Computer Literacy

among TVL
students through
ICT –aided
Instruction.

1
 What is computer literacy?

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 2

• BehaviourismThe theory on behaviourism owes its origins to behaviourists like Ivan Pavlov, John Watson and
Skinner. It describes a developmental theory that measures observable behaviours produced by a learner's
response to stimuli. Such responses to stimuli can be reinforced with positive or negative feedback to condition
desired behaviours. Some of you may be familiar with the studies by ‘Pavlov and the salivating dog'. Punishment
is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational
effects of behaviourism are key in developing basic skills and foundations of understanding in all subject areas
and in classroom management. According to behaviourism, knowing is giving the correct response when exposed
to a particular stimulus. The behaviourist is not concerned with how or why knowledge is obtained, but rather if
the correct response is given. There are some who would claim that "Learning is defined as nothing more than
the acquisition of new behaviour", learning therefore is a passive process and learners need not take an active
part in their education. In other words, learners use low level processing skills to understand material and the
material is often isolated from real-world contexts or situations. Typical classroom instruction consistent with the
behaviourist theory includes; classroom management, rote memorisation, and drill and practice.
• In practical ways applying the behaviourist approach manifests itself in a number of ways. A good example of
highlighting the behaviourist approach to teaching is rote memorisation (do you remember your maths classes in
primary school memorising the ‘multiplication tables'?). Another example is in teaching the computer software
Math Blaster using drill and practice. This approach is used in teaching basic skills using both positive and
negative reinforcements.

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 3

• Cognitivism
• Theories around cognitivism owe their origins to a number of scholars. Leaders among them include Jean Piaget and Noam Chomsky, Wikipedia describes the terms as, "thinking, as, "thinking, knowing,
remembering, judging and problem-solving abilities of humans. Cognition is studied in various disciplines such as psychology, philosophy, linguistics, and computer science. Usage of the term
varies in different disciplines; for example in psychology and cognitive science, it usually refers to an information processing view of an individual's psychological functions. It is also used in a
branch of social psychology called social cognition to explain attitudes, attribution and groups dynamics". (Extracted
(Extracted from Wikipedia at http://en.wikipedia.org/wiki/Cognition
at http://en.wikipedia.org/wiki/Cognition))
• Cognition, or cognitive processes, can be natural or artificial, conscious or unconscious. These processes are analysed from different perspectives within different contexts, notably in the fields of
linguistics, anaesthesia, neurology, psychology, philosophy, anthropology, systemics, computer science and creed. Within psychology or philosophy, the concept of cognition is closely related to
abstract concepts such as mind and intelligence. Cognition is used to refer to the mental functions, mental processes (thoughts) and states of intelligent entities (humans, human organisations,
highly autonomous machines and artificial intelligences). (Extracted from Answers.com at http://www.answers.com/topic/cognition#ixzz1QLXfr2ra
at http://www.answers.com/topic/cognition#ixzz1QLXfr2ra)) Both sociologists and psychologists study
cognitive development in human beings and among them Jean Piaget the Swiss development psychologist's theory on cognitive development has influenced educationists especially in their
study of how children (or for that matter adults) learn.
• The cognitive learning theory places emphasis on understanding thought processes, and how the mind processes and stores information. According to this theory, humans learn by organising
information, and finding the connection between existing and new information. Simply put, the cognitive learning theory focuses on how children and adults process information and how the way
they think affects their behaviour. The cognitive theory began to gain traction when psychologists started thinking differently about behaviourism. Psychologists believed that behaviourism
focused too much on single events and stimuli. Instead, they began to focus on the process of learning. Psychologists started to believe that human actions were in direct relation to their
thoughts. This shift marked the change from looking at a person's environment to their cognition.
• Vygotsky while being a cognitivist believed that learning is shaped by social influence and that our culture
our culture helps shape our cognition.
cognition. In other words, social and cultural influences are key
components to development. Vygotsky believed one's development is the result of one's culture. He also thought that learning happens before development can occur. According to Vygotsky,
children learn specifically because of the history and symbolism represented in their cultures. He considered cognitive development a direct result from the input a child receives from others.
•  
• Piaget's cognitive development
• Piaget's theory intends to explain the following phenomena:
• What are the psychological states that children pass through at different points in their development?
• What are the mechanisms by which they pass from one state to another? How do changes in children's thinking occur?
• Piaget (1970) proposed that children progress through an invariant sequence of four stages: sensorimotor, pre-operational, concrete operational and formal operational. Those stages are not
arbitrary, but are assumed to reflect qualitative differences in children's cognitive abilities. Being controlled by the logical structures in the different developmental stages, learners cannot be
taught key cognitive tasks if they have not reached a particular stage of development.
• Also, Piaget (1985) suggested that learning process is iterative, in which new information is shaped to fit with the learner's existing knowledge , and existing knowledge is itself modified to
accommodate the new information. The major concepts in this cognitive
this cognitive process include:
process include:
• Assimilation:
Assimilation: it occurs when a child perceives new objects or events in terms of existing schemes or operations. Children and adults tend to apply any mental structure that is available to
assimilate a new event, and they will actively seek to use a newly acquired structure. This is a process of fitting new information into existing cognitive structures.
• Accommodation:
Accommodation: it has occurred when existing schemes or operations must be modified to account for a new experience. This is a process of modifying existing cognitive structures based upon
new information.
• Equilibration:
Equilibration: it is the master developmental process, encompassing both assimilation and accommodation. Anomalies of experience create a state of disequilibrium which can be only resolved
when a more adaptive, more sophisticated mode of thought is adopted.
• Piaget's conception
Piaget's conception of equilibration (1985)
equilibration (1985) implied a dynamic construction process of human cognitive structure. There is no structure apart from construction because the being of structure
"consists in their coming to be, that is, their being 'under construction'.

