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Journal articles on the topic 'Computer literacy'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

Van Dyke, Carolynn. "Taking “computer literacy” literally." Communications of the ACM 30, no. 5 (May 1987): 366–74. http://dx.doi.org/10.1145/22899.22901.

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2

Darvall, K. "Computers and Aboriginal Literacy." Aboriginal Child at School 14, no. 4 (September 1986): 3–10. http://dx.doi.org/10.1017/s0310582200014474.

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Kids love computers. Computers are not seen as work but rather, games.I believe this to be true for most children. The exception would be the young computer buffs who become hooked on computer technology, and even for these computer buffs, it is probably still a game.Computer technology has become a fact of everyday life. We‘re all affected by computer technology. With this in mind, I believe it is essential that all children become familiar with computers, with regular ‘hands on’ experience. With the right selection of software, schools can incorporate computer-assisted learning across the curriculum. The experiences children have now with computers can lead to a variety of job opportunities in future years.
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3

Petroski, Paul. "Computer Literacy." Dental Clinics of North America 30, no. 4 (October 1986): 617–24. http://dx.doi.org/10.1016/s0011-8532(22)00425-6.

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4

&NA;, &NA;. "Computer Literacy." Nurse Practitioner 21, no. 2 (February 1996): 135–36. http://dx.doi.org/10.1097/00006205-199602000-00016.

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5

November, Alan. "Computer Literacy:." Computers in the Schools 2, no. 4 (January 20, 1986): 71–78. http://dx.doi.org/10.1300/j025v02n04_10.

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6

Hoffman, Mark E., and David R. Vance. "Computer literacy." ACM SIGCSE Bulletin 37, no. 1 (February 23, 2005): 356–60. http://dx.doi.org/10.1145/1047124.1047467.

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7

Gupta, Gireesh K. "Computer literacy." ACM SIGCSE Bulletin 38, no. 2 (June 2006): 115–19. http://dx.doi.org/10.1145/1138403.1138446.

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8

Hoshino, George. "Computer Literacy and Verbal Literacy." Computers in Human Services 10, no. 3 (August 4, 1994): 1–3. http://dx.doi.org/10.1300/j407v10n03_01.

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9

Wahidah. "COMPUTER LITERACY AMONG IAIN LHOKSEUMAWE STUDENTS." JL3T ( Journal of Linguistics Literature and Language Teaching) 4, no. 1 (December 31, 2018): 28–42. http://dx.doi.org/10.32505/jl3t.v4i1.749.

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Having certain level in computer literacy is very important to educational setting for students. They should have skill and positive attitudes toward computer to achieve effective teaching and learning process. This study aimedto measure the computing skills, knowledge of IAIN Malikussaleh students about computers, also their attitude toward computers. It is also to determine whether students’ characteristics such as field of study, duration of students’ exposure to computers have significant influence on their computer literacy. From the computation it can be seen that the level of IAIN Malikussaleh students’’ computer skills applied was 4.306 of mean from the highest score of 5 with standard deviation 0.82624 in general. This number indicated that IAIN Malikussaleh students’’ level of computer skill is above average. English and Arabic department students possess quite similar ability or skill in term of computer literacy.The most notable result of this result is the respondents’ attitude toward computer. The respondents who possess good computer skills should have positive attitude toward computer. However, the IAIN Malikussaleh students’ attitude toward computer is average.
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10

Cadiz-Gabejan, Alona Medalia, and Melinda Jr C. Takenaka. "Students’ Computer Literacy and Academic Performance." Journal of World Englishes and Educational Practices 3, no. 6 (June 30, 2021): 29–42. http://dx.doi.org/10.32996/jweep.2021.3.6.4.

