Young children's computer skills development from kindergarten to third grade

Sakes, Mesut
Trundle, Kathy Cabe
Bell, Randy L.

This investigation explores young children's computer skills development from kindergarten to third grade using the Early Childhood
Longitudinal Study-Kindergarten (ECLS-K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling
analysis was used as an analytical tool to examine the development of children's computer skills using LISREL software version 8.80.
Results indicated, not surprisingly, that the availability of a computer at home and a high socio-economic status were statistically
significant predictors of children's baseline computer skills in kindergarten. The availability of computers in kindergarten, however,
was a statistically significant predictor of the development of children's computer skills from kindergarten to third grade. Although
there was no difference between girls and boys in their baseline computer skills in kindergarten, the rate of development in
computer skills was higher for girls than boys. Results suggest that the availability of an adequate level of computers in kindergarten
classrooms can help close the initial gap in children's computer skills due to socio-economic status and lack of computer access prior
to entering school. Supplying kindergarten classrooms with adequate computers could positively contribute to children's long-term
development of computer skills. ?? 2010 Elsevier Ltd. All rights reserved.

Sakes, M., Trundle, K. C., & Bell, R. L. (2011). Young childrens computer skills development from kindergarten
to third grade. Computers and Education, 57(2), 16981704. https://doi.org/10.1016/j.compedu.2011.03.011

Kuhlemeier, H., & Hemker, B. (2007). The impact of computer use at home on students Internet skills. Computers and
Education, 49(2), 460480. https://doi.org/10.1016/j.compedu.2005.10.004

Abstract

This article reports on a study into the impact of students' use of the Internet and the computer at home on
digital skills they need for school. The study was conducted in the lower grades of Dutch secondary education
(students aged 13-15). More than 2500 students, distributed over 116 classes in 68 schools, participated in the
study. Internet and computer skills were measured by means of an objective test. Multilevel analysis was used
to examine the impact of home access and use on Internet and computer skills taking into account the effect of
students' backgrounds. Students in pre-university education, third-graders and non-minority students appeared
to have better Internet skills and a more advantageous home computer use than students in pre-vocational
education, first-graders and minority students, respectively. The Internet skills of girls were hardly less
developed than those of boys. Home access to e-mail and the extent to which students use the home computer
for surfing, e-mailing, chatting and text processing were found to be substantially related to Internet and
computer skills (taking into account the effect of several background characteristics of the students). ?? 2005
Elsevier Ltd. All rights reserved.

Mandinach, E. B., & Corno, L. (1985). Cognitive engagement variations among students of different ability level and sex in
a computer problem solving game. Sex Roles, 13(34), 241251. https://doi.org/10.1007/BF00287914

Abstract

The study investigated the cognitive engagement processes used by more and less successful learners in a
computer problem solving game. These engagement variations were also related to sex and ability differences
among students. Performance and engagement were monitored interactively as students learned a computer
problem solving game; student comments and notes were also recorded. Results showed the records of more
and less successful students to be distinguished by the spontaneous use of self-regulated learning processes
a sophisticated form of cognitive engagement. More successful students also appeared to shift cognitive
engagement levels in response to computer game feedback. Success on the computer task and cognitive
engagement variations were correlated with student differences in both ability and sex in this sample.
Grant, D. M., Malloy, A. D., & Murphy, M. C. (2009). A Comparison of Student Perceptions of Their Computer Skills to
Their Actual Abilities. Journal of Information Technology Education, 8, 141160. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ835532&loginpage=Login.asp&site=ehost-live

