Teachers' Computer Literacy

Abstract

Technology and computers have become an ever more pervasive and necessary part of American classrooms and education since the 1990s. Without good computer hardware skills, and a firm internalization of operating and application concepts, students will face great challenges in procuring well paying jobs in the twenty-first-century workforce (Soat, 2007). Therefore, it is critical that the teachers who educate our students themselves possess these skills and are provided with the professional education and training to both acquire them to an adequate level and to keep them current in this fast changing arena. If the nation's educators do not possess the basic skills required for the twenty-first-century world, then the students they teach will be at risk of graduating without an adequate grasp of these skills as well. To avoid this possibility, comprehensive and mandatory training programs by schools and school districts are needed to ensure the computer literacy of all of our teachers at an appropriate level.

Overview

As the ever increasing flood of computer based technology has entered the nation's classrooms, it has become increasingly evident to educators, parents, and government policymakers that without a strong grasp of these ever-changing and critical technologies, American students will graduate from our schools with a major deficiency in their education and possibly be "functionally illiterate" in skills that are indispensable in the twenty-first-century middle-class workplace. At the macroeconomic level, without an available workforce fluent in these computer usage skills and the computer based technologies that are firmly embedded in the nation's economic drivers, our industries will be forced to look elsewhere for the computer literate employees that they require. One trend already evident is the importation of foreign technology workers and the "offshoring" of high tech jobs to such countries as India and China, where a high percentage of university students graduate with computer- and technology-related degrees.

When addressing these deficiencies, the first issue that must be considered is that of the computer literacy of the teachers who educate our children. If the computer literacy skills of our educators are lacking, then how can we expect our children to absorb them to an adequate level in the classroom? While the usage and integration of computers in the classroom and in teaching continues to climb, there are still many schools that have limited access to these technologies, and worse, many teachers that lack the training required to maximize the technology resources that they do possess. Therefore, it is vital that teachers and educators across the spectrum are properly trained and versed in both computer usage and integration into the twenty-first-century classroom so that students can begin to acquire these critical skills early in their education.

Such skills training will increase the computer literacy of the students, allow better incorporation of effective and available educational software into the classroom, and in the end, will ensure that students will not graduate with deficient skills in this area. Without this training, the nation as a whole could find itself saddled with large numbers of workers in the labor force who will require expensive adult education to make them functional in the twenty-first-century economy, and schools risk a new technology and skills gap. Such a situation will further separate the graduates of low income urban schools from those of their better funded sisters from the prospect of post-secondary education or a well paying occupation that requires fluency in a wide range of computer and technology skills.

Further Insights

Teacher's Computer Usage. While a smaller percentage of American schools still have limited access to in-classroom computers, most schools and students do have larger scale access to computers in classrooms and the school library. In 1999, a survey by the U.S. Department of Education's National Center for Education Statistics (2000) showed that 99 percent of teachers nationally responded that they and their students had available Internet-capable school computers for their students. In 2005, that number was at 100 percent as opposed to just 35 percent in 1994. (NCES, 2006, Table 1). However, the 1999 survey, conducted to understand how much and for what teachers used computers and the Internet in the classroom and teaching, was also aimed at ascertaining the educators own degree of self-perceived competence in the usage of this technology.

A wide disparity based on generational differences became clearly evident. The 1999 survey found that the amount that teachers used computers in both teaching and in administrative record keeping directly correlated with their number of years in the profession. “Newer teachers were more likely to use computers or the Internet to accomplish various teaching objectives. Teachers with 9 or fewer years of teaching experience were more likely than teachers with 20 or more years of experience to report using computers or the Internet "a lot" to communicate with colleagues (30 percent with 3 or fewer years, 30 percent with 4 to 9 years, versus 19 percent with 20 or more years) and gather information for lessons (21 and 22 percent versus 11 percent for the same three groups). Also, teachers with 4 to 9 years of teaching experience were more likely to report they used computers or the Internet "a lot" to create instructional materials (47 percent) than were teachers with 20 or more years of experience (35 percent)” (NCES, 2000, Table 1).

