Marcin Paprzycki; Papers in Education?; Marcin Paprzycki, Tony Mitchell, Preparing Teachers to Use Computer Based Communications, Journal of Computing in Small Colleges?, Vol. 6.?, No. 5?, 1991?, 1-8 (text of the paper)?

Marcin Paprzycki
Department of Computer Science
The University of Texas of the Permian Basin
Odessa, TX 79762
(m_paprzycki@utpb.pb.utexas.edu)

Tony Mitchell
Department of Chemistry
St. Cloud State University
St. Cloud, MN 56301
(tmitchel@tigger.stcloud.msus.edu)

One aspect of education is that it responds to the current needs of society. It must also anticipate what future needs might be. One such current need is for individuals, upon completing their education, to be "computer literate." This requirement places a great demand on the development of teaching methodologies which incorporate computers as well as knowledge about computers into the curricula. It also requires that teachers be prepared to use such methodologies. In this paper, we want to first examine what preparation teachers receive in using computers as a classroom tool. Second, we wish to propose a new variant of teacher preparation which includes both traditional and newer methods for using the computer in education. This approach would then better prepare teachers to address the societal issue of computer literacy

The impact of computers on education is twofold. First, there is the use of computers to directly support the actual teaching process. This includes cases where computers are used to

1) support teaching in the classroom during the class itself (typical examples being computer science, mathematics, economics, social sciences).

2) assist students in the preparation of homework (from programming assignments, through the use of educational software, databases, spreadsheets, graphical software, wordprocessors, etc.).

3) assist students in other areas of learning with training-type software (GRE and SAT tutors, algebra tutors and others). The second impact is related to the recently recognized fact that computer networks constitute a new medium (cyberspace or virtual reality). It is our conjecture that, because of their growing accessibility, globality, and popularity as a means for communication, computer networks will have an important impact on all levels of the teaching process. We have already described some aspects of using computer networks in educational settings. Such usage ranges from local networks used to keep students in contact with the professor to courses for credit at one university or college taken by students at localities other than that university or college. It is our strong belief that, in order to address both current and anticipated societal needs, perspective teachers should be proficient in both uses of computers in education. Therefore we decided to determine what are the current computer literacy requirements for teachers in the United States and how do they match the needs of perspective teachers.

Since we feel that using computer networks will impact not only the way we teach but also the way we communicate and do research, we felt that we should try to use the networks in this last role. We were curious as to how much information could be gathered through networks. Therefore, in order to determine what current computer literacy requirements were, we selected a number of listservs where individuals interested in problems related to computer literacy and teaching might be active.

At the beginning of 1992, letters were electronically sent to selected listservs (AETS - Association for the Education of Teachers in Science; CNEDUC - Computer Networking Discussion List; DEOS - Distance Education Online Symposium; DTS -Dead Teachers Society; ERL - Education Research List) in which the following questions were asked:

"Is there a computer literacy requirement for prospective elementary and/or secondary teachers in your state?"

"If the answer to this question is yes, how is that requirement met (through course completion, competency, etc.)?"

A second "mailing" was then made in the spring to the above lists as well as to the CTI list (Computers in Teaching Initiative) to elicit additional information and comments as well as to check for accuracy of the previously obtained information. A third "mailing" was again made to the same lists in June, 1992. A fourth "mailing" was made in August, 1992, to all of the previous lists and, in addition, to the NEWEDUC (New Paradigms in Education) and IPCT (Interpersonal Computing and Technology) lists.

We received thirty-six (36) replies to the four mailings. While this is a relative small number of replies, it should be noted that the second, third, and fourth mailings included information gathered from previous mailings. Thus, if one state is represented, there would be no need for another person from that same state to respond. Where there was more than one response from a single state, it was to discuss requirements at separate schools. A second point to consider in examining the validity of this data is that the inquiries were sent to lists directly related to the topic at hand and thus the respondents could be considered "experts." This would mean that, even though the number of responses is limited, we expect the data we have gathered to be accurate.

From the responses gathered through all four mailings the following conclusions can be made:

1) Many states (Alabama, Colorado, Massachusetts, Michigan, Minnesota, New York, Pennsylvania, Ohio, Virginia, Washington) do not have a computer literacy requirement for teachers.

2) Other states (Kentucky, Indiana, South Dakota, and Texas) have a computer literacy requirement which is met by passing a simple computer programming course.

3) Many universities (Bowling Green State University, Miami (Ohio) University, Ohio State University, Wright State University, University of Iowa, University of Northern Iowa, University of Georgia, University of Alberta, St. Thomas University, University of Central Florida, California State University - San Marcos, Colorado College, Memphis State University, Eastern Washington University, University of Missouri - Columbia) have their own computer literacy requirements.

Our data also shows that there is a wide discrepancy between the criteria for determining computer literacy. Depending on the state and/or school, a person is considered computer literate if she/he passes:

1) A standard programming course.

2) A course designed around the use of word processing, spreadsheet, and database software.

3) A course designed to evaluate, use, and incorporate educational software into classroom usage.

It can be concluded from this study is that courses offered for teachers to make them computer literate either do not deal with their future needs or deal only with the use of computers to directly support teaching.

