Is computer literacy a life’s necessity?

A few weeks ago, while researching for information on technological jargon for my intermediate class, I fell into a test on computer knowledge. I sometimes get into this spur-of-the-moment kind of thing and forget it in a blink. That test, however, turned out to be more than just an extemporaneous ego exercise. The result indicated that I only have average knowledge of computers (I’m being generous with myself as the average score on that day was 7.3/10 while I got only 7). For someone who has a website and blog regularly, has self-published a book and is active online, I thought I would be above average. I may not be a power user of new and advanced technology, but I’m certainly a computer literate.

Computer literacy (CL) refers to the ability to use computer applications rather than programs. How literate do we need in order to succeed professionally and make the most of life?

Australian public and private schools have computer science as a subject. For instance, the New South Wales public schools’ Year 6 students (their average age is 12 years) are taught and expected to have the following computer skills: Using computer-based technologies to manipulate, create, store and retrieve information to express ideas and communicate with others (Word Processing, Graphics and Multi-media); Using computer-based technologies to locate, access, evaluate, store and retrieve information (Spreadsheets and Databases) and to express ideas and communicate with others (Internet and Email); Downloading copy of document; Identifying hardware components,such as keyboard, mouse and screen (http://www.schools.nsw.edu.au/learning/k-6assessments/csa6ictskills.php).

Not long ago, I read a report saying that in the USA as much as 60% of schools issue laptops or tablets to their students.

There was no computer science or information technology subject in my high school days (and we didn’t have electronic gadgets at home). To date, there are still children in developing and developed countries who don’t have the privilege of being taught this subject at school. Unlike in developing nations (due to lack of or inadequate funding), however, having computer subjects and labs in schools is a choice in developed countries.

In the French public education system, the absence of computer in the majority of classrooms is more cultural than monetary. The pedagogy is still traditionally based on memorisation, writing (with its famous regular dictée and use of handwriting analysis for employment purposes) and centralised curriculum.

According to the Guardian, the London Acorn School bans its pupils from using smartphones and computers and watching TV at all times, including during holidays. Children of this school “are not allowed television at all before the age of 12, after that they are allowed documentaries that have previously vetted by parents. They cannot watch films until they are 14; the internet is banned completely for everyone under 16 at home and at school – and computers are only to be used as part of the school curriculum for over 14s” (https://www.theguardian.com/education/2015/sep/29/the-no-tech-school-where-screens-are-off-limits-even-at-home).

The Guardian quoted the finding of a global study by the Organisation for Economic Co-operation and Development (OECD) that investing heavily in computers and new technology in the classroom did not improve pupils’ performance, and frequent use of computers is associated with lower results. As well, there have been concerns about the disruptive effect of the use of mobile phones and iPads in the classroom and the potential negative impact of social media on young people.
On the other hand, we’ve heard a lot about how technology and the use of computer have broadened minds, have enhanced teachers’ skills, strategies and knowledge, and are more fun and interesting for students.

I believe that, in our current society, we need to be computer literate to be able to accomplish specific tasks; simplify (but not complicate) life; save (but not waste) time; improve communication and interpersonal skills (but not limit or jeopardise these); and encourage creativity (but not illegality).

Accordingly, my mediocrity in computers and information technology is not a handicapped but an opportunity as I don’t fully depend on it for my personal, social and professional satisfaction and happiness.