Computer Literacy Skills for Computer Information Systems Majors: A Case Study

Journal of Information Systems Education, Spring 2004 by McDonald, David S

ABSTRACT

Technology permeates our society. But do institutions of higher education adequately prepare students to use this technology? The definition of computer literacy continues to change as technological innovations are adopted by the marketplace. The specific technology installed in any university setting constantly changes in both sophistication and function. The challenge for universities is to ensure their students meet a minimum level of competency when using new constantly changing technology. As such, universities need to incorporate new, flexible testing tools. This study examines the efforts of one university to test for basic computer skills using an Internet-based, interactive, validated, skills test that already has wide-acceptance in the business community. Over 7000 basic computer skills exams were administered to Computer Information System majors with surprising results.

Keywords: Computer Literacy, IS Education, Information Technology, Computer-based testing

1. INTRODUCTION

Today, the use of computer technology on students' desktops for word processing, communicating with others, preparing class project presentations, searching the Internet, creating computationally-intensive spreadsheets, and record keeping in database management systems is now an accepted norm. Almost any university that creates, stores, and retrieves information as part of its curricula expects students to have appropriate computer technology skills. In fact, most universities assume that new students are computer-literate when they arrive - in contrast to past expectations that all new students would need some basic computer training.

The future ramifications of adopting technology into instructional settings can be significant and far-reaching. As a direct result of technological innovations, methods of information delivery by instructors and reception by students in the future will be very different to the traditional methods employed today (R.P. Vlosky & Wilson, 1998).

University students and instructors alike with little or no computer experience are often overwhelmed by the use of technology in the classroom. On the other end of the spectrum are those who are very proficient and comfortable in u sing computer-based technology. Yet, the expectation of computer literacy is both a burden and an opportunity. The specific technology installed in any university setting constantly changes in both sophistication and function. Classrooms are being wired so that faculty can use the latest software, incorporate electronic presentations into their teaching, present video, and/or connect to the Internet. The technologies in these high-tech classrooms are often integrated and can include permanently fixed computers, digital video, audio and still photos, CD-ROMs, VCRs, laserdisc players, and audiotape players (Phillips, 2001). Thus, the continually advancing capabilities and the increasing variety of available functions and features result in a continuing need to test for the computer-skills necessary to ensure student success. Universities must accept the challenge of ensuring a technologically-adept student population. Higher education today requires that all students have a certain basic familiarity with the tools used throughout their educational programs. These basic computer skills are a necessary component of a student's college education. This paper describes an action-research case study for a multi-year initiative to incorporate computer software testing for the basic components of computer literacy using an online delivery mechanism. The goals of this effort are to determine 1) the level of computer literacy of the student population as a whole, 2) create an infrastructure to test a large student body, and 3) develop a mechanism by which future students may be tested.

This paper is organized as follows: First a review of the literature describing the current state of computer literacy testing initiatives at institutions of higher education. Next, the computer literacy requirements as currently listed in Georgia State University's catalog. Third, a discussion of the prior enforcement policy that led to the necessity for the creation of a new infrastructure. Fourth, a section is presented listing the rationale and details for the university's request for proposal. Fifth, once the vendor was chosen, a full description of the testing plan and the results of students' tests. Finally, a discussion of these results, the lessons learned, and some conclusions.

1.1 Training - A Necessary Prelude to Education

As an antecedent to this discussion, it is important to make the distinction between training and education. In a large measure, the future of university business schools, based upon performance criteria, depends upon its learning systems. The perspective taken in this research is that training in certain technology-based tools is a necessary prerequisite for success in any organization's functional area. Thus, as part of any degree program, both education and training must be included in students' degree experiences and must be part of their total educational experience. However, the distinction between education and training is well recognized by both practitioners and academicians and is extremely important when creating and developing educational curricula.