While one may argue that it is important for an individual to be able to do simple computer programming and equally or more important that they be able to use appropriate software for work, these skills are not the only ones prospective teachers should have. The definition of computer literacy has not been precisely defined; currently a research project is under way by George Duckett at the University of Tasmania to accomplish this task. For the purpose of this paper we will accept the definition put forth by Gupta that computer literacy is "the ability to use the microcomputer to perform the tasks in his/her major discipline."1 This suggests that two types of computer literacy courses may be needed. The first course would focus on basic skills, such as using word processing, database, and spreadsheet programs. The second would deal with skills needed for future work and be dependent on the student's major and projected future employment. As applied to the preparation of teachers, this second type would concentrate on all aspects of using the computer can be used as a classroom tool. A COMPUTER LITERACY COURSE FOR TEACHERS

Teachers are expected to make full use of available computer technology, yet it appears that many receive only a limited training in acquisition, evaluation, and use of educational software. In fact, from what we have determined, many teachers do not receive this training. It is assumed that if a teacher can understand or do computer programming, then they have the capability to create their own educational software. However, many teachers do not have the time needed to write and test programs, a process which can be very time consuming. In addition, the level of programming taught in the simple computer literacy courses is not the level needed for successful software development.

What teachers need then is a background that enables them to use the computer as an educational tool effectively and efficiently. To address these need we are currently developing a computer literacy course consisting of four parts: evaluating computer software and hardware, examining the use of authoring software, and using computer networks. This course will be offered at St. Cloud State University, during the Spring Quarter 1993.

The first three parts of the course address the use of computers to directly support teaching. It also illustrates our belief that the authoring software may constitute the proper level of computer programming for the teachers and should replace the programming in a given programming language (e.g. BASIC or Pascal). To introduce students to network-based communication we start with an introduction to the mainframe system and a tutorial on the use of VAX NOTES. VAX NOTES is a computer conferencing system which enables the instructor to post assignments for the class without having to formally meet. In having an account on the computer, the student has access to e-mail and is able to communicate with the instructor via that method. Using VAX NOTES also enables students to share their work with other members of the class and develop materials for future use. Finally, the use of VAX NOTES allows the class to be more self-paced than traditional courses.

The next portion of the class deals with computer networks and LISTSERVS. Each student will identify a LISTSERV of interest and subscribe to it, at least throughout the time of the course. Students will also gain the ability to gain access to a separate site (one with anonymous login facilities) using telnet procedures and use the file-transfer-protocol (FTP) to obtain a file from that site.

There are a number of reasons for including network based communications into a computer literacy course for teachers. Computer networks can be used directly in the classroom to facilitate teaching8. Through the use of FTP, students and teachers can obtain public domain software, technical reports, and papers. Listservs can serve both as a means of communication between groups and, as was done in the preparation of this paper along with two previous papers by the same authors6, 8, a way to do research. In addition, the writing of this paper was done virtually through e-mail. There also exists a number of journals published in an electronic form only.

The globality of computer networks allows for the development of a multi-cultural approach. There are several projects oriented towards communication between individuals of various countries. One example of this multi-cultural approach was the recent call for participation in the "Biodiversity Information Network". This network, which will disseminate and provide access to biodiversity information, will involve over two hundred individuals and organizations connected primarily through electronic networks. Boston College recently announced that a course in computer networks, "Computer Networks and Social Networks in Developing Countries" - GG 792" would be taught during the Fall, 1992, term. The increasing number of connections with the Eastern Europe countries and the former Soviet Union can provide students with untold opportunities for classroom communications. As O'Lander pointed out, many countries also require that their students be computer literate. Therefore, by showing students how to use their computers as a communication tool, it would be possible to increase their multi-cultural awareness. At the same, Ryan, in her study about differences encountered in computer-mediated communication, concluded that communication between students at all levels in different parts of the globe reduced cultural differences.

Communication between students may also be done on a real-time basis through Internet Relay Chat (IRC). Parsons noted that the use of IRC helps students build confidence in expressing themselves as well as helping in spelling, sentence structure, and interacting in groups without the fear of intimidation. It was her conclusion that, through the use of IRC, students who were normally introverted would get involved in class activities more than they would in a "typical" classroom environment. Such activities would not be limited solely to communication. One author of this paper (TM) has previously suggested that students in corresponding grades in two or more locations could collaborate on science projects through e-mail.

The use of computer networks opens up several other possibilities which take education beyond the real classroom and create what can be called "virtual" classrooms. Computer-mediated communication is now a well documented area as shown by a recent issue of DEOSNEWS which consisted of reviews of articles and other publications dealing with education outside the classroom. Computer based classes are not a new idea. A variety of courses, seminars and workshops are currently taught over computer networks8. Combining together all of these offerings could lead to the creation of a virtual university. Kent Palmer discussed the development of such university in the electronic journal, Thinknet. He has suggested that almost all functions of the university can be carried out over the computer networks and suggested a possible organizational form of such school. While his discussion is purely theoretical, Jyrki Kuoppala from the Helsinki University of Technology is attempting to create the Usenet University. This "society of people interested in learning, teaching and tutoring" will operate in cyberspace and be facilitated by usenet-type communication. While there may be some resistance to this approach, there must consideration given to such unorthodox educational approaches if education is to teach all individuals in tomorrow's society.

It is a given fact that today's society is computer oriented and that individuals need to be computer literate. It may be argued that teaching will always require a personal touch and that touch can only be arrived at by the physical presence of the teacher in the classroom with the student. However, the changing nature of both society and the learner along with the rapid growth of knowledge suggest that alternatives to traditional teaching need to be considered. If we expect the schools of tomorrow to prepare graduates of those schools to use available technologies, then we need to prepare the teachers who will be responsible for that education. Such preparation must include all facets of the computer as a tool. This includes the use of computer networks as well. It is our belief that, even though this is not the only possible solution, the course we are developing is a step towards addressing the needs of society.