Bringing Computer Literacy into Perspective

Kay, Robin

doi:10.1080/08886504.1989.10781900

Cited by 13 publications

(12 citation statements)

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“…Munger and Loyd (1989) speculated that technology inevitably influences attitudes toward computers, and that it would be a mistake to think of at::itude as a static concept. Kay (1989b), in a comprehensive review of the literature, noted at least five strategies used to define the term computer literacy. He also observed that the definition of computer literacy seemed to evolve with the technology (Kay, 1992).…”

Section: Construct Versus Contextual Theorymentioning

confidence: 99%

“…By assuming that all knowledge is acquired in a similar fashion, researchers ignore potentially important differences that are illuminated by investigating specific cognitive tasks such as programming, word processing, spreadsheet software, or computer terminology. A number of researchers have addressed this problem by focusing on specific computer applications (Becker & Sterling, 1987;Hattie, & Fitzgerald, 1987;Kay, 1989bKay, , 1990bSchaeffer & Sprigle, 1988;Siann & Macleod, 1986;Sprigle & Schaeffer, 1984;Wilder, 1985). Yet even in these studies, we are still at the general learning level.…”

Section: General Learning Versus Specific Tasksmentioning

confidence: 99%

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Understanding Gender Differences in Computer Attitudes, Aptitude, and Use

Kay

1992

Journal of Research on Computing in Education

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A theoretical analysis of methods used by researchers to examine gender differences in behaviour toward computers is offered. Most studies have used a quantitative, constructtesting, cross-sectional approach to assess general behaviours. It is argued that a qualitative, contextual, developmental approach examining specific cognitive tasks is required if we want to shift from simply identifying gender differences to understanding them. This alternative approach offers the potential to develop a more cohesive and comprehensive understanding of human-computer interaction. Without this understanding we will continue to identify only pieces of a very complex puzzle. ( Keywords: gender, attitudes, computer literacy, literature review.) Research on gender differences in behaviour toward computers has blossomed in the past five years. Numerous articles have been written focusing on differences, in a variety of age groups, regarding attitudes toward computers, computer aptitude, and actual computer use. Most researchers have chosen a survey approach to examine differences between males and females. This relatively straightforward strategy has produced a wealth of well-organized, albeit conflicting, descriptive data.While reliable, valid descriptive data is critical for any comprehensive research endeavour, it has yet to provide a coherent, comprehensive understanding of why males and females differ in their behaviour toward computers. Instead of a coherent structure unfolding from these studies, one has the feeling of having to construct a jigsaw puzzle without a pattern or model from which to work. There are many pieces but very few clues about how they fit together. It will be argued here that there is a need for more process-oriented research focusing on how attitudes, ability, and dispositions for using computers develop. This necessarily involves a more qualitative, contextual, developmental examination of specific computer-related tasks.The following review is not a content-analysis. Nor is it a rehashing of the quantitative versus qualitative debate. Rather, it is a critique of methods used by investigators to explore gender disparities in behaviour toward computers, with the emphasis on identifying promising strategies with which to build theory.First, brief content summary is presented to give the reader a flavour of the conflicting and confusing nature of differences observed between males and Journal of Research on Computing in Education 159 Downloaded by [University of Exeter] at 20:34 16 August 2015females with respect to attitude, aptitude, and computer use. Next, a prototype is given of the typical approach used by current researchers to collect data.The discussion then shifts to examining four competing philosophical traditions in educational research: (a) quantitative versus qualitative method, (b) construct versus contextual theory of behaviour, (c) general versus specific analysis of aptitude, and (d) static versus development designs. To date, most researchers have used a quantitative, construct, a...

