Prioritizing computer literacy topics

This article presents a process of prioritizing selected computer literacy topics as an initial step in implementing computer literacy programs for secondary schools. Ninety-five Nebraska educators formed the sample. A 45-item questionnaire was developed as the instrument. Educators were asked to choose more preferable topics among other topics for teaching secondary school students about computers. Thurstone's Law of Comparative Judgment was used to scale or locate educator's opinions about computer literacy topics on an interval level continuum. A general knowledge about computers was emphasized by educators surveyed. Hands-on experiences were viewed as necessary for students who want to be competent in using computers. Programming skills were suggested but not essential for computer literate students. Findings of this study provide implications of integrating computer literacy with existing curriculum. Results also provide guidelines for curriculum planners and persons responsible for the acquisition of hardware, software and staff development.