Reflections on Computer Literacy and the Integrated Approach

As an IT teacher, I constantly reflect on the IT syllabus and its value to my form 5 students. I encourage most of them to pursue IT or Computer Science at a tertiary level because that is where the value of the IT syllabus from secondary school can be derived.

Many times, students are sent to the IT lab to complete projects for their respective classes and it is assumed by the teachers that the students possess the skills to get their projects done. However, in my experience, the  students encounter many difficulties in using various applications relative to the task they are expected to complete. Most times, the IT teachers who are present in the lab will offer assistance to the students with their projects.

Currently, in my school, computer literacy is characterized by its traditional meaning. The focus is on the technical aspect and even when some context is used, it is not authentic and does not provide the students with meaningful scenarios. The assumption that a student can use a word processing program to complete a task for a particular subject without prior training seems to be the prevalent.

The integrated approach maintains that students learn using the technology. It enables a cross use of computer skills in different subject areas using realistic and meaningful context that supports students learning.

It becomes necessary therefore that students be provided with the necessary support structures to facilitate such learning. Schools need to be equipped with the appropriate technology. Teachers also need to be provided with both professional and technical support.