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This study determined the level of computer literacy and its influence on the academic performance of junior high school students. Specifically, it probed into the students’ attitude toward computers and sought answers to the following: the extent of students’ computer literacy in terms of Word Processing, Spreadsheet, Presentation, and General Computing; their academic performance based on the mean percentage scores during the first and second quarters of the school year 2019-2020; issues and problems encountered by them relative to the extent of their computer literacy; and the solutions that may be suggested by themselves to address the constraints they encountered relative to the extent of their computer literacy. Also, by employing descriptive-correlational analysis, the study examined the significant differences in the extent of students’ computer literacy in said areas when paired according to their attitude toward computers and the significant relationship between their academic performance and the extent of their computer literacy in terms of the identified areas. Generally, the findings of the study revealed that the students needed to enhance the extent of their computer literacy in the areas of word processing, spreadsheet, presentation, and general computing. The results also signified that the greater the extent of their computer literacy in said areas, the higher their academic performance. This implied that classroom intervention activities are imperative to enhance the extent of the students' computer literacy. Thus, teachers should support them by implementing an intervention program that improves students’ level of computer literacy in the specific areas mentioned.
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11

Akhu-Zaheya, Laila M., Wejdan Khater, Mohammed Nasar, and Omer Khraisat. "Baccalaureate nursing students’ anxiety related computer literacy: a sample from Jordan." Journal of Research in Nursing 18, no. 1 (July 18, 2011): 36–48. http://dx.doi.org/10.1177/1744987111399522.

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The learning environment extends beyond the classroom, in a way, necessitating integration of computer literacy with education, establishing e-learning culture within future nursing education and facilitating life-long learning, which goes hand in hand with reshaping the future of the nursing practice. Despite the rapid integration between computers and different health care issues, studies indicated that nursing students have extremely low levels of computer literacy. Therefore, the purpose of this study was to assess the anxiety-related computer literacy rates of a few nursing students in Jordan. A convenient sample of 441 undergraduate nursing students was selected. A descriptive study utilised a self-administered questionnaire of the Arabic version of the Computer Anxiety Rating Scale and Computer Literacy Scale Data between 20 May and 30 July 2009. Study results indicated that there was a significantly negative relationship between computer anxieties and computer literacy rates. This implies the need for frequent use of computers in various educational and training activities. Frequent use of the computer would reduce computer anxiety and thus enhance computer literacy rates.
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12

Wood, Elizabeth H. "Teaching Computer Literacy." Medical Reference Services Quarterly 7, no. 3 (November 1988): 45–57. http://dx.doi.org/10.1300/j115v07n03_04.

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13

Howell, Nancy Bearden, and David W. Cox. "Faculty Computer Literacy." AEDS Journal 19, no. 4 (June 1986): 287–94. http://dx.doi.org/10.1080/00011037.1986.11008442.

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14

Nurius, Paula S., and Anne E. Nicoll. "Computer Literacy Preparation:." Journal of Teaching in Social Work 3, no. 2 (January 31, 1990): 65–81. http://dx.doi.org/10.1300/j067v03n02_06.

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15

Wolfe, Barbara B. "Achieving computer literacy." ACM SIGUCCS Newsletter 26, no. 3-4 (September 1996): 29–32. http://dx.doi.org/10.1145/245211.245215.

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16

TURNER, MICHELLE P. "Stratifying Computer Literacy." CIN: Computers, Informatics, Nursing 28, no. 5 (September 2010): 291–96. http://dx.doi.org/10.1097/ncn.0b013e3181ec23fe.

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17

Epperson, Arlin. "Computer literacy revisited." ACM Inroads 1, no. 2 (June 2010): 30–33. http://dx.doi.org/10.1145/1805724.1805736.

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18

Rosenberg, Ronni. "Computer Literacy Education." Bulletin of Science, Technology & Society 7, no. 3-4 (August 1987): 984–94. http://dx.doi.org/10.1177/027046768700700396.

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19

Rosenberg, Ronni. "Computer Literacy Education." Bulletin of Science, Technology & Society 7, no. 5-6 (December 1987): 984–94. http://dx.doi.org/10.1177/0270467687007005-674.

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20

Morris, D. "Acquiring computer literacy." BMJ 317, no. 7157 (August 22, 1998): 2. http://dx.doi.org/10.1136/bmj.317.7157.2.

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21

Gurbuz, Tarkan, Soner Yildirim, and M. Yasar Ozden. "Comparison of on-Line and Traditional Computer Literacy Courses for Preservice Teachers: A Case Study." Journal of Educational Technology Systems 29, no. 3 (March 2001): 259–69. http://dx.doi.org/10.2190/ckt8-cbff-h17e-227y.

