A Validation Study of the Computer Literacy Examination: Cognitive Aspect

Cheng, Tina T.; Plake, Barbara S.; Stevens, Dorothy Jo

doi:10.1080/00011037.1985.11008395

Cited by 22 publications

(11 citation statements)

References 4 publications

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“…Several computer literacy measures have beer:. found to be statistically sound, yet are centered almost exclusively on programming and technology (Cheng, Plake, & Stevens, 1985;Gabrield, 1985). Little explanation is offered to substantiate these technology-focused examinations.…”

Section: Computer Literacymentioning

confidence: 98%

Gender Differences in Computer Attitudes, Literacy, Locus of Control and Commitment

Kay

1989

Journal of Research on Computing in Education

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Section: Computer Literacymentioning

confidence: 98%

Gender Differences in Computer Attitudes, Literacy, Locus of Control and Commitment

Kay

1989

Journal of Research on Computing in Education

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“…Lockheed et al's (1985) computer literacy questionnaire comprised only 15 items divided between general computer knowledge, computer vocabulary and programming algorithms. Similarly, Cheng et al (1985) and Karasz (1991) chose to concentrate on the cognitive aspect of computer ability, which they both describe in terms of general knowledge about computers and programming. In practice, 20 out of the 32 items in Cheng et a/.…”

Section: Previous Approaches To Assessing Computer Abilitymentioning

confidence: 99%

Assessing Students' Ability to Use Computers: theoretical considerations for practical research

Selwyn

1997

British Educational Res J

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The assessment of students' ability to use computers should be a central tenet of educational computing research, but until now most studies have relied on vague and imprecise definitions of what actually constitutes being able to use a computer. More often than not researchers are content to accept a self-evaluation from the student, often in the form of a response to a single question, and even the more elaborate attempts to measure ability have proved too narrow or ill-focused to be of lasting value. This paper argues that before attempting to assess computer ability the overall nature of the concept should first be considered. From this, a theoretical framework of ability can then be constructed on which to base subsequent practical assessment. The paper also raises methodological issues to be considered by future research into students' use of computers.

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“…In the literature, there are a few definitions of computer literacy (e.g., Charp 1999;Clements and Carifio 1995;Kay 1990;Ndahi and Gupta 2000;Smith and Necessary 1996). Computer literacy can be divided into four skills that are basic skills, computer awareness (e.g., Battista and Steele 1984; T. Ö zsevgeç (&) Fatih Faculty of Education, Department of Primary Teacher Education, Karadeniz Technical University, 61335 Sögütlü-Trabzon, Turkey e-mail: tuncay88@yahoo.com; ozsevgec@ktu.edu.tr Johnson et al 1980;Prince 2004), programming skills (e.g., Cheng et al 1985;Prince 2004), and application software skills (e.g., Ganske and Hamamoto 1984;Kay 1990;Prince 2004).…”

Section: Introductionmentioning

confidence: 99%

Computer literacy of Turkish preservice teachers in different teacher training programs

Özsevgeç

2010

Asia Pacific Educ. Rev.

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This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276 preservice teachers. The 'Computer Literacy Scale' comprising 24 likert-type questions was employed. The inferential statistical tests were used to analyze obtained data for comparing groups on the scores collected in multiple subtests. The results suggest that there was no difference between sophomore and senior preservice teachers' computer literacy. For computer literacy, the order of rank is basic skills, application software skills, computer awareness and programming skills, respectively. Undergraduate programs only have developed basic skills of preservice students and have not had the impact on other skills or sophisticated computer literacy. The MANOVA inferential statistics findings proved these results. It is suggested that content of the computer literacy skills and computer course(s) should be improved and re-designed by including computer literacy skills.

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A Validation Study of the Computer Literacy Examination: Cognitive Aspect

Cited by 22 publications

References 4 publications

Gender Differences in Computer Attitudes, Literacy, Locus of Control and Commitment

Gender Differences in Computer Attitudes, Literacy, Locus of Control and Commitment

Assessing Students' Ability to Use Computers: theoretical considerations for practical research

Computer literacy of Turkish preservice teachers in different teacher training programs

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