March 24, 2015

University of North Carolina at Charlotte

Feasibility Study/Report for Computer Technology and Basic Networking
Course Requirement in Public Schools

Sean Fox
Bradley Breese
Azhar Toqeer
Preston Chamberlin

Table of Contents

Page
Introduction
Summary
Discussion
Objectives
Production Plan & Usage
Implementation
Problems
Conclusion
Recommendations & Solutions
References

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Introduction
Problems occur all the time when it comes to technology and the devices we use,
whether it is at your house or place of work. These forms of technology are as common
in our lives as the automobiles we use to get around town. However, the number of
people who understand how their computers and network devices work, well enough to
solve problems they encounter, could be much higher. The ability to troubleshoot
hardware, software, and networking issues, whether they occur at home or the
workplace, should be a required skillset among the general population. The public
school system in the United States lacks courses which focus on basic troubleshooting
skills and general knowledge of computers and networking systems and/or devices.
Logically, the most optimal time to learn about these subjects is in late middle school
and early high school. Not only would it help the students prepare for the future, but
they could also use this knowledge to benefit their current educational career, such as
when students are being introduced to social media, job applications, and college
applications. Incorporating one or two required courses into the public school systems
curriculum would give everybody the chance to develop these skills before finishing high
school.

Summary
Preferably during late middle school or early high school, students should be required to
take at least one course on the function and usability of computers and network
infrastructures. We would still need jobs in the IT fields to handle advanced tasks, but
the general public would be better able to cope with simple issues and get the most out
of their devices. Their enhanced understanding would also be beneficial to professional
troubleshooters as the customer could better explain any issue they may have.

Discussion
Objectives
The subjects that students could be learning about around this time in their lives need to
range from basic knowledge to advanced knowledge. This can include the following
topics:
1. Learn troubleshooting skills to solve basic hardware/software problems (usually on
Windows OS) and network device or connectivity issues.
2. Learn how to use Office programs (i.e. Word, Excel, PowerPoint)
a. Data importing with Excel, Document formatting, Presentation basics, overall usability of
the programs etc.
3. Learn how to effectively type in a document, print a document one sided and double
sided, double space the lettering in a document, create footnotes and headers, cite
sources and bibliographies, as well as change orientation and margins in a document.
4. Learn how to navigate websites and pull sources from the internet, as well as gain the
skills to research a topic effectively and utilize multiple search databases.
5. Learn how to navigate social media such as LinkedIn and Facebook to find a business
page or website.
6. Learn how to create a business resume.
7. Learn how to effectively apply to online job postings
These goals would encompass one or multiple classes in a course curriculum.
Troubleshooting and the hardware aspects could be implemented into their own
separate course. Some high schools already have a class or classes which focus on
Computer and Networking Technology[1] subjects.

Computer and Network Technology refers to the understanding of how the hardware
in computers and other devices such as routers work together. Troubleshooting skills
are also developed, along with some software and Operating System fundamentals.
[1]

Production Plan & Usage

Depending on the profession, people need knowledge of many types of documents.

And in our modern world, very few of these documents are written by hand. Documents
such as reports, resumes, and memos are mostly written inside of a text editor, with the
most popular one being Microsoft Word. That is not the only useful Microsoft Office
software either. Excel is commonly used in finances and engineering for its ability to
create tables, graphs, and functions which can make Excel a valuable tool even for
individual or personal use. On top of all of that, Microsoft PowerPoint is so popular that
it has become synonymous with slideshow due to its easy to use user interface and
adaptability across multiple systems.
Hardware is not limited to only RAM, hard drives, and CPUs either. Many peripherals
are commonly used in conjunction with computers such as projectors and other AV
equipment, scanners, and printers. Understanding the function of cables, the process
of troubleshooting the equipment, how to use the internet for assistance, and how to
install drivers and use the software associated with the peripherals is invaluable for both
the workplace and personal use.
Years ago, the main form of communicating over a distance was writing letters. The
evolution of technology has allowed for many alternatives in long distance
communication. The most popular form for business communication has been
electronic mail, or email, because it allows people to communicate almost instantly
while still allowing the retention of what was stated like a letter would (as opposed to a
phone call which does not keep a record). Also like a letter, you can attach other
documents to your email for your recipient.
Another aspect of computing involves social media and computer networks. Social
media is a large part of society. However, that is not necessarily good for everyone.
Many interviewers will seek out social media pages of the people that are being
interviewed, and if someone owns a page that showcases the person as not being a
professional, it could be a deciding factor against the interviewee. People need to be
made aware that social media is not necessarily a spot to place all of their party pictures
and that everything on the internet is practically permanent.
All of these are fairly common uses for computers that a lot of high school students may
not know how to use. While there are plenty of things that people do not learn in high
school that they can always learn later in life, many believe that high school is meant to
be an educational foundation to help adapt to life, college, and the workplace.
Therefore, it seems somewhat obvious that a skill as essential to functioning in modern
society as computer literacy should be taught in public schools. However, computers
are still a relatively new generation; the American education has not quite caught up to
the modern workplace requirements yet - though it has made leaps and bounds with
regards to computer integration over the past decade. That is not to say that high
schools do not address the needs for computer literacy classes. Part of the problem is
that even if some computer related class is implemented into a high school curriculum, it
is not done efficiently in many public schools.

