Causes of Digital Illiteracy

 Causes of Digital Illiteracy

Major Causes There are many reasons why individuals cannot acquire basic computer skills. 

 

First, those who can neither read nor write obviously have not mastered the basic alphabet. This presents a major obstacle to even minimum computer literacy.

 Second, in the United States, the availability of computers in schools is limited. In 1983, the median student-to- computer ratio was 125-to-1 at the high school level. The average time that students actually worked on computers was 15 minutes a week. It is obvious that only the most motivated students, who are willing to work on the computer after school, will become computer literate. Moreover, many school computers are often used solely or mostly for computer-assisted learning (CAL). In such cases, students get very little experience and time for real computer literacy. 

Third, the student-computer ratio in schools, mentioned previously, is by no means uniform. This unequal ration, as will be later discussed, favours white, suburban, male students over minorities, inner city, rural and female students. Generally, the schools in wealthier communities not only have more computers but also buy more equipment . Thus there is an issue of diffusion and opportunities. 

Fourth, computer languages are wrongly compared with foreign languages. Learning a computer language is not primarily a matter of linguistics but of a precise new logic that requires an adjustment in thinking methods. Once the thinking method is acquired, additional computer languages may come relatively easily. The problem however is learning the first computer language. Learners find it difficult to adjust to the rigid logical restrictions required by the computer language. For example, computer languages require detailed and exact repetitions over and over. Few deviations are tolerated. There is no body or sign language, terms cannot be defined ambiguously, and more often that not, a minor mistake can be responsible for failure to get results. Comparing computer science to the natural sciences is also misleading. Menosky  noted that many people wrongly assume that computer programming requires a background in advanced math and even physics and chemistry. 

 Fifth, Sproull, in their study of undergraduates required to take computer courses, identified three stages of psychological adjustment to this unfamiliar new technology. First, almost all new students encountered reality shock followed by confusion. Next, the students attempted to re- establish control. Finally, successful attempts to control led to adaptation, while failure to regain control led to anger and feelings of loss. Anger possibly could lead to successful control but, "if control attempts are successful, anger or withdrawal ensues and the person is likely to become a cultural dropout".

 Sixth, people who once were computer literate and had mastered one or more computer languages, either in school or on their jobs, may either move to non- computerised jobs or be required to use a different type of computer. In the latter case, the switch, whether from a mainframe to micro, from batch to interactive, or from IBM to Digital, may be too demanding and involve logic that seemed to be totally different. As a result, those who once considered themselves computer literate become illiterate. Continual learning is essential in order to keep up with the rapid developments in computers and computer languages. 

Seventh, resistance is the term mostly associated with automation in the workplace. Taylor  argued that "the computer always threatens to disrupt the power balance within an organization". 'The threat of the computer is perceived in many ways: constant monitoring, loss of autonomy, status struggle, information leaks, legal concerns, and fear of an imbalance of power . Furthermore, members of the organization may have different, even contradictory expectations concerning the computer . Whatever the reason, resistance to computer applications in the work-place is another cause for increased computer illiteracy, since those who object to computerisation are unlikely to learn new computer skills . 

Finally, a major cause of computer illiteracy is the lack of appropriate role models. For example, most parents cannot be models for their children as they themselves are computer illiterate. The burden is then shifted to schools. However the teachers themselves are no longer certain about what is expected of them. Prewitt  argued that the shortage of high school science teachers is a major cause of increasing scientific and computer illiteracy. Lockheed and Mandinach found that most teachers who were asked to teach Basic were not well prepared. Similarly, in business and industry, the company trainers themselves are often barely computer literate. They teach what they know regardless of its specific value to the setting and students ). Kemeny argued that most decision makers in government and industry today are computer illiterates. Thus, they do not request computerised analyses and they use computers and computerised data only as status symbols. 

 By Mukul Bansal