WEST VISAYAS STATE UNIVERSITY

EXTENSION CAMPUS AT HIMAMAYLAN CITY

Himamaylan City, Negros Occidental

Elementary School Teachers’ Computer Literacy Level: Basis for Enhancement Program

by

Camela V. Corimao

Roxan T. Decena

Janiel J. Egca

Charles Edwin M. Infante

Chapter 1

The Problem

This chapter contains eight parts: 1) Background of the Study; 2) Theoretical/

Conceptual Framework; 3) Paradigm of the Study; 4) Statement of the Problem; 5)

Hypothesis; 6) Definition of Terms; 7) Significance of the Study; and 8) Scope and

Delimitations of the Study.

Part One, Background of the Study, presents the introduction of the study, its

origin and the rationale in selecting the problem.

Part Two, Theoretical/ Conceptual Framework, is the structure that can hold or

support theory of a research study.

Part Three, Paradigm of the Study, shows the difference of the variables used for

the study.

Part Four, Statement of the Problem, state the purpose of the research and

provides particular questions that sought to be answer by researchers.

Part Five, Hypothesis, present the hypothesis to be tested.

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Part Six, Definition of Terms, present the definition of the important terms used

in the study conceptually and operationally.

Part Seven, Significance of the Study, states the essential contribution of the

study to those persons who benefit the result.

Part Eight, Scope and Delimitations of the Study, explains the scope and the

coverage of the study.

Background of study

Social Media is wide range of getting information and also tools for immediate

learning of using it. The use of computers in education opens a new area of knowledge

and offers a tool that has the potential to change some of the existing educational

methods. The teacher is the key to the effective exploitation of this resource in the

educational system. As computer use continues to increase in society, educators must

also prepare for the use of computers within the classroom (Asan 2003). Nowadays,

Kto12 has been implemented as new curriculum in our history whereas the integration

of technology has started. Information and Communications Technology (ICT) has gone

through innovations and transformed our society that has totally changed the way

people think, work and live (Grabe, 2007). A number of different ICT tools and

applications may be integrated in teaching and learning (M. M. Yunus, M. Lubis, and C.

Lin, 2009).

Mastering information technology and understanding basic skills and concepts of

ICT are now highly regarded by many countries (Daniels, 2002; Rampersad, 2011).

Especially, here in the Philippines most of the schools are implementing ICT integration

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for the Kto12 program. Teachers are required to have ICT training program in order to

achieved high quality teaching skills for the advancement of using technologies.

Particularly in elementary level, the use of technologies is very complicated.

According to Christensen, 2002,teachers’ fears of being replaced by media also

create negative perception. However, the perception of teachers towards using media in

the classroom is a major factor in how successful technology integration will be.

Integration of technologies in elementary level is a complex which requires strategic

planning by the different person involved in this implementation. However, Tinio (2003)

considers ICT integration in schools as one of the most challenging tasks due to the

possible issues and problems regarding resistance to change from the stakeholders that

may result in failure especially at the early stages of implementation. In addition, any

unsolved problem in ICT integration in schools especially in remote areas may result in

further gap between students in urban and rural areas; this will create a deep economic

and social inequality for the whole nation (Tinio, 2003). Teachers need a continuous

trainings and assessment program for integration of technologies so they can be up–to–

date the latest technologies. Teachers need more confident and mastery skills in using

various computer tools to build trust in using technologies. This program of integration

of technology in every school has a capacity to prepare teachers and student of 21 st

century to become globally competitive in terms of technologies.

Based on the abovementioned points, the researchers will focus Elementary School

Teachers’ Computer Literacy Level: Basis for Enhancement Program.

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Theoretical Framework

In order to support the study, Elementary School Teachers’

Computer Literacy Level: Basis for Enhancement program, Normative media theory was

used.

A Normative theory describes an ideal way for a media system to be

Controlled and operated by the government, authority, leader and public. These

theories are basically different from other communication theories because

normative theories of press are not providing any scientific explanations or

prediction. At the same these “four theories of the press” were came from many

sources rather than a single source. Sometimes media practitioners, social critics

and academics also involved to develop these normative theories. Normative

theories are more focused in the relationship between Press and the Government

than press and the audience. These theories are more concern about the

ownership of the media and who controls the press or media in the country (Fred

Siebert, Theodore Peterson and Wilbur Schramm 2014).

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Conceptual Framework

This study is based on the concept that age and sex of Himamaylan

Central School elementary teachers has effects to the level of elementary school

teachers’ Computer literacy.

Paradigm of the Study

Independent Variable Dependent Variable

Elementary School
Level of Elementary
Teachers’ Enhancement
School Teachers’
 Age Program
computer literacy
 Sex

Figure 1. The paradigm shows the differences in the Assessment of

Elementary Teachers’ Technological Literacy: Basis for the Development of

Enhancement Program.

Statement of the Problem

This study aimed to determine the Elementary School Teachers’

Computer Literacy Level: Basis for Enhancement program.

Specifically, this study sought to answer the following questions:

1. What is the level of focus Elementary School Teachers’ Computer Literacy

when taken as a whole and when grouped according to:

a. age; and

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b. sex

2. Is there a significant difference in level of Elementary School Teachers'

Computer Literacy when grouped according to:

a. age; and

b. sex

Hypothesis

There is no significant difference in the level of Elementary School Teachers’

Computer Literacy when grouped according to age and sex

Definition of Terms

For better understanding of the study the following terms were defined:

Computer Literacy Noun. (Usually uncountable, plural computer literacies)

(Computing) the ability to operate a personal computer and its associated software and

hardware, and to understand most of the underlying concepts (but not necessarily the

electronics, or a programming language) (www.yourdictionary.com/computer-literacy).

In this study, it refers to the literacy of teachers when it comes to manipulation

of computers on basic computer operations. The basic computer operations are,

Enter or return, Del or delete, