Assessing Microcomputer Competencies for the Elementary Teacher: An Indepth Study of Illinois Schools

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Abstract
Concerned with current elementary school students’ microcomputer competencies and skills, this study analyzes responses from administrators and teachers from elementary school districts in Illinois. Conducted in 1986, all 431 elementary school districts in the state of Illinois were surveyed. The questionnaire used identified: respondent biographical information and microcomputer training; school demographic data; perceived student ability, application and understanding levels; and desired future student levels of competencies. This study reveals current elementary administrative/teacher perceptions about student microcomputer competence in the elementary school. Implications of this study range from a call for indepth microcomputer assessment activities within individual schools to developing means for acquiring better student understanding about microcomputer problems and increasing student involvement or interaction with microcomputer concerns. This study calls on all educators to begin determining exactly what “microcomputer knowledge” their students need in order to function effectively in the future.

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