Research Review (chapter 6)
Cindy Sadler
March 7, 2001

Eisenberg, Michael B. and Johnson, Doug. Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context. (Eric Document No. EDO-IR-96-04) Retrieved March 7, 2001 from the World Wide Web at http://www.ericit.org/digests/computerskills.html

This article takes a look at integrating computer skills with core academic subjects. The basic point is students encompassing computer skills, yet not knowing when or how to apply them. The article concludes with six useful steps for computer skill integration.

Focusing on computer skills has become basic and vital, yet when is a student computer literate? This article challenges the idea of a student being able to operate word processing, or play an interactive game. Having this knowledge is useful, but does not allow for real-life applications.

Key points to the successful integration include collaborative efforts on the part of the computer teacher, librarian, or media specialist, and core area subject teacher.

The article refers to learning computers skills independent from actual daily tasks as a "laundry list". Students today, especially in Texas are expected to be able to solve problems. Through applications students learn to use the computer while working with key information to be mastered in core subjects. So does this make the computer class obsolete? Perhaps, but the information learned in a computer class will inevitably be taught in those core subjects incorporating technology into their lesson plans. Some examples include the appropriate use of search, spell check, and the use of graphs, charts, and databases.

Obviously with this much technology at our fingertips, teachers will need to become highly computer literate. Again, we focus with the media specialists and computer teacher. Training is vital so that no one is left out of the learning loop.

The six steps include the following:

1. Task Definition (students become familiar with communications for assignments and cooperative learning)
   
2. Information Seeking Strategies (students learn to develop plans and strategies)
   
3. Location and Access (the use of online dictionaries, encyclopedias, digital cameras, videos, and CD-ROMS)
   
4. Use of Information (use of operations taught formally in computer classes such as cut and paste, download, end notes, spreadsheets, and statistics)
   
5. Synthesis (use of classification, such as "which application should I use"? word, excel, access, PowerPoint, etc.)
   
6. Evaluation (effectiveness and efficiency as well as e-mail and listserv etiquette)

In addition to this information, students learn terminology, as well as hardware and software. Some students go on to learn programming. The key function of this integration is the effective use of computer literacy on careers, culture, and the future of our students.

This article is fantastic and the ideas can be incorporated into any grade level. Most schools across the state now have computers in each classroom and with teacher training on the rise, it is only a matter of time until technology is no longer proscribed in non-computer classes.