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

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

In general, education teaches problem-solving approaches while focusing on the ability to reason abstractly. Training, on the other hand, provides the tools for implementing problem-solving approaches while focusing on the ability to work concretely (Kolb & Fry, 1975). Whereas education involves an understanding of abstract theory or concepts, training involves gaining the skills necessary to accomplish a task. Education helps the student choose his or her activity; training helps the participant improve his or her performance in it. Both terms are relevant to this research, since learning requires that individuals not only attain certain skill levels to increase performance, but also gain the ability to understand why those skill levels are necessary.

Today's educational programs require that students' master those tools that are incorporated in their curricula. Yet mastery of these tools falls under the realm of training. Utilizing these tools throughout a degree program enhances the student's educational experience. Additionally, future employers expect graduates to have gained not only the requisite knowledge represented by the student's degree program, but also the capability to use the tools that are now part of that education.

2. UNIVERSITY TESTING OF COMPUTER-SKILLS

The need for computer-literate employees and students has been recognized since the beginning of the personal computer revolution (Burgess, Davidson, & Ginter, 1987; Dologite, 1987; LeBold, Zink, Scott, & Salvendy, 1987; Massey & Engelbrecht, 1987). In 1986, Burgess, et al. (Burgess et al., 1987), reported on the public's perception of computer literacy. Their paper examined the increased growth of the microcomputer and people's changing attitude toward them. Specifically, their study examined the need of the entire educational system, primary and secondary schools, as well as universities, to implement coursework aimed at achieving a computer-literate student population. Moreover, they examined the then relatively new trend toward the use of computers in the home, further justifying their assertion of the need for a computer-literate generation of students.

Dologite (1987) was one of the first researchers to perceive the need to measure computer literacy. Between 1985 and 1986, he developed a microcomputer literacy index. His ultimate goal was to measure computer literacy in college students (Dologite, 1987). The index, designed to measure average literacy, was developed from a survey instrument of fifty-four randomly selected students, administered at the beginning of the school year in 1985 and then given again to the same students at the end of the 1986 academic year. He used the comparative literacy average for the two-year period as the basis for the index.

Adding to the work of Dologite, using college of business students, Massey (Massey & Engelbrecht, 1987) provided empirical evidence between the relationship of computer literacy and an improved understanding of word-processing skills. Key limitations to this study, however, were that computer literacy was self-reported and the sample size limited.