Act. V

It seems ‘computer literacy' has evolved to embrace a greater understanding of how the computer accomplishes its tasks rather than just the knowledge of how to manipulate the machine. This left me thinking about whether the subjects in Dr. Mitra's experiments could be deemed computer literate in the context of some of the definitions which confront us.

   The adoption of a ‘learning community', with its premise of broad involvement of personnel with different levels of expertise within these groupings, may just be the best approach to becoming ‘computer literate', in the broadest sense, attempting to embrace all comers to this debate. 

   I tend to agree that everyone has a role to play, with the greatest perhaps being the learner's, in the acquisition of ‘computer literacy'. In the case where students generate their own learning and may design their tasks, their role gets greater. I see a  big role also for curriculum designers and managers.

   As for as the teacher's role in ‘teaching computer literacy’, we remain important as a guides, critics; assessors. Our need for technical expertise is superseded by the need to achieve our objectives and learning outcomes. We probably will or will need to enhance our skills levels within the different aspects of ‘computer literacy’ as learning and teaching progresses, but our major concern should rest in being able to employ the technology flexibly to enhance the learning experience for all involved.