That survey also found that a teacher's usage of computers was also directly affected by the poverty level of their schools. The most impoverished schools saw the lowest levels of computer usage both instructionally and administratively versus schools with low levels of poverty. These findings highlighted some of the basic obstacles to computer use in the schools, particularly reinforced by the results of the second portion of the survey, which asked teachers how strong their computer skills were and if they were prepared enough to use the Internet as a helpful tool for instruction.

A decade later, by 2009, 95 percent of teachers nationally responded that they and their students had available Internet-capable school computers for their students, either in the classroom or that could be brought to it (NCES, 2010, Table 1). Interestingly, by that point, teachers with twenty or more years of elementary or secondary teaching experience reported using computers for instruction “often” (44 percent in-classroom, 30 percent elsewhere) or “sometimes” (31 percent in-classroom, 44 percent elsewhere) more frequently than those with less experience (Table 2).

Teacher's Computer Literacy Requirements. As early as 1981, at the very beginning of the modern computer era when first generation, small computers and software programs were slowly becoming available to forward looking schools and educational institutions, there was an emerging consensus among many educators that computer literacy was going to an inescapable future requirement for students, and that teachers would be required to have a basic level of computer literacy in order to teach (Geisert & Futrell, 1984). Studies were conducted by the states of North Carolina and Texas (which in 1982 identified 50 competencies related to computers that teachers should be familiar with; Geisert & Futrell, 1984, para. 4). Various policy making and professional education organizations attempted to establish future computer literacy requirements both for students and for teachers. Then as now, there was agreement that all students and teachers would require a basic level of computer literacy; however, there was no general consensus on what that level should be.

In 2001, as the use of computers became widespread in schools, only about 30 percent of teachers felt fully qualified to use computers in teaching (NCES, 2000, Table 3, cited in Jones, 2001). The teachers reported that they did not feel that they had received the necessary training to either use the machines or to design classroom instructional materials that relied on computers for delivery. The transition from traditional teaching methods to methods that relied on the usage of computers and the Internet was difficult for many teachers, not only because of the technical aspects, but especially because of the lack of relevant training and allotted professional development time for learning these skills and "fragmented" and "unrealistic" new teacher training programs that did not adequately prepare new teachers to embrace the new technologies entering the classroom. Often, teachers who did embrace the use of computers did not go to their schools for assistance. They turned to their colleagues and to the Internet itself to seek help and ideas from other technology savvy educators and from web based organizations that seek to assist teachers in trading technology based ideas with other educators in the United States and globally.

However, others have been slow in incorporating computers into their teaching, perhaps either from a generational adherence to traditional teaching methods or a reluctance to use something with which they do not feel competent or that they do not fully understand. Jones (2001) uses the example of a special education teacher in Virginia who felt many teachers were just simply "scared to death" of the Internet (Jones, 2001, para. 28) and did not fully recognize it as the educational resource that it can be. There appear to be several common systemic causalities that act as impediments to improving teachers' computer skills—lack of professional development time, inadequate technical training, generational differences among teachers, and lack of support from school administration. A shortage of computers or lack of access to the Internet does not appear to be one of limiting factors. Along with these identified obstacles, there was a lack of formal requirements for licensure in many states. According to Jones, in 2001, 18 states still allowed teacher licensure without requirements for courses in computer skills and educational technology. But by 2016, required examinations for state licensure and certification such as the Praxis were being administered electronically; thus, prospective teachers had to demonstrate at least rudimentary knowledge of computing technology.

Introducing Technology Training into Schools. One of the most common limiting factors identified by teachers to fully integrating technology into the classroom has been the lack of allotted time and training classes to learn these often complicated skills. While most teachers possess some skills in utilizing computers, they often have not had experience in the specialized computer related educational technologies they find at their schools. Even when adequate access to computers, educational software, and the Internet has been available, the time for professional development and the technology classes themselves have often not. Without the proper training and skills for its teachers, a school full of the latest classroom technology would still fail to fully meet its potential.

To improve such situations, first, there has to be support from the school and district administrations. School principals can have the most effect on the level of technology utilization in their schools. By understanding the technology, acquiring the technical skills themselves, encouraging and mentoring the teachers and providing the time and training opportunities for them to learn the technology, principals can have a direct and positive impact on the teachers' level of computer skills that will then be directly passed on to their students. School districts, parents, and the local community can also play a role in improving the usage of technology in their schools. School boards and district administrators at every level should be familiar with the technology being used by their schools.

