XplanaZine

Do students arrive at the academy with the requisite computing skills? Who decides this and what are their qualifications? It seems many in Higher Ed think most incoming freshmen are very skilled computer users. Due to this preconceived notion, few measures are taken to insure graduates have the necessary skills to effectively compete in the modern job market. Of course, there are lots of wiz kids in the bunch who can do just about anything with a computer and some disciplines require in-depth knowledge of computers and computing to graduate. Nevertheless, many students (possibly the majority) are passing as skilled when they really have no marketable skills.
After spending years helping faculty and administrators in higher education solve computer problems the answer seems obvious to me. The people deciding which students are computer literate are themselves often under skilled. Often we have a situation in which those making the decisions about computer literacy are often not the most computer literate themselves. Therefore, frequently specialized skills of little real value are accepted as suitable substitutes for marketable skills.
Even among disciplines requiring considerable knowledge of complex programs you still find serious shortcomings in terms of basic computing skill. For instance, it is not uncommon to run into an instructor who possesses in-depth knowledge of applications like AutoCAD, Mathematica, SPSS, or SAS that has real difficulty with something as simple as moving from Eudora or Netscape mail to Outlook. As a computer professional one thing you learn very early is changing a user’s desktop icons often results in a confused and unhappy user. Understanding the relationship between icons applications and operating systems is analogous to understanding that 2+2=4.
Now consider the average teenager who can watch TV, talk on the telephone, play a video game and carry on an instant messenger dialogue all at once. That seems like real multitasking doesn’t it? True, it is an exercise in intellectual dexterity. However, when it comes to marketable skills needed in the workplace these are not the most coveted. These kids, much like their grown up counterparts in Higher Ed, have developed specialized but limited skill sets. Being able to play the latest video game or being able to use instant messaging is not a good measure of computing prowess.
Admittedly computing is far too broad a field for anyone to master more than a limited range of relevant skills. That is exactly why it is important to develop a strong understanding of the fundamentals upon which one can grow and expand. It is not a matter of learning everything there is to know about every application and operating system. What is lacking is operating system and application fundamentals. By understanding what an operating system actually is, what it does and how that relates to and contrasts with applications much of the mystery of it all begins to fade. Likewise, cultivating an understanding of applications in general tends to reduce anxiety about how to use applications. Software changes over time but a firm foundation in these fundamentals will allow you to adapt to those changes with relative ease.
What can be done?
In the long term, computing fundamentals should be integrated into general education requirements so our graduates can compete in the open marketplace. In the short-term, educators should consider integrating some of this into their lesson plans where ever possible. There are a host of great resources on the Internet. Here are a few to get you started.
Howstuffworks.com
Learnthat.com
Merlot.org