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This study investigated the effectiveness of two computer literacy courses (one was offered as on-line and the other one was offered through traditional methods). Two courses were compared in terms of their effectiveness on computer attitude of the student teachers and their learning experience about computers. This study also explored the other factors that contributed to changes in attitudes of the student teachers and their beliefs about computers in education. The study used data from 209 (147 female, 62 male) student teachers of which 69 of them attended to the on-line computer literacy course, and 140 of them attended to the traditional computer literacy course. Findings indicate that there is a combined effect of gender, computer literacy course type (traditional vs. on-line), whether any computer-related course was taken before, previous computer attitude and possession of home a computer on student teachers' post-attitude, toward computers. The follow-up study results were also supportive to the results of statistical analysis, and they investigated student teachers' perceptions about the computer literacy course they attended.
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22

Noor Hayati Mohamed Zawawi, Siti, and Rashidah Abdul Rahman. "An Empirical Study On Computer Literacy Among Graduating Students In The Bachelor Of Accountancy Programs Of Malysian Public Higher Institutions." Journal of Financial Reporting and Accounting 1, no. 1 (January 6, 2003): 81–104. http://dx.doi.org/10.1108/19852510380000669.

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Information age in the 21st century is witnessing the dramatic increase in computer‐related jobs. Many employers are now recruiting candidates who have knowledge and experience in information technology or those who are computer literate. Therefore, potential candidates should m aster at least some level of computer literacy. Thus, the m ain objective of this study is to analyse the level of computer literacy among graduating Bachelor of Accountancy students in Malaysian public higher institutions. Based on the findings, computer literacy can be group into basic, advanced, self‐efficacy and technical level. Evidence shows that, graduating accountancy students are computer literate at the basic, advanced and self‐efficacy level. Significant difference is also found in the students’ perceptions on Accounting Information System (AIS) suggesting that the educators should give due attention to AIS courses, particularly in enhancing students’ computer literacy level. There are also evidence that the level of basic and advanced computer literacy of male students are significantly higher than female students; those who woned computers are significantly more computer literate in terms of basic and advanced computer literacy than those who did not own computers; and finally, previous computer experience is not generally related to computer achievement, except for self‐efficacy computer literacy level.
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23

Owen, Charles B., Laura Dillon, Alison Dobbins, Matthew Rhodes, Madeline Levinson, and Noah Keppers. "Computer literacy through dance: the dancing computer project." International Journal of Pervasive Computing and Communications 13, no. 1 (April 3, 2017): 26–40. http://dx.doi.org/10.1108/ijpcc-02-2017-0012.

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Purpose The purpose of this paper is to present the design and evolution of the Dancing Computer project. Dancing Computer is an ongoing research project at the Michigan State University, which is developing a system that aims to increase computer literacy in elementary-aged children by teaching them first to read code before they write it. The main objective is to educate children on basic concepts of computer science. Design/methodology/approach Children are given tablet computers that present a simple program line-by-line that they execute as they pretend to be a computer. The programs are acted out on a portable dance floor consisting of colored tiles, and the program statements instruct the child to move, turn and act out dance poses and terminology. Findings The Dancing Computer prototype was tested in six different locations in 2016, reaching approximately 250 students. Learning was demonstrated by significant improvements in both task duration and error performance as students performed the activities. The most common errors were movement errors, where participants failed to move the correct number of squares. Social implications This project has the potential to increase the level of computer literacy for thousands of children. This project’s goal is to increase understanding of what a computer does, what a program does and the step-by-step nature of computer programs. Originality/value This is a unique and a different approach – the norm being to start students off writing code in some language. In Dancing Computer stages children as readers of programs, allowing them to pretend to be a computer in a fun and engaging activity while also learning how computers execute real programs.
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24

McMillan, Seamus. "Literacy and computer literacy: Definitions and comparisons." Computers & Education 27, no. 3-4 (December 1996): 161–70. http://dx.doi.org/10.1016/s0360-1315(96)00026-7.

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25

Kiseliova, Orinta. "Computer literacy of primary school teachers." Lietuvos matematikos rinkinys 43 (December 22, 2003): 243–47. http://dx.doi.org/10.15388/lmr.2003.32413.

