 29% were seniors. The survey results where sent directly to an Access database file. Using the Access database table results, I created queries to extract specific data involving the following questions.
1. How much knowledge or skill level (perceptual) did you have in the following computer skills or applications going into the computer class?
2. How much knowledge or skill level (perceptual) have you gained in the following computer skills or applications after taking the computer class?
Scale: 0=25%, 26-50%, 51-79%,
80%+
|
1.
Touch Keying |
|
2.
Word (Word Processing) |
|
3.
Excel |
|
4.
PowerPoint |
|
5.
FrontPage (Web Authoring) |
|
6.
Publisher (Desktop Publishing) |
|
7.
Database |
|
8.
Internet Concepts |
|
9.
File Maintenance |
|
10.
Using Hardware |
|
11.
Troubleshooting |
3. How useful have these computer skills or applications been for you as a student in your other core classes?
Scale: Never Used, Rarely Used,
Somewhat Useful, Very Useful, Extremely Useful
|
1.
Touch Keying |
|
2.
Word (Word Processing) |
|
3.
Excel |
|
4.
PowerPoint |
|
5.
FrontPage (Web Authoring) |
|
6.
Publisher (Desktop Publishing) |
|
7.
Database |
|
8.
Internet Concepts |
|
9.
File Maintenance |
|
10.
Using Hardware |
|
11.
Troubleshooting |
4. Will computers be useful in the future?
5. What computer applications and other computer technology have you used for the classes listed below?
|
1. Science |
|
2. Math |
|
3. English |
|
4. Social Studies |
6. Rank your technology skill level on a scale of one to ten (ten being the highest) using the following statements
|
10 |
I am exceptionally proficient at the computer. I can touch type at an acceptable rate. I can make elaborate PowerPoint presentations with animations, transitions, graphics, sound and video. I know how to use a spreadsheet and can create graphs. I can also build well designed and functional web pages. I can find information easy on the web and know how to use the web as a resource. I need very little instruction from the teacher on how to use technology and software. |
|
5 |
I am proficient at the computer. I can touch type at a reasonable rate. I can make PowerPoint presentations and build web pages. I am not familiar with Excel or the advanced features of Word. I know how to surf the web but when I get bogged down when I have to do research. I do need some instruction from the teacher on how to use software. |
|
1 |
I have very limited skill on the computer. I dislike computers and have to use them more often than I want to. I can perform simple tasks like writing a paper in Word or a creating a simple PowerPoint presentation. I need a lot of instruction from the teacher on how to use technology or software. |
|
0 |
I do not use technology enough to rate my skill level. |
After I extracted the data by running queries in Access, and I copied that data into Microsoft Excel to analyze and evaluate the data using mathematical formula to find percentages among the data results.
The goal of the survey was to extract data that stood out among others, because a majority of students perceived their skill level differently. With this data analysis in hand, I created charts (graphs) as well as spreadsheet of the results to illustrate the outcomes from the online computer literacy student survey on students’ perceptions of their technology skill level. The outcomes would be used to find out what changes or revisions should be made regarding to computer literacy education in my district.
Next, a teacher survey was taken in the spring of 2004 and involved teachers providing their perceptions of student skill levels regarding technology (mainly computer literacy skills) and their use of technology in the classroom.
The computer literacy survey questionnaire was answered by 88 teachers from our school in various curricula. The survey results where sent directly to an Access database file. Using the Access database table results, the data was then imported to Microsoft Excel for analysis and evaluation of the following questions.
1. Because you use them in class, which of the following technologies do your students need to improve their use of?
2. Because you use them in class, which of the following technologies do you think our students have the required skills?
3. Which of the following technologies do you require your students to use in your classes?
|
1.
Word |
|
2.
Excel |
|
3.
PowerPoint |
|
4.
Access |
|
5.
FrontPage |
|
6.
Publisher |
|
7.
Internet Concepts |
|
8.
Using Hardware |
4. On a scale of one to ten, rank the technology competencies of our students (10=High, 0=Low)
5. Based upon your observations and experiences, do you feel the technology skill level of our students is where it should be?
Again, like the student computer literacy survey, I used Microsoft Excel to analyze and evaluate the data that I was provided by my colleague using mathematical formulae.
The goal of the survey was to extract data that was unusual, because a majority of teachers perceived student skill level differently. With this data analysis in hand, I created charts (graphs) as well as spreadsheet to illustrate the outcomes from the technology literacy teacher survey based on their perception of student technology skill level. The outcomes would be used to guide us to change or revise computer literacy education in our district.
VI. Assessment, Data Results, and Findings