Computers
and Curriculum in the New Century
Copyright 1995 G. Edwin Lint, M.A.
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Computers and Curriculum in the Next Century
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Although this letter was originally written to persons in Pennsylvania, it can apply in any state, province, or country where instruction in appropriate computer utilization skills is not being provided.
The year is 1895 and the Pennsylvania legislature is considering a revision of the public school curriculum. However, the citizens are incensed by the absence of penmanship from the proposed curriculum. There is no mention of manuscript or cursive writing, and not a word can be found about a writing tablet, pen, slate, or stylus. Not even a piece of chalk! Parents from the western counties are threatening to organize a trek across the Appalachians to make a formal protest to the governor in Harrisburg.
Preposterous? Maybe. But not a lot more preposterous than the fact that computer utilization is given minimal mention in the new Curriculum Regulations of the Pennsylvania State Board of Education. In reality, computer utilization skills are as essential for living and working in the next century as penmanship was a hundred years ago.
I used my own computer to check the number of times the word computer is used in Chapter 5 of the Curriculum Regulations. That number is five, and two of those are parallel.
What Can Be Done?
Does this mean we've blown it for a whole generation of Pennsylvania children as far as computer utilization skills are concerned? Not as long as we exercise the local control Pennsylvanians are known for in education circles across the country. Although Chapter 5 does not give personal computers a place of significance, the Board lets the door open for local taxpayers to do so, by exercising their local control.
At §5.3, Chapter 5 defines instruction as follows:
The delivery of academic and vocational content to students by teachers in order to strive towards the academic goals and achieve the student learning outcomes under §5.202 (relating to student learning outcomes) and additional student learning outcomes determined in school entity strategic plans under §5.203 (relating to strategic plans).
What this definition really means is that local school boards may place additional student learning outcomes on the list of 53 required outcomes as shown at §5.202. School board members, parents, administrators, and teachers should accept the challenge and give computer utilization a place of significance in Pennsylvania's local curricula across all levels: primary, intermediate, middle, and high school. And I am defining computer utilization as the ability to use computers for profit and fun.
Motorists and Mechanics.
Computer utilization is different from computer programming in the same way driving a car is different from being an auto mechanic. The plethora of off-the-shelf computer applications available for MS-DOS, Windows, and Macintosh computers covers everything from preschool activities to high-end spreadsheets and relational databases. Only a comparative few of us need to learn computer programming. The rest of us just need to learn to drive the software the programmers have written.
Should We Wait for New Developments Before Buying Hardware and Software?
This letter was drafted in July 1994 and revised in January 1995. By the time you read it, the computer trade shows and journals will be trumpeting another advance in the computer world that is, at this moment, still in draft format in someone's word processor. The longer you wait, the farther your students will fall behind the real world.
Good News.
Here's some good news. First, kids can learn the latest computer advances as fast as, or faster than, adults can teach them. Second, as the power and sophistication go up, the price comes down. For example, I paid §2,000 for my Apple IIe in 1984, complete with 128K RAM and two 5.25-inch floppy drives. Today, those dollars would go a long way toward getting a RISC chip-equipped Power Mac or Power PC with at least 8 megabytes of RAM and a 350 megabyte hard drive.
Computers in Chapter 5 of the Regulations of thePennsylvania State Board of Education
Here's a summary of what Chapter 5 says about computers in the five references mentioned above.
FIRST REFERENCE: This is in a math student learning outcome and is an example of 70s thinking: linking computers with math rather than integrating them across the entire curriculum.
§5.202(f)(2)(ii). All students compute, measure and estimate to solve theoretical and practical problems, using appropriate tools, including modern technology such as calculators and computers.
SECOND AND THIRD REFERENCES: These are parallel references to Planned Courses that must be taught to every student in the middle level and high school programs, within the general context of "information skills."
§5.212(c)(6). Information skills, including access to traditional and electronic information sources, computer use and research.
§5.213(c)(8). Information skills, including access to traditional and electronic information sources, computer use and research.
FOURTH REFERENCE: This is the only real reference to computer utilization and it's for Planned Courses at the high school level. Why wait for high school to teach students how to use computers to do real work? This should be required instruction for primary, intermediate, and middle levels, also. Kids across the country are writing stories on a word processor and chatting on the Internet as soon as they can spell. Some are doing it before they can spell.
§5.213(c)(7). Use and applications of microcomputers and software, including word processing, database, spreadsheets and telecommunications
FIFTH REFERENCE: This is the standard computer programming which the "auto mechanics" need. The rest of us just need driver education.
§5.253(e)(2)(C)(VI). Computer science, which may be integrated in other appropriate planned courses.
A Personal Note
Let me share my family's experience with computer utilization skills in the Pennsylvania education system. My guess is that many Pennsylvanians have had similar experiences. My wife, Nancy, and I have four children: Judith, born in 1958; David, born in 1961; James, born in 1967; Jessica, born in 1971. All four graduated from Pennsylvania high schools, two in the 70s and two in the 80s. None graduated with any functional computer utilization skills.