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Section: Construct Versus Contextual Theorymentioning

confidence: 99%

Section: General Learning Versus Specific Tasksmentioning

confidence: 99%

Understanding Gender Differences in Computer Attitudes, Aptitude, and Use

Kay

1992

Journal of Research on Computing in Education

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“…Since its relatively modest beginning in 1972 (Moont, 1987), the term computer literacy has taken on many definitions, giving it a rather broad meaning (Kay, 1989(Kay, , 1992b. The extraordinarily rapid growth of technology since 1972 has significantly influenced the design of software, further complicating what it means to "know about computers" (Forester, 1989;Lepper, 1985).…”

Section: Current Definitions Of Computer Abilitymentioning

confidence: 99%

“…(A need exists to crit:.cally evaluate current philosophy and methods used to investigate computer ability and to develop an alternative metric that could better serve the needs of educators and researchers. Previous researchers have developed computer ability measures that produce final test scores intended to reflect a student's skill level (Kay, 1989(Kay, , 1992a. These test scores offer little toward helping researchers and educators understand how individuals learn: the mechanisms of conceptual change, the role of context in learning, and factors that bring about "good" learning (Hambleton, 1982).…”

mentioning

confidence: 99%

Understanding and Evaluating Measures of Computer Ability

Kay

1993

Journal of Research on Computing in Education

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Most researchers and educators evaluating computer ability or literacy have used a construct approach. A prototypical measure assesses programming ability, application software skill, and computer awareness. This kind of measure is often viewed as a final product rather than as a pedagogical tool. In this article, it is argued that the fundamental basis of computer ability measures should be altered in order to address a rapidly evolving computer software market and take advantage of significant advances made in instruction and cognitive science. A more fundamentally useful metric of computer ability can be developed using a process-oriented methodology. This new metric, comprised of actual learning activities, helps provide a comprehensive and coherent understanding of how a person interacts with a computer. Metaphors and constraints based on an extensive core of intelligence assessment research are used to illustrate how theorists have looked at computer ability and to provide guidelines for developing more useful ability measures. A microgenetic approach is offered as one promising example of a process-oriented method that could produce a richer metric of computer ability for researchers and educators. (A need exists to crit:.cally evaluate current philosophy and methods used to investigate computer ability and to develop an alternative metric that could better serve the needs of educators and researchers. Previous researchers have developed computer ability measures that produce final test scores intended to reflect a student's skill level (Kay, 1989(Kay, , 1992a. These test scores offer little toward helping researchers and educators understand how individuals learn: the mechanisms of conceptual change, the role of context in learning, and factors that bring about "good" learning (Hambleton, 1982). A shift from categorical to process-focused methods is needed to develop a comprehensive and coherent understanding of how people learn with computers, and this information could be used to produce an alternative metric that will help researchers and educators explore and improve computer knowledge acquisition. This article will first provide an overview of the kinds of definitions and methodology that currently dominate computer ability research. Then it will explain the principal reasons why current methodology is insufficient to keep up with rapidly changing technology and instruction research. Next, the kinds of metaphors used in general ability measures and the tension between universal versus diverse doctrines of intelligence will be examined in order to pro-270 Winter 1993-94: Volume 26 Number 2 Downloaded by [University of Exeter] at 13:02 16 August 2015vide useful constraints for developing a new kind of computer ability measure. Finally, one promising example of the kind of methodology that could advance current thought on computer ability will be presented.

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“…Definitions of computer literacy have tended to evolve over time as microcomputers and their software have become more sophisticated. In addition, definitions of computer literacy cover a broad spectrum of ideas, ranging from equating computer literacy with the ability to program to focusing exclusively on the utilization of computer applications (Kay, 1989b ). It is little wonder, therefore, that the design of computer training courses for teachers is fraught with problems.…”

Section: Computer Literacymentioning

confidence: 99%

The Influence of Programming Training on the Computer Literacy and Attitudes of Preservice Teachers

Woodrow

1992

Journal of Research on Computing in Education

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Bringing Computer Literacy into Perspective

Cited by 13 publications

References 20 publications

Understanding Gender Differences in Computer Attitudes, Aptitude, and Use

Understanding Gender Differences in Computer Attitudes, Aptitude, and Use

Understanding and Evaluating Measures of Computer Ability

The Influence of Programming Training on the Computer Literacy and Attitudes of Preservice Teachers

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