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The research (sample N = 213) shows strong primary school teachers' motivation to use computer technologies and dynamic vusual aids in teaching process. Today limited use of computers and lack of instruction programmes.
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26

Waluyo, Retno, Fergyanto E. Gunawan, and Ito Setiawan. "The Measurement of Information and Communication Technology Literacy: A Case Study of the Village Officials in Purbalingga." CommIT (Communication and Information Technology) Journal 16, no. 1 (February 8, 2022): 19–25. http://dx.doi.org/10.21512/commit.v16i1.7118.

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The application of e-government for agencies from the basic level, sub-district, aims to create single-united data to be accessed from sub-district to district and even national. Then, human resources capability in Information and Communication Technology (ICT) literacy is also essential to maximize the application of e-government. However, the implementation of egovernment in Purbalingga has not been carried out optimally due to the lack of use of computers and the Internet by village officials. The research aims to measure the level of ICT literacy of village officials and the correlation between computer literacy and Internet literacy. The research is a quantitative study using a survey method with the People Capability Maturity Model (P-CMM) concept. Around 108 village officials in Purbalingga are involved in the research. The results show that ICT literacy is still at level 2. It implies that the village officials use computers and the Internet many times with the same usage pattern to assist their jobs. In addition, the correlation between computer literacy and Internet literacy is positive and strong. It means that if computer literacy increases, Internet literacy will also increase. Therefore, it is concluded that village officials in Purbalingga are accustomed to doing daily activities using computers and the Internet with the same usage pattern.
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27

Lorek, Mary Jo. "Computer Literacy for Musicians." Music Educators Journal 76, no. 3 (November 1989): 53–54. http://dx.doi.org/10.2307/3400927.

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28

Kay, Robin H. "The Computer Literacy Potpourri." Journal of Research on Computing in Education 24, no. 4 (June 1992): 446–56. http://dx.doi.org/10.1080/08886504.1992.10782019.

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29

Ovens, Cora S. H. "Computer literacy and libraries." Electronic Library 9, no. 2 (February 1991): 85–89. http://dx.doi.org/10.1108/eb045045.

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30

Osborne, C. "Introduction to Computer Literacy." Computer Journal 34, no. 6 (December 1, 1991): 573. http://dx.doi.org/10.1093/comjnl/34.6.573.

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31

Haigh, Roger W. "Planning for Computer Literacy." Journal of Higher Education 56, no. 2 (March 1985): 161–71. http://dx.doi.org/10.1080/00221546.1985.11777083.

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32

Dyck, V. Arnie, James P. Black, and Shirley L. Fenton. "Beyond traditional computer literacy." ACM SIGCSE Bulletin 19, no. 1 (February 1987): 508–12. http://dx.doi.org/10.1145/31726.31814.

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33

McCartney, Patricia Robin. "What Is Computer Literacy?" MCN, The American Journal of Maternal/Child Nursing 35, no. 4 (July 2010): 239. http://dx.doi.org/10.1097/nmc.0b013e3181dd7aa6.

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34

Goodson, Ivor F., and J. Marshall Mangan. "Computer Literacy as Ideology." British Journal of Sociology of Education 17, no. 1 (March 1996): 65–79. http://dx.doi.org/10.1080/0142569960170105.

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35

Ohiwa, Hajime. "Computer Literacy for Engineer's." Journal of the Society of Mechanical Engineers 98, no. 923 (1995): 864–66. http://dx.doi.org/10.1299/jsmemag.98.923_864.

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36

Kagan, Dona M., and Leah Rose Pietron. "Aptitude for computer literacy." International Journal of Man-Machine Studies 25, no. 6 (December 1986): 685–96. http://dx.doi.org/10.1016/s0020-7373(86)80082-7.

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37

Kryuchkov, V. I. "For workers ? Computer literacy." Metallurgist 34, no. 2 (February 1990): 27–28. http://dx.doi.org/10.1007/bf01157416.

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38

Cheng, Tina T., and Dorothy Jo Stevens. "Prioritizing computer literacy topics." Computers & Education 9, no. 1 (January 1985): 9–13. http://dx.doi.org/10.1016/0360-1315(85)90021-1.

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39

Haigh, Roger W. "Planning for Computer Literacy." Journal of Higher Education 56, no. 2 (March 1985): 161. http://dx.doi.org/10.2307/1981664.