Judy bought a personal computer in January 1994. She and her husband are learning to use their word processor with some help from the software's user guide, and me. Dave has become skilled with a personal computer while on the job. Jim learned to use paint, draw, and desktop publishing software while working on a part-time job, earning money for college. Jessi has a job with Christ Church in Nashville which requires fluency in Microsoft Word for Windows.
Nancy and I graduated in the 50s when modern computer utilization skills weren't even a dream. Nevertheless, we have become proficient with microcomputers through independent study and on-the-job training. However, we are rather disappointed that our children failed to receive functional computer utilization skills in school and were forced to learn those skills at their own and their employers' expense. We would like to think that the school districts that will be responsible for the education of our grandchildren in the next century will avoid such mistakes. There is little substance for this hope unless concerned persons at the local level augment what Chapter 5 does not mandate.
Conclusion.
In the next century, some school entities will do the right thing regarding teaching computer utilization skills, with or without mandates in Chapter 5. And, some students will learn to use computers on their own or on the job, as my family has done. But, many students who lack opportunity or initiative will be at risk of entering the next century with no functional computer utilization skills unless their schools accept the fact that computer use is now an essential part of living and working. Therefore, it must be a significant element of any curriculum.
What computer skills should we teach?
Here's a list of sample instructional objectives that could be used as a source for developing Planned Courses in the area of computer utilization.
Introductory skills
Uses computer keyboard for playing simple games
Uses computer keyboard for drill and practice activities
Uses computer keyboard for typing simple messages on e-mail and for writing simple notes
Uses computer keyboard for entering data via dumb terminals
Uses computer keyboard for writing stories and articles
Uses computer keyboard for entering data in database and spreadsheet documents
Uses computer keyboard for learning QWERTY and Dvorak touch systems
Explains difference between temporary random access memory (RAM) and disk storage
Uses on-line help screens to learn about an application
Integrates keyboard with mouse to edit documents
Uses mouse to point, select, drag, and draw simple shapes
Distinguishes between hardware and software functions
Distinguishes among mainframe, mini, and desktop computers
General skills
Uses manual to achieve a software product's potential
Installs software from floppy disks to a hard drive
Troubleshoots problems via manufacturer's manuals
Determines when help is needed with a technical problem
Saves document to a specific disk, folder, or directory
Backs up documents on a separate disk to prevent accidental loss of data
Deletes unneeded documents from disks
Interacts with other peripherals on a local area network (LAN)
Copies and moves data between documents
Deletes blocks of data
Uses mail merge capability of word processor and database applications
Formats report for printer
Uses translation software to convert documents between disk operating systems
Describes purpose for document import and export
Saves document as a text (ASCII) file for import or translation
Imports and exports data between documents
Describes tab/comma separated database and spreadsheet structure
Describes fixed-length field database and spreadsheet structure
Uses scanner to convert line drawing or photo into computer graphic
Uses scanner to convert hard copy text or numerals into computer document
Word processor
Uses word processor keyboard commands, when available, instead of mouse
Copies and moves data within document
Indents, nests, and hangs paragraphs
Finds and replaces specific text segments and formatting codes throughout document
Creates and modifies tab tables
Edits document from hard copy draft
Visualizes edits which need to be made and makes those edits on screen
Runs document through spelling and grammar checker
Uses on-line thesaurus
Formats document for the printer
Database
Sets up database structure
Tells relationship between record and field
Defines data fields for entering text, numerals, date, time, graphics
Establishes rules for selecting records for display and printout
Sorts records according to specific field(s)
Prints reports and mailing labels from database records
Spreadsheet
Sets up spreadsheet structure
Creates spreadsheet formulae to answer 'what if' questions
Formats worksheet report for printer
Prints worksheets or exports worksheets to another document
Telecommunications
Uses in-house and remote e-mail systems
Uses telecommunications software to interact with remote systems
Configures a modem for a specific remote system
Uses modem to access remote database and transfer files
Uses a commercial on-line service such as CompuServe, America on Line, or Prodigy
Navigates the Internet
Desktop publishing (DTP)
Imports word processor document and graphics into DTP document
Formats flyer, newsletter page, and brochure
Places text blocks and graphic elements on a page
Creates odd/even headers and footers, with embedded page numbers
Prints camera-ready originals ready for duplication
Arts
Paints, draws, and designs with mouse and other input peripherals
Uses music interface (MIDI) to play and compose music
Maintenance
Tells rules for handling and using data disks
Plugs/unplugs common computer peripherals
Distinguishes between hardware and software problems
Provides incidental maintenance for local printer: clears jams; loads paper; replaces ribbon, toner cartridge, or ink cartridge
Tells characteristics of dot matrix, printwheel, ink jet, and laser printers
References
Pennsylvania State Board of Education, Chapter 5 Curriculum Regulations, Pennsylvania Bulletin, July 24, 1993.
Lint, G. Edwin, et al (1988), Computer Utilization Plan, Pennsylvania Department of Education, Harrisburg.
Lint, G. Edwin, Sobehart,
Helen, et al (1984) PennStar Master Curriculum,
Central Susquehanna Intermediate Unit 16, Lewisburg, Pa.
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