Abstract

In this technology intensive society, most students are required to be proficient in computer skills to compete in
today's global job market. These computer skills usually consist of basic to advanced knowledge in word
processing, presentation, and spreadsheet applications. In many U.S. states, students are required to
demonstrate computer proficiency early in their educational experience by means of passing an assessment
test. This research was conducted in North Carolina where all students must pass a computer/technology skills
assessment test prior to completing twelfth grade. This study explored U.S. college students' perceived mastery
of their computer skills, evaluated their actual scores on a computer skills assessment, and compared the
results to realign and enhance an introductory business computer applications course. Two instruments were
developed to accomplish the objectives for this research: a survey to capture students' perceptions of their
computer proficiency and a computer skills assessment to measure their actual performance. The assessment
tool evaluated their knowledge of three computer application skills--word processing, presentation, and
spreadsheet--with three levels of proficiency--basic, moderate, and advanced. The survey and assessment
instruments were administered to over 200 business students in a medium sized, public university with a
required introductory computer applications course. The findings of this study indicate some differences in the
students' perception of their word processing skills and actual performance, no difference in perception and
performance for their presentation skills, and a significant difference in perception and performance for their
spreadsheet skills. As a result of this research, the curriculum for the introductory course was redesigned to
concentrate primarily on the substantial skill deficiency in spreadsheet skills while still allowing the students to
demonstrate their level of proficiency in word processing and presentation skills through a mandatory online
assessment test beginning in fall semester 2008. Any student who does not perform well on the word processing
and presentation assessment will be required to obtain additional training to enhance these skills. These findings
have important implications for two reasons: 1) schools with a similar profile can possibly replicate the
realignment and enhancement of the business computer application course and 2) any school interested in
comparing their students' perception of their computer skill proficiency and actual performance on three different
levels can apply a modified version of this study. (Contains 9 tables, 1 figure, and 1 footnote.)

Guy, R. S., & Lownes-Jackson, M. (2010). An Examination of Students Self-Efficacy Beliefs and Demonstrated
Computer Skills. Issues in Informing Science and Information Technology, 7, 285295. Retrieved from
http://proxygw.wrlc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=53700217&si
te=eds-live&scope=site

Abstract

For the past 20 years or more, the issue of computer literacy has been on the forefront of education and
employment. Since the evolution of the personal computer, human resource recruiters have identified computer
literacy as a viable skill essential for prospective employees. Computer literacy necessitates understanding and
knowledge of computer usage with the ability to retrieve, organize, analyze, describe, and present various types
of information in an appropriate manner. Research dating back to the early 1990's conveyed overwhelmingly a
lack of computer literacy skills found in college students and graduates. It is important to understand how today's
growing population of students are progressing with technological advances relative to computer applications.
By common consent, nearly every job seeker needs basic computer skills and the ability to use such
applications as word processors, spreadsheets, database programs and presentation software to function in
today's job market. Thus, this article considers students' self-efficacy beliefs regarding their level of computer
proficiency and their demonstrated knowledge and skills using Microsoft Word, Excel PowerPoint and Access.
The study spans a period of 3 years and is conducted at two historically Black institutions located in the southern
part of the United States. Data collection includes a survey and graded application assignments from 156
students enrolled in Microcomputer Application courses offered through the College of Business. The findings
revealed discrepancies between students' self-efficacy beliefs regarding their level of computer knowledge and
skills and students' demonstrated abilities using Word, Excel and Access; on the other hand, no discrepancies
were reported with Power-Point. ABSTRACT FROM AUTHOR

Varank, I. (2007). Effectiveness of Quantitative Skills, Qualitative Skills, and Gender in Determining
Computer Skills and Attitudes: A Causal Analysis. The Clearing House, 81(2), 7180.
https://doi.org/10.3200/TCHS.81.2.71-80

Abstract

In this study, the author investigated the relationships among Turkish students' perceived computer skills,
computer attitudes, quantitative skills, qualitative skills, and gender. The author collected data from a total of 362
undergraduate students. He found that gender was a significant variable to predict computer attitudes but not
perceived skills. The author found no significant correlations between perceived computer skills and attitudes.
Although computer attitudes and qualitative skills were significantly and negatively correlated, the author found
no significant associations between computer skills and quantitative skills and between computer attitudes and
quantitative skills. At least one variable explained variances in each of the subscales of the computer-attitude
scale.

Rohatgi, A., Scherer, R., & Hatlevik, O. E. (2016). The role of ICT self-efficacy for students ICT use and their
achievement in a computer and information literacy test. Computers and Education, 102, 103116.
https://doi.org/10.1016/j.compedu.2016.08.001

Abstract

Students' self-efficacy in using information and communication technology (ICT) is among the most important
motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to
generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and
information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information
Literacy Study (ICILS) in 2013 (N = 2410 students in grade level 9), we distinguish between self-efficacy in basic
and advanced ICT skills and examine the relations to students' ICT use for different purposes (school-related
task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1)
self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT
skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT
use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect
effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use,
self-efficacy, and CIL. Implications for future research and educational practice are discussed.