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4

• Constructivism
• Constructivism refers to, "the philosophical belief that people construct their own understanding of reality" (Oxford 1997).
Piaget is often known as the original constructivist though the roots of the theory go way back to the early 1700s. The theory
is based on observations on how people learn. The thesis is that people learn from observing how things are and happen,
relate it to earlier experience and or knowledge and draw inferences about those new observations. This way, new
knowledge is gained. In other words people construct their own knowledge and understanding of the world - sometimes
arising out of this new knowledge, people can either add on to their previous knowledge or even discard it as irrelevant. This
process requires us to ask questions, explore, and assess what we know.
• Many teachers who work in a distance teaching environment construct their learning materials based on constructivist
theories especially when they are working adult learners. The belief is that it enriches the learning experience in many
different ways. In the classroom, the constructivist's view of learning can point towards a number of different teaching
practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-
world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their
understanding is changing. The teacher makes sure she understands the students' pre-existing conceptions, and guides the
activity to address them and then build on them.
• Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By
questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners". This
gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW
TO LEARN.

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 5

• 1. Learning happens as a result of a
stimulus.
• 2. Change in behaviour.
• 3. Linkage to prior knowledge.

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 6

 Table 2. ICT Development Index and
Rank, 2013 and 2012 Source: ITU 

Table 2. ICT Development Index and Rank, 2013 and 2012 Source: ITU 

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 7

 The Problem:
• 1.

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 8

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 9
Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 10
 Technology in Action

Chapter 1
Why Computers Matter to You:
Becoming Computer Literate

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 11

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 12
 Why Become Computer Literate?
• Benefits of learning about computers
include:
– Being a knowledgeable consumer
– Using current and future technology
– Increasing your career options
– Understanding ethical and legal
implications

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 13

 Be a Savvy Computer User
and Consumer
• Avoid hackers and viruses
• Protect your privacy
• Understand the real privacy and
security risks
• Use the Internet wisely

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 14

 Be a Savvy Computer User
and Consumer
• Avoid online annoyances
• Maintain your computer
• Make good purchase decisions
• Integrate the latest technology

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 15

 Computers in the Workplace
• Information technology (IT) involves:
– Information handling
– Information retrieval
– Computers
– Telecommunications
– Software deployment
• The seven fastest-growing occupations
are computer related.

