Critical Elements of Computer Literacy for Teachers.
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| Title: | Critical Elements of Computer Literacy for Teachers. |
|---|---|
| Language: | English |
| Authors: | Overbaugh, Richard C. |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 1993 |
| Document Type: | Opinion Papers Reports - Evaluative Speeches/Meeting Papers |
| Descriptors: | Computer Assisted Instruction, Computer Literacy, Computer Managed Instruction, Computer Software, Definitions, Educational Innovation, Elementary School Teachers, Higher Education, Models, Music Education, Programing Languages, Secondary School Teachers, Skill Development, Teacher Education |
| Geographic Terms: | U.S.; Indiana |
| Abstract: | A definition of computer literacy is developed that is broad enough to apply to educators in general, but which leaves room for specificity for particular situations and content areas. The following general domains that comprise computer literacy for all educators are addressed: (1) general computer operations; (2) software, including computer managed instruction, computer assisted instruction, and programing languages; (3) software issues; and (4) hardware. Bearing these in mind, three models for developing teacher computer literacy programs are discussed. The two-stage model suggests that the path to computer literacy should begin with utilization of computer management skills and then proceed to learning applications that teach content. A second model offers four stages through which new users of innovation pass and suggests that 2 to 3 years are necessary for new users to pass through these stages. A seven-stage model of introduction to innovation expands the number of concern levels in gaining computer literacy. The four domains of computer literacy are explored for specificity by applying them to music education as an example of an educational computing knowledge base. It is noted that, unless higher education integrates computers across the curricula, tomorrow's teachers will not be adequately prepared to teach students in a technologically intensive work environment. (Contains 35 references.) (SLD) |
| Notes: | Paper presented at the Annual Meeting of the National Society of Educators and Scholars (Evansville, IN, March, 1993). |
| Journal Code: | RIEAUG1993 |
| Entry Date: | 1993 |
| Accession Number: | ED355922 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED355922 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED355922 AccessLevel: 3 PubType: Editorial & Opinion PubTypeId: editorialOpinion PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Critical Elements of Computer Literacy for Teachers. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Overbaugh%2C+Richard+C%2E%22">Overbaugh, Richard C.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 1993 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Opinion Papers<br />Reports - Evaluative<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Literacy%22">Computer Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Managed+Instruction%22">Computer Managed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Programing+Languages%22">Programing Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Indiana%22">U.S.; Indiana</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A definition of computer literacy is developed that is broad enough to apply to educators in general, but which leaves room for specificity for particular situations and content areas. The following general domains that comprise computer literacy for all educators are addressed: (1) general computer operations; (2) software, including computer managed instruction, computer assisted instruction, and programing languages; (3) software issues; and (4) hardware. Bearing these in mind, three models for developing teacher computer literacy programs are discussed. The two-stage model suggests that the path to computer literacy should begin with utilization of computer management skills and then proceed to learning applications that teach content. A second model offers four stages through which new users of innovation pass and suggests that 2 to 3 years are necessary for new users to pass through these stages. A seven-stage model of introduction to innovation expands the number of concern levels in gaining computer literacy. The four domains of computer literacy are explored for specificity by applying them to music education as an example of an educational computing knowledge base. It is noted that, unless higher education integrates computers across the curricula, tomorrow's teachers will not be adequately prepared to teach students in a technologically intensive work environment. (Contains 35 references.) (SLD) – Name: Note Label: Notes Group: Note Data: Paper presented at the Annual Meeting of the National Society of Educators and Scholars (Evansville, IN, March, 1993). – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEAUG1993%22">RIEAUG1993</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1993 – Name: AN Label: Accession Number Group: ID Data: ED355922 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED355922 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 Subjects: – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Computer Literacy Type: general – SubjectFull: Computer Managed Instruction Type: general – SubjectFull: Computer Software Type: general – SubjectFull: Definitions Type: general – SubjectFull: Educational Innovation Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Models Type: general – SubjectFull: Music Education Type: general – SubjectFull: Programing Languages Type: general – SubjectFull: Secondary School Teachers Type: general – SubjectFull: Skill Development Type: general – SubjectFull: Teacher Education Type: general – SubjectFull: U.S.; Indiana Type: general Titles: – TitleFull: Critical Elements of Computer Literacy for Teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Overbaugh, Richard C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 1993 |
| ResultId | 1 |
