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A conceptual analysis of 'computer l...

Merkle, Patricia Ann.

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A conceptual analysis of 'computer literacy'.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A conceptual analysis of 'computer literacy'./
作者:	Merkle, Patricia Ann.
面頁冊數:	163 p.
附註:	Adviser: Gerald M. Reagan.
Contained By:	Dissertation Abstracts International51-03A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9022529

A conceptual analysis of 'computer literacy'.
Merkle, Patricia Ann.

A conceptual analysis of 'computer literacy'. - 163 p.

Adviser: Gerald M. Reagan.

Thesis (Ph.D.)--The Ohio State University, 1990.

This dissertation is a philosophical analysis of the concept of computer literacy and focuses on three general questions: (1) How is 'computer literacy' defined? (2) What are the assumptions underlying definitions of 'computer literacy'? and (3) Given the definitions of and underlying assumptions concerning 'computer literacy', should computer literacy be taught?Subjects--Topical Terms:

783746
Education, Philosophy of.

A conceptual analysis of 'computer literacy'.
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245 1 2 $a A conceptual analysis of 'computer literacy'.
300 $a 163 p.
500 $a Adviser: Gerald M. Reagan.
500 $a Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0780.
502 $a Thesis (Ph.D.)--The Ohio State University, 1990.
520 $a This dissertation is a philosophical analysis of the concept of computer literacy and focuses on three general questions: (1) How is 'computer literacy' defined? (2) What are the assumptions underlying definitions of 'computer literacy'? and (3) Given the definitions of and underlying assumptions concerning 'computer literacy', should computer literacy be taught?
520 $a Chapter II investigates some of the assumptions underlying 'computer literacy'. The root concept 'literacy' is explored, as are several "specialized" literacies (e.g., scientific literacy, aesthetic literacy) in order to determine what general sorts of learning are expected of one who is literate in X. It is argued that becoming computer literate should reasonably be expected to involve learning propositional knowledge and skills, but not the acquisition of the disposition to use computers. In Chapter III definitions of 'computer literacy' are presented and evaluated. It is shown that the definitions are generally stipulative-programmatic in nature and that the inadequacies of the definitions serve to heighten, rather than diminish, confusion surrounding 'computer literacy'. The question of whether computer literacy should be taught is touched upon in this chapter, as it is shown that authors writing about computer literacy programs generally do not provide much justification for the programs which they advocate.
520 $a Chapter IV addresses the second and third general questions. In this chapter 'computer literacy' is analyzed as a metaphor in an effort to uncover some of the assumptions made about computer literacy. It is noted that in using the term 'computer literacy', there is an implicit comparison made between the learning of knowledge/skills with regard to computers and the learning of knowledge/skills concerning reading and writing ('literacy' in the ordinary sense). It is argued that the metaphor is misleading, as it fosters the making of illegitimate assumptions about computer literacy. Analysis of the metaphor also pertains to the question of whether computer literacy should be taught. It is argued that, given the lack of substantiation for the assumptions made about computer literacy, computer literacy programs are not as necessary as they are believed to be.
520 $a It is argued that while it might be desirable to provide some sort of computer literacy programs (although not necessarily in our schools), the importance of such programs should not be assumed, nor should they be implemented without serious consideration being given to the issues and questions raised in this dissertation.
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791 $a Ph.D.
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