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 16

 Computers in Your Career?
• Computers are used in:
– Business –Law enforcement
– Retail –Legal system
– Delivery –Agriculture
– Arts –Automotive technology
– Computer gaming –Medicine
– Education –Sciences

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 17

 Computers in
Business, Retail, and Delivery
• Data mining
• Package tracking
• Forecasting models

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 18

 Computers in the Arts

• Create Web sites

• Digitize dance
movements
• Produce computer-
generated art

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 19

 Computers in Gaming
• Get a job doing:
– Design
– Programming
– 3D animation

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 20

 Computers in Education
• Instructional software
• Distance education
• Computerized research
• The Internet
• Virtual field trips
• PDA-guided tours

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 21

 Digital Home
• You can control home systems from your
computer and via the Internet:
– Entertainment
– Security
– Lights
– Heating and
cooling
– Appliances

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 22

 Digital Home: Components
• Media computer with:
– TV tuner
– Radio tuner
– Media software
– Blu-ray, DVD, and/or CD
– Network adapter

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 23

 Computers in Law Enforcement
• Search databases
• Predict criminal activity
• Employ computer forensics

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 24

 Computers in the Legal System
• Surveillance cameras
capture crimes
• Forensic animations based
on evidence
• High-tech courtrooms
• Handheld wireless devices
to display evidence
• Online legal libraries

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 25

 Computers in Agriculture
• Programs manage complex farming
business and information systems
• RFID tags track and record animals in
case of diseases
• Computerized sensors monitor conditions
and activate equipment to protect crops

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 26

 Computers in
Automotive Technology
• Environmental trends
and government
regulations
• Computerized
sensors and CPU
systems in vehicles
• Consumer demand
for computerized
subsystems
Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 27
 Computers in Medicine
• Patient simulators and surgical robots
• Digital modeling of human anatomy

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 28

 Biomedical Implants
• Technological
solutions to
physical problems
• Identity chips
– Moral implications

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 29

 Computers in the Sciences
• Supercomputers create simulations in
– Astronomy
– Meteorology
– Archaeology

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 30

 Computers in Sports
• Improved training
• Timing and
scorekeeping
• Data storage and
statistics
• Smartballs sense
when soccer goals
are scored

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 31

 Nanotechnology
• Nano: Prefix stands for one-billionth
• Nanoscience: Study of molecules and
nanostructures
• Nanostructures: Range in size from 1 to
100 nanometers
• Nanotechnology: Science of the use of
nanostructures

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 32

 Computers in Psychology
• Affective computing: Computing that
relates to emotion or tries to influence
emotion
– Emotional social prosthesis (ESP) device
• Biped (two-legged) robots

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 33

 Challenges Facing a
Digital Society
• Privacy risks
• Personal data collection
• E-mail monitoring
• Copyright infringement
• Reliance on computers for security
• Digital divide

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 34

 Chapter 1 Summary Questions
• What does it mean to be “computer
literate”?

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 35

 Chapter 1 Summary Questions
• How does being computer literate make
you a savvy computer user and
consumer?

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 36

 Chapter 1 Summary Questions
• How can becoming computer literate help
you in a career?

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 37

 Chapter 1 Summary Questions
• How can becoming computer literate help
you understand and take advantage of
newly emerging careers?

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 38

 Chapter 1 Summary Questions
• How does becoming computer literate help
you deal with the challenges associated
with technology?

Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 39

 All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher. Printed in the United States of America.

Copyright © 2011 Pearson Education, Inc.  

Publishing as Prentice Hall

Chapter 1 40