Moving from computer literate to technologically compotent: The next educational reform

• Published in: Computers in human behavior Vol. 14; no. 1; pp. 93 - 109
• Main Authors: Lowther, Deborah L., Bassoppo-Moyo, Temba, Morrison, Gary R.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 1998
• Subjects: computer literacy; computer-based instruction; technological competence; computer-based instruction; computer literacy; technological competence
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/S0747-5632(97)00034-4

This article proposes that educators must go beyond computer literacy to achieve technological competence if successful integration of technology into the classroom is to occur. An educator who is technologically competent understands the relationship between basic computer functions and student learning. They use this understanding to design, facilitate, and manage a student-centered multidimensional learning environment that embeds the use of technology into the curriculum. Technological competence also requires a transition from using the computer as an instructional delivery system (traditional computer-based instruction) to one of using the computer as a learning tool (computer-supported instruction). With the computer-supported instruction approach, students do not learn about computers, but rather learn with computers by using them in the same way as they are used in the workplace to solve real-world, meaningful problems.