All school and curriculum related planning should reflect the integration of these technologies as well. Whether it is the addition of Internet-accessible instructional computers in all classrooms, the addition of up-to-date e-mail, school web pages and communications networks, the introduction of tablets, interactive whiteboards, and document cameras into the classroom, or alliances with local high-tech businesses to provide training or mentoring to teachers and students, much can be done to fully intertwine technology into all that the district does. By keeping the community informed and involved in their efforts, districts can also make a better case in regard to improving their funding so these improvements can be made. Many districts have heard the call and have instituted programs to fully integrate technology into their classrooms. Multimedia software, web based instruction and adequate numbers of computers and related hardware, as well as the instruction and training to fully utilize them are available to the teachers and students in many schools, but much is left to be done. Particularly in the schools and communities that need it the most.

The Technology Gap. One of the findings of the 2000 NCES survey resulted in a direct correlation between the poverty level of a school's population and the availability and utilization of technology at the school. Not only did these schools suffer from a lack of adequate computer and educational software resources due to funding restraints, often the students came from households without computer and Internet access, and where their parents did not possess the same level of computer literacy often found in more affluent households (Attewell, 2001). Combined, this lack of computers, both at school and at home, Internet access, and the lack of familiarization to fully utilize this technology could seriously set back the development of skills critical for most well compensated modern twenty-first-century jobs.

According to the NCES survey, “52 percent of teachers in schools that reported a less than 11 percent poverty level” among their students made frequent use of computers in their teaching as opposed to “32 percent of teachers in schools with more than 71 percent of their students in poverty” (NCES, 2000, Table 2). The same held true for the teacher's use of computers in record keeping—43 percent in high income schools versus 24 percent in low income schools. This disparity in the use of technology between high- and low-income schools and in the skills of their respective students in the proficiencies needed to use it is yet another factor contributing to the ever widening achievement gap in American education. Since most low income schools also have a student body mostly composed mostly of minorities, this may also contribute to the difference in school achievement recorded for these groups as well.

In 2007, Goodfellow and Wade found that without a concerted effort to bring these skills up to par on the part of schools, the community, and the government, many students graduating from these schools could run the risk of being functionally illiterate in their technical skills upon graduation. This might require either further adult education for those not going on to post-secondary institutions, or will require them to enter often low-wage occupations that do not require good skills in this subject. For those who go on to postsecondary education, remedial classes could be required, thus increasing the challenges for students who already face an uphill climb due to many other factors.

By 2009, teachers in low-income and middle-income schools (with 75 percent or more students qualifying for free or reduced-cost lunch) reported that the availability of technological devices, including LCD projectors, videoconferencing equipment, interactive whiteboards, classroom response systems (i.e., "clickers"), digital cameras, portable music players, document cameras, and handheld devices, was lower than those in high-income schools (NCES, 2010, Tables 3). However, low-income schools tended to use such devices more frequently than did higher-income schools (NCES, 2009, Tables 3).

Viewpoints

Addressing the Problem. While the problem of a standardized level of teacher computer literacy is a national one, research has suggested that the fix to it is a local one (Jones, 2001, para. 13). Many districts have implemented programs to assist their teachers in gaining and sharpening their computer skills. These programs have relied on support from their peers, administrators and communities. As stated earlier, school principals have been found to be the most important link in improving both the levels of technological literacy among their teachers and the integration of that technology into the classroom. It is important that principals themselves be fluent in these skills because they are often the catalyst for teachers to undertake learning them. By gaining these skills and thus understanding the requirements needed to gain them, principals can then allocate resources and sufficient professional development time so that their teaching staff can as well. By fully integrating all the technology available to the school and by providing all teachers with Internet access and common administrative software programs, principals can familiarize their personnel with these applications and encourage them to fully accept them.

School administrators must fully support educating their teachers as well. While it is not necessary for them to know how to use it, it is important for them to be familiar with the technology being utilized in their schools. Administrators can support computer integration and teacher training in many ways. Some schools have funded teachers to attend national technology training sessions, while others have provided a laptop computer to each of their teachers and still others have provided free Internet services. All of these initiatives required funding, and that is why the support of the community is vital. From the parents of the students to the business leaders to the local governments, without support and funding in these areas, little can be accomplished.