Implementation
The first step for implementing some form of computer literacy class is to set and
establish a standard. Due to the way that the American educational system operates,
each state runs its education program slightly differently. The national government, to a
certain extent, does not have a say as to how each states educational program must be
designed. However, most of these high schools have standards set for their core
classes. Math classes will almost always include algebra, geometry, and calculus.
English will normally include American Literature and British Literature. There is no
national requirement for classes, but since the No Child Left Behind Act of 2001, states
have designed and implemented individual standards for classes. Even though these
standards change from state to state, there are a lot of similarities among the classes
that are required to be taken. Computer literacy classes need to be adopted in the
same fashion by the states.
As for what the classes should cover, basic computer literacy classes should cover the
computer basics mentioned previously. Basic hardware troubleshooting, knowledge of
AV connections, common peripherals, and the use of common software and file types
such text editors, spreadsheets, slideshows, .pdf files, .zip files, and email construction
should be covered in this type of class.

Problems
As beneficial as offering classes about computer literacy would be, there would be
some resistance to trying to implement a successful program. Most of these problems
are based around finances. The obvious problem is that schools need to have sufficient
equipment both in quantity and quality. It has taken several years for the movement
to gain support, but schools are steadily including computers in their classrooms.
However, schools would still need to consolidate their computers or buy new ones in
order to implement a computer literacy program. Even with the increase of computers
in schools, it is still very likely that the majority of schools will have to buy or obtain new
computers. In one of the United States most recent surveys from the 2008-2009 school
year, it was reported that the average ratio of students in a classroom to computers
available in the room was between five and seven students to one computer (Gray,
Thomas, and Lewis 5). The ratio needs to be about two or three students to a computer
for a good computer-based program to exist.
It is also important to note that schools have found a way around this problem.
However, it may not always be the most optimal solution. Instead of providing the
computers themselves, schools have allowed students to bring in home laptops to make
up the difference between students and the number of available computers. While this
may work for some areas, this might be a problem for schools in low income areas. But
in general, there is no guarantee that students will have laptops. Finances are a
problem for many people, especially during this recession. Whether someone lives in a
low-income area or not, going out to buy a laptop for school because the school could
not afford to buy more computers is bound to upset many parents. So while schools

can ask their students to bring in home computers, it may not be the best choice for
many schools. Providing their own computers is still the best approach for schools
when it comes to making sure that computers are available.
The other hardware problem involves peripherals. If the new class program includes
the usage of peripherals such as AV equipment, projectors, or printers, it would be
beneficial to actually have this equipment available for inspection so that students can
learn how to use it. Ignoring the necessity of having peripherals available for a class that
teaches students how to use them, projectors are also very useful for actually teaching
a computer literacy course due the fact that they can display a computer screen on a
wall. However, teachers have a hard enough time getting projectors. As recently as
2009, teachers were polled to determine the availability of various types of technology
and equipment in their classrooms. One of the equipment that was referenced in the
poll was a projector. The results of the research state that only 25% of the teachers
questioned that taught the math, science, and computer science classes felt that
projectors were available as needed (Gray, Thomas, and Lewis 7). Ignoring the
necessity of projectors, this also brings up the question of how teachers would be
sharing the equipment necessary for a computer literacy class if equipment such as
projectors, a fairly common teaching tool, is hard to obtain for only a day. Again, either
more equipment needs to be bought and installed, or a better equipment acquisition
plan needs to be implemented in schools so that the majority of teachers feel that
equipment is available as needed.
The other problem has to do with the faculty. Computers are still fairly new to older
generations. In an education system where many teachers feel underpaid, it would be
very hard to find more staff members who are properly trained in using certain
hardware, software, or have significant knowledge about computer languages and the
internet in order to teach this sort of class. The alternative would be to pay for current
teachers to be trained in the aforementioned subjects which can also be taxing on the
already limited educational budget.
No matter what the specific solutions chosen to fix the equipment and faculty problems
are, it will involve the reallocation of money, and that is not a simple task. Public
schools get their operating money from four sources: the federal government, the state
government, the local government, and donations from school fundraisers. Out of the
three consistent incomes for public schools (the money from the three level of
government), the federal government is the one who supplies the least amount of
money to the education program. The federal governments portion of income to public
schools was recorded in 2011 to be about 12% of public educations operating budget.
The other two levels, state and local, each made up the difference by supplying public
schools with about 44% of their funding (School Finance). In addition to the federal
governments contribution to the education budget being relatively low, the distribution
of the federal governments money is not very balanced. The money is given to the
states through numerous grant programs. While one state could receive 15% of the
federal governments contribution, another state could only receive 5% through this
grant process. This is a large part of the reason that different states pay such varied

amounts per student. In 2012, it was recorded that states such as New York, District of
Columbia, and Alaska were spending over $15,000 per student. On the low end of the
spectrum, Utah, Idaho, and Oklahoma managed to spend no greater than $7,500 per
student (Survey of School System Finances).

