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Students in the computer literacy class investigate the internal components of a desktop tower.

CRDG

Research & Curriculum Development | pg.5
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Learning Technology Moves Students into New Curriculum
The Learning Technology Section is working with eighth and ninth grade students in the University Laboratory School to develop a new curriculum in computer literacy.

The course goal is to question, embrace, and challenge what students already know about computers while developing a strong sense of computer ethics, etiquette, safety, and responsibility. At the completion of the new curriculum students should have developed a clear understanding of the importance of computer literacy in modern society and of the ethics involved in using this technology in an information-rich society. Students must also demonstrate proficiency in

  • identifying types of hardware components and their functions,
  • identifying the differences in system and application software,
  • using discussion boards and email, • understanding the importance of the Internet and the World Wide Web for information dissemination,
  • effectively researching a topic, and
  • effectively using word-processing tools, different formats of presentation, and Web authoring.

Data drawn from the Laboratory School students’ assessments of their current computer skills and perceptions together with the National Education Technology Standards for Students provided the basis of the new curriculum, which reflects the recognition of the importance of computer technology in the future of students in school, workplace, and home. By working closely with Laboratory School students and continuing to align their needs with Hawai‘i, national, and international standards and trends, the Learning Technology staff is shaping the evolving computer literacy curriculum into something that meets the students’ needs now and in the future.

Using Data to Drive Curriculum Development
One of the hallmarks of all CRDG developed curricula is a design based in part on empirical data and research. As part of the process of developing the computer literacy curriculum, the Learning Technology Section conducted a study wherein students were asked to consider their expertise and comfort levels with various software applications before and after the class, and to discuss issues of safety and ethics when using computers. Results indicated that students were not computer literate in workforce-oriented computer tasks, yet were comfortable and well versed in the social realm. Before the class, many students interacted frequently with video game consoles, MP3 players, cell phones, and chat rooms. Yet, all students in the study recognized that they lacked specific skills that were needed in their future careers. Following the course, there was a statistically significant increase in students’ skill levels for all software application areas as well as a statistically significant increase in their perception of learning. Students indicated that they appreciated the chance to learn, practice, and improve upon skills relevant to future professions, and that they appreciated the opportunity to discuss the social aspect of the Internet and their personal sense of computer ethics.

 

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