A curriculum model for computer literacy in Taiwan

Includes bibliographical references (leaves 96-101)Purpose. The purposes of this study were twofold: (1) to identify the content for computer literacy instruction, and (2) to determine the methods for implementing the computer curriculum at the senior high school level in Taiwan, Republic of China. The specific objective was to develop a data base and rationale for the design and implementation of the introductory computer course. An opinion survey was used to collect data from the following three groups: (1) general senior high school principals, (2) the heads of college departments which offer computer-related courses, and (3) administrators of business and industrial organizations in the information processing industry. A draft questionnaire was developed by the writer and validated by a jury of experts in Taiwan. The survey instrument was then distributed to each of 352 survey participants. The combined response rate was 75.4 percent. Findings. (1) The department heads and the industrialists showed a stronger tendency to promote computer literacy education in contrast to the high school principals. In spite of the difference, they all tended to agree that there is a need to offer a computer literacy program at the senior high school level. (2) As to the content of the introductory computer course, the high school principals placed a higher priority on the areas of Computer Influence on a Changing Society and Computer Applications while the department heads and the industrialists put emphasis on the area of Computer Programming and Algorithms. (3) As to the type of programming languages for the computer literacy instruction, Chinese BASIC was most frequently recommended by the high school principals while English BASIC was suggested by a majority of both the department heads and the industrialists. (4) As to the level of programming skills which students should achieve, the high school principals expected students to be able to use computer package programs. On the contrary, the department heads and the industrialists expected students to be able to develop or write new computer programs. (5) As for the way to fit computer literacy into the high school curriculum, a majority of respondents in each group recommended an additional course. The course length frequently suggested was 40 hours. And, the appropriate place in the curriculum for the course should be in grade 11