Kadijevich, D. (2000). Gender Differences in Computer Attitude among Ninth-Grade Students. Journal of
Educational Computing Research, 22(2), 145154. https://doi.org/10.2190/K4U2-PWQG-RE8L-UV90

Abstract

A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes
oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to
gender and computer experience and found that males showed a more positive attitude toward computers than
females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four
males from the initial sample found that males did show more interest in computer science than females, but
these differences could not explain gender differences in computer attitude.
 Strategies for Implementing Basic
Keyboarding and Computer Literacy
Skills in the Classroom

Keyboarding: A Basic Skill for Young

Introduction Learners in the Elementary Grades
Overview
by Keith Zamudio
Keyboarding Program Basics February 2008

Course Materials
The goal of this paper is to present reasons why keyboard instruction needs to begin in the
elementary grades as a part of an integrated curriculum. The increase of computers in the
Alaska Technology Content classroom and workplace necessitates a reevaluation of the traditional objectives for learning
Standards for Students to keyboard, new methods for teaching keyboarding and a different set of performance
standards (Toppe, 1991).
Position Paper
Traditionally, keyboarding has been taught to high school students. Keyboarding instruction
Downloads and Links can begin with students as early as eight or nine, but ten-to-twelve year-olds may be more
motivated (Dennee, 1989). Reasons why elementary students should learn to keyboard
include developing efficiency at the keyboard, utilize maximum use of computer time, and
provide students with a powerful writing tool (Jackson, 1991). Proper keyboarding skills allow
for automaticity that enables students to concentrate on problem solving and composing
rather than mechanics that are inherent in hunting and pecking. These skills are useful in
other courses of study.

Keyboarding fits into and supports many of the skills of the language arts curriculum.
Instructional areas of benefit include reading, language composition, spelling, vocabulary,
creative writing, proofreading and revision, neatness and accuracy, punctuation, and listening
skills (Nieman, 1996; Toppe, 1991; & Jackson, 1991).

Keyboarding is an essential, basic skill for students to efficiently interact with a computer
(Toppe, 1991). Keyboarding will allow students to create, compose and problem solve. These
are important skills for students in the 21st century. Students need to be familiar with the
tools that are a part of everyday life and the workplace in a digital world. Students should
possess information and communication technologies (ICT) literacy skills.

Keyboarding is a cumulative skill, and needs continued reinforcement starting at the

elementary grades. It is important for schools to develop a complete keyboarding program
that is sequenced to ensure proper skill development (Jackson, 1991). This prevents students
from learning bad habits that are often hard to remediate. Skill development should
emphasize technique, accuracy and speed in that order. Technique facilitates the other
aspects of keyboard instruction. While learning, errors are the result of experimenting with
ways to improve technique and speed (Jackson, 1991). Instruction in detecting and correcting
errors immediately enables student to develop effective keyboard techniques and increase
speed (VanHuss, 1991). The goal is to control and use the keys without necessarily looking at
them.

Keyboarding instruction will take time from the curricular day, but a concentrated effort for
four months will be beneficial for students and teachers. Proper keyboarding skills will make
student time at the computer more productive. As students become proficient with the
keyboard, their ability to learn other computer-based technologies is enhanced. Computer
based technologies, such as the Internet and multimedia, provides a broad base of
information resources. Keyboarding is the stepping-stone to utilize these information
technologies and acquiring the skills of computer literacy.

The use of information technologies has a profound impact on the model for teaching
keyboarding skills. Meaningful keyboard instruction is an integral part of learning in the
classroom. Taught in isolation, keyboarding skills are meaningless. A complete keyboarding
course teaches basic keyboarding skills concurrently with basic computer and word processing
 skills. Using the word processor allows students to acquire computer literacy skills including
disk and document formatting, file management skills, composition, spell checking, template
files, and desktop publishing (Eisch & Waldman, 1991).

Prerequisites for teaching elementary keyboarding are a desire to teach, basic keyboarding
skills (methodology), and understanding of psychomotor skill development in young children
(Jackson, 1991). Considerations for developing a keyboard instruction program include
software and hardware purchases, planning for hidden costs, planning the layout of the room,
disk and information management, ethical issues of copyright and electronic cheating, and the
expanded instructional opportunities that word processing provides (Eisch & Waldman, 1991).

To effectively teach keyboarding instruction, training opportunities for teachers will need to be
established. This training model will need to consider available resources, time and ongoing
support. Training cannot be a one day workshop or in service, and will require ongoing
support. The training should be supported by the district, and linked with professional
development credit.