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40

Despotova-Toleva, L., K. Slavejkov, and K. Trifonova. "Emedicine and computer literacy." Trakia Journal of Science 13, Suppl.2 (2015): 94–96. http://dx.doi.org/10.15547/tjs.2015.s.02.020.

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41

Baab, Linda. "Middle School Computer Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 4 (March 1999): 197–98. http://dx.doi.org/10.1080/00098659909599390.

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42

CALFEE, ROBERT. "Computer Literacy and Book Literacy: Parallels and Contrasts." Educational Researcher 14, no. 5 (May 1985): 4–8. http://dx.doi.org/10.3102/0013189x014005008.

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43

Ameen, Assist Teacher Linda Talib. "Standards Technological Literacy Included in the Content of the Computer Textbooks for the Preparatory Stage." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (October 28, 2018): 401–44. http://dx.doi.org/10.36473/ujhss.v223i2.351.

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The research aim to know the percentage of the Standards Technological Literacy contained in the content of the computer textbooks for the preparatory stage in Iraq by answering the following question: What is the percentage of availability for the standards Technological literacy in the content of the computer textbooks that has been decided for the preparatory stage in Iraq in its two branches ( scientific and literary ) which is adopted by the Ministry of Education/ General Directorate of curriculum in the year ( 2016- 2017 )? The researcher adopted the descriptive and analytical approach. The researcher used as a population and a sample of her research two of the textbooks content that has been decided for the preparatory fourth and fifth grade students, year (2014),for both branches scientific and literary. The research tool is the content analysis which has been designed from the list of the adopted standards Technological literacy namely. Besides, confirmed the outward validity and the content validity of the analysis tool, and veracity & reliability of the analysis, Regarding the unit idea (explicit &implicit) as a unit of analysis, The research found that the percentage of availability for the Standards Technological Literacy in the content of the computer textbooks that has been decided for the preparatory stage in Iraq in its two branches (scientific and literary), estimated separately according to the axes of the main criteria for the Standards Technological Literacy is (58.394%), and (41.606%) in order, and it was found that the percentage of the Standards that has been included in the content of computer textbooks for the preparatory stage combined according to the achieved indicators of the Standards Technological Literacy and its percentage to the indicators of the content analysis list is (78.26%).
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Sheya, M. S. "Computer awareness and computer literacy in Africa." Telematics and Informatics 2, no. 3 (January 1985): 245–50. http://dx.doi.org/10.1016/s0736-5853(85)80034-4.

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45

Tsai, Meng-Jung, and Chin-Chung Tsai. "Student Computer Achievement, Attitude, and Anxiety: The Role of Learning Strategies." Journal of Educational Computing Research 28, no. 1 (January 2003): 47–61. http://dx.doi.org/10.2190/pl27-tc1q-08b2-rmcl.

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People are living in a society with numerous applications of computer technology; hence, achieving the goal of computer literacy is currently implemented in schools at various levels. In general, computer literacy includes basic knowledge and skills of computer technology (computer achievement), computer attitudes, and computer anxiety. This study viewed students' learning strategies as an important variable related to their computer literacy. Through collecting research data from 75 Taiwanese eighth graders enrolled in a computer course, this study revealed that students with higher-order metacognitive skills in monitoring their comprehension, selecting main ideas, and using resources helpful for learning tended to have higher computer achievement, better computer attitudes, and lower computer anxiety. In particular, the strategy of finding and using other study aids seemed to help the students have better attitudes and lower anxiety of learning computers.
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Streibel, Michael. "Visual Literacy, Television Literacy, and Computer Literacy: Some Parallels and a Synthesis." Journal of Visual Verbal Languaging 5, no. 2 (January 1985): 5–14. http://dx.doi.org/10.1080/23796529.1985.11674398.

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47

Lomagio, Afriana, and Fitrianti Fitrianti. "Pengaruh Computer Anxiety, Computer Attitude dan Computer Self-Efficacy Terhadap Literasi Digital Pelaku UMKM Industri Pangan." Gorontalo Accounting Journal 5, no. 1 (April 21, 2022): 68. http://dx.doi.org/10.32662/gaj.v5i1.1772.