Modern technology can be expensive, and without dedicated school tax funding, government grants or private donations to make it possible to acquire it, schools can find that they must make do with inadequate or outdated equipment and software. Many districts partner with local or national companies to provide training and mentoring to their teachers to help them become proficient in the needed skills. Many firms have been eager to contribute help since they suffered from a lack of workers with the necessary skills needed in their businesses. By working with their parents, community and local businesses to aid them in comprehending the importance of adequate school technology and how it impacts the education of their children and their readiness to enter the modern workplace, schools can put in place the infrastructure, procure the hardware and software, and most importantly, institute the necessary staff training to fully integrate the technology into their classroom teaching.

Conclusion

Throughout the history of the educational system in the United States, as with all things, major changes in the way things are done have always been accepted slowly. Whether the change involved adding new subjects or curriculum, trying new teaching methods, or implementing new state and Federal guidelines, the acceptance and integration of these changes has often been a lengthy process. However, in this brave new world of the twenty-first century, what took years to change in the past can change in mere months. Understanding the advances in technology and the requirement to be able to apply this technology, whether it is computers, software, or associated systems, have become critical skills to possess in the modern world. Without them, American students could face serious shortfalls that will damage their ability to compete in the high-tech workforce. If the teachers charged with educating our students are not themselves fluent in these skills then surely their charges will be less prepared themselves upon graduation.

What is more disturbing is the evidence of a technology "gap" between high- and low-income schools, where students can graduate with a lower level of computer-related skills simply because their schools and districts do not have enough parental or community support or the funding needed to integrate computers and other digital technologies into their curricula requirements, procure adequate amounts of classroom technology or time for their use, or, just as importantly, provide their teachers with enough proficiency training and professional development time to fully integrate technology into their teaching. It will only be through concerted efforts on the part of all involved—parents, teachers, administrators, businesses, and the community—to address these shortfalls in these schools.

The requirements for teacher licensure in all fifty states must include provisions to ensure that new teachers do not enter the classroom deficient in these skills, and requirements for continuing computer skills education should be a part of all teachers' in-service requirements. Without these dedicated efforts the American education system risks failing to properly prepare a large percentage of the students that have been entrusted to them for their educations by giving them twentieth-century skills in a twenty-first-century world.

Terms & Concepts

Computer-Based Technology: Technology based on or driven by computers.

Computer Literacy: The ability and skill to utilize computers and computer based technology.

Educational Software: Computer software specifically designed to be used in education.

Internet: A global network of interconnected smaller computer networks accessed through Internet protocol (IP) addresses.

Multimedia Software: Software that uses computers to present graphics, audiovisual media, and sound in an integrated manner.

Professional Development: Continuing education needed to maintain up to date career skills.

Technology Gap: The growing disparity between those who have access to technology and possess the skills to effectively utilize it, and those who do not.

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Suggested Reading

Brady, K. P. (2012). Technology in schools. Thousand Oaks, CA: Sage Publications. Retrieved October 20, 2014 from EBSCO online database eBook Collection (EBSCOhost). http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=525927&ebv=EB&ppid=pp%5FCover

Chen, I., & Thielemann, J. (2007). Technology Application Competencies for K-12 Teachers. Hershey, PA: Information.

Conover, P. (2007). Technology Projects for Library Media Specialists and Teachers. Columbus, OH: Linworth.

Dyck, B. (2004). Rebooting of a Teacher's Mind. Westerville, OH: NMSA.

Gallagher, H. (2005). Computer Ease. College Station, TX: Virtualbookworm.

Johnson, L. & Kulwadee, K. (2007). Teaching Teachers to Use Technology. Binghamton, NY: Haworth.

Howard, P. (2014). Affinity spaces and ecologies of practice: digital composing processes of pre-service english teachers. Language & Literacy: A Canadian Educational E-Journal, 16, 34–52. Retrieved October 20, 2014 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=96262413

Knobel, M., and Kalman, J. (2016). New literacies and teacher learning: professional development and the digital turn. New York, NY: Peter Lang.

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Rhine, S., & Bailey, M. (2005). Integrated Technologies, Innovative Learning: Insights from the Pt3 Program. Eugene, OR: ISTE.

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