Teacher training, guidelines for evaluation, methodology, and curriculum focus are necessary
for effective implementation. School District business educators can facilitate program
development. Business teachers should involve themselves with teaching elementary students
keyboarding skills and developing keyboarding curriculum (Dennee, 1989). By working with
business teachers, classroom teachers can acquire the skills necessary to teach young
children proper keyboarding skills. This model can provide teachers effective strategies for
instruction, address concerns for young developing students, and determining meaningful
ways that keyboarding can be integrated into the elementary curriculum (Waner, Behymer &
McCrary, 1992).

Computer based technologies have become an integral part of our daily lives. Many people in
the work force use keyboarding skills. Computers have transformed the work place, the work
itself, the identity of the worker and the skills the worker must possess (VanHuss, 1991).
Keyboarding is an ...enabling skill - a tool skill needed by almost every worker in all types of
companies and at every level in the hierarchy of these companies (Toppe, 1991, p. 23).
Because the computer is a productivity tool in todays workplace, students need to acquire the
skills of a complete keyboarding course that encourages computer literacy.

There are compelling reasons for beginning a complete keyboarding program with children in
the elementary grades. As an enabling skill, keyboarding allows the learner to use the
computer as a learning tool to respond to interactive educational software (learning games,
tutorials, simulations, etc.), gather and present information, and develop writing skills (Toppe,
1991). Students are motivated, take greater pride in their work, and have skills that will
enable them to effectively use information technologies.

I have taught students to keyboard since 1987. My early attempts were focused on helping
students to acquire a skill to facilitate the writing process. Today, my keyboarding curriculum
is focused on using the computer as a learning tool. Students acquire many of the skills of
computer literacy, word processing, and develop strategies for gathering, organizing and
presenting information. As a result, my role as an educator has been profoundly affected. I
spend most of my time facilitating and gathering resources for student learning projects. I
spend less time being the expert, and more time as a facilitator and learner. Students are
charged with taking greater responsibility for their learning, and students become more
productive as they discover new ways to use the computer. Acquiring keyboarding skills is the
stepping-stone to using the computer as a tool for their learning.

2016 by Keith Zamudio. Any part of this document may be reproduced or utilized in any form or by any means
provided proper citation and credit are given for the work and no-cost dissemination is intended. Page last updated O
http://pages.cordovasd.org/itdept/ComputerLiteracy/pospaper.htmlctber 1, 2016

https://sahareducation.org/2017/05/computer-literacy-in-the-21st-century/
The Importance of Computer Literacy in the Age
of Technology
By Ruth Yohannes (Sahar Intern)
Computer learning programs give students the opportunity to expand their horizons to learn skills they would not have the
opportunity to acquire in the traditional classroom. Computer proficiency is increasingly indispensable in every job sector.
For this reason, its important to make sure that learning centers are available to students, regardless of what neighborhood,
city, or country they come from.

The computer literacy program was born out of Sahars dedication to empowering girls and helping them be more
independent. In fact, it meets a high demand in high schools across Balkh province, in the northern part of Afghanistan.
Sahar recognizes that Afghan girls need to be equipped with a strong set of skills in order to enter a competitive workforce
where they are disadvantaged because of social stigma. The goal is to provide a model to be applied in all schools across
Afghanistan by the Ministry of Education.

First opened in 2011, the computer centers served about 3,224 girls to date. They offer a 3-month long training, at the end
of which the students are awarded a certificate of proficiency. Participants are chosen based on their grades and English
skills. The program has been met with enthusiasm by teachers and students alike. I am so happy that I participated in this
class, because this program helped me very much with my school lessons. Before this class, I didnt even know how to turn
on the computer., says Fatima, a student from Roshana Balkhi High School.

In addition to interning at Sahar, I volunteer for a Seattle based elementary school also offers computer training to elevate
student opportunities. Yesler Terrace computer center provides the Central District neighborhood youth a space where they
can reflect on their surroundings. They have created the Yesler Youth media, which produces mini-documentaries on the
unique lives of their community-home to folks from a wide range of ethnic background. The program allows them to be
creative, and to explore STEM projects that are not available to them at school. I like using the computers here because I
dont have one at home, says Maraki, a 5th grader at Bailey Gatzert Elementary School. I was able to use it to make a
project for school.

Computer learning centers provide opportunities for students who do not have the resources to use them at home or at
school. Afia, a former student of the computer center in Gawhar Khaton High School, says now, when I want to work for a
company, I dont have any problems. I can do administrative and financial work on the computer.