Figure 1. Elementary and Secondary Education Funding Fiscal Year 2011.

(School Finance)

There is no general solution that can be made because there are too many variables to
find a single solution for the financial problem in our education system. Though our
federal government has more say now in how the education system is run than they
used to, each state still holds the primary responsibility for how education is run in each
state. Rather than one budget to analyze, there are now over fifty-one budgets: the
federal budget, the states budgets, and the numerous local governments budgets. On
top of the amount of budgets to analyze, there are many other variables to consider
such as the economic standing of the different states and their cities, the population of
each state, and the states sizes. What is determinable, however, is that there is a large
gap between the amount of money spent per student between states that needs to be
diminished.
The other main risk lies in its implementation. With the amount of money being spent
on a potential computer introductory class, the program needs to be implemented
properly for it to be worth the financial burden. For example, high school students
select classes on a credit based system. They are required to take certain types of
classes in order to graduate. If the computer classes are kept as an elective, it is
unlikely that many students would bother with taking the extra course. If participation in
a computer literacy class is to be encouraged, it should be allowed as a substitute for
math or science credit. Understanding basic computer functions and hardware can be a
relatively subject. However, these subjects are foundational for future prospects for
these students in the computer science field. It is not too farfetched to say that a

computer literacy course would help build upon a students knowledge of applied
mathematics.
Another aspect of implementation is the accessibility to the computer that the students
can be allowed. In Hoboken High School in New Jersey, the administration received
extra money from the government and decided to issue a one to one program that
would allow the school to loan every student a laptop for the semester. These students
were allowed to take these laptops home with them. However, the school quickly
realized their mistake when the computers started to come back broken and infected
with viruses (Barshay). Computers should be made available to students in such a way
that the ratio is at least one computer to three students. That way, each student would
have the opportunity to practice the material. However, that does not necessarily mean
that a loan system is the best way to go about it. A computer lab would work just as well
for most cases. While this may seem obvious to some people, this does demonstrate
that there will be trial and error to implement this new system.

Conclusion
Computers have become an integral part of society and the workplace. They allow us
to easily and efficiently store and transfer data across the globe. For these reasons, it is
expected that employees have the ability to understand the basic applications of
computers such as the Office software to create documents - such as memos, tables,
and reports - or the process of creating and sending a business email. Users of these
devices should also know how to handle simple computer-related problems that may
arise on a daily basis.
A fundamental knowledge of computers is being required even earlier than the
workplace for some people. Many universities are moving their classes and tests
online. This means that education of computer usage should begin at an earlier stage
of our education system. High schools, and even some middle schools, should make
computer usage and network technology classes a required part of their curriculum.
The subject has just become far too important and prevalent in our everyday lives to
only offer classes which focus on these topics as electives.

Recommendations & Solutions

To help prepare people for college, the workforce, and life as an adult, High Schools
should provide a class to teach some combination of software usage, hardware and
peripheral literacy, and basic understanding of how computers and networks function.
These classes should also become more than electives. They should either be required
for graduation or used a supplement for a core class such as math or science
depending on the intensity of the computer usage course.
Creating a program that outlines the subjects addressed in this report is manageable,
but it will not be easy. The biggest obstruction to this idea is finances. Without proper
funding, this idea would not become implemented on a national scale. Unfortunately,
the process is not as simple as just shifting a bunch of numbers on a spreadsheet.
Because public schools do not receive their main funding from a single source, it is hard
to pinpoint where the best place to allocate funds from would be. There are simply too
many factors. However, if the money can be set aside, a program needs to be
implemented to introduce our students to basic computer usage. It has become
necessary in our modern society to, at the bare minimum, understand how to use what
is considered to be the essentials of computer literacy.

References
Barshay, Jill. Why a New Jersey school district decided giving laptops to students is a
terrible idea. The Hechinger Report. Teachers College at Columbia University,
29 July, 2014. Web. 12 Mar. 2015.
Gray, L., Thomas, N., and Lewis, L. Teachers Use of Educational Technology
in U.S. Public Schools: 2009 (NCES 2010-040). National Center for Education
Statistics, Institute of Education Sciences, U.S. Department of Education.
Washington, DC.
School Finance.febp.newamerica.net. New America Foundation, 21 Apr. 2014. Web.
24 Mar. 2015.
Survey of School System Finances.census.gov. United States Census Bureau. Web.
24 Mar. 2015.

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