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The study was conducted to determine how much computer anxiety, computer attitude, and computer self-access acy affect the digital literacy of the industrial food umkm of boalemo district. The study USES a quantitative method. The methods of data collection used in the study are carried out through field observation, disseminating questionnaires, interviews, documentation and literature studies. As for the population in this study are all the perpetrators of the food industry in the boalemo district with sample withdrawal using sampling cluster methods in tilamuta district. The data analysis technique used in the study is a linear, linear regression analysis technique with the help of version 24 SPSS software. The study suggests that (1) computer anxiety, computer attitude and computer self acy both simultaneously affect the digital literacy of umkm perpetrators, (2) computer anxiety can also have a partial negative and significant impact on the digital literacy of umkm perpetrators, And (4) computer self literacy has a partial positive and significant impact on the digital literacy of umkm perpetrators.
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48

Mustakim, Mustakim, Hamim Farhan, Ode Mohamad Man Ladamay, Risky Mila Sary, and Utami Nurlali. "PROGRAM PENDIDIKAN KECAKAPAN LITERASI KOMPUTER MELALUI MAGANG TRADISIONAL MASA PENDEMI COVID-19." Comm-Edu (Community Education Journal) 3, no. 3 (September 30, 2020): 278. http://dx.doi.org/10.22460/comm-edu.v3i3.4970.

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Digital literacy in the face of a new normality for the people's choice menjali daily activities. Computer literacy skills education pandemic period covid-19 learners equality peket C is a new experience trainee (student). This study aims to describe the management of computer literacy skills education program and an overview of the traditional fingering patterns of computer literacy skills education pandemic period covid-19. The research method used is a qualitative method with an ethnographic approach. This research analyzes using the method of data collection, simplification of data, and presentation of data, as well as conclusions and verification. This study Response 20 apprentices equality Package C in SKB Cerme Gresik. The research result shows that as the use of digital technology, the mastery of computers and networks, as well as information. The results of this study illustrate that the management of future pandemic computer literacy program covid-19 in general by using an online home.
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49

Wong, Joseph Isaac Salientes, Bryan D. Steitz, and Samuel Trent Rosenbloom. "Characterizing the impact of health literacy, computer ability, patient demographics, and portal usage on patient satisfaction with a patient portal." JAMIA Open 2, no. 4 (October 24, 2019): 456–64. http://dx.doi.org/10.1093/jamiaopen/ooz058.

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Abstract Objective We sought to measure patient portal satisfaction with patient portals and characterize its relationship to attitude towards computers, health literacy, portal usage, and patient demographics. Materials and Methods We invited 13 040 patients from an academic medical center to complete a survey measuring satisfaction, perceived control over computers, and health literacy using validated instruments (End User Computing Satisfaction, Computer Attitude Measure, and Brief Health Literacy Screen). We extracted portal usage and demographic information from the medical center data warehouse. Results A total of 6026 (46.2%) patients completed the survey. The median (IQR) scores for satisfaction, computer control, and health literacy were 87% (20%), 86% (22%), and 95% (15%), respectively. The normalized mean (SD) usage of messaging, lab, appointment, medication, and immunization functions were 6.6 (2.6), 4.6 (2.4), 3.1 (1.7), 1.5 (1.2), and 0.88 (0.91) times, respectively. Logistic regression yielded significant odds ratios [99% CI] for computer control (3.6 [2.5–5.2]), health literacy (12 [6.9–23]), and immunization function usage (0.84 [0.73–0.96]). Discussion Respondents were highly satisfied and had high degrees of computer control and health literacy. Statistical analysis revealed that higher computer control and health literacy predicted higher satisfaction, whereas usage of the immunization function predicted lower satisfaction. Overall, the analytical model had low predictive capability, suggesting that we failed to capture the main drivers of satisfaction, or there was inadequate variation in satisfaction to delineate its contributing factors. Conclusion This study provides insight into patient satisfaction with and usage of a patient portal. These data can guide the development of the patient portal, with the ultimate goal of increasing functionality and usability to enhance the patient experience.
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50

Newbern, Virginia B. "Computer Literacy in Nursing Education." Nursing Clinics of North America 20, no. 3 (September 1985): 549–56. http://dx.doi.org/10.1016/s0029-6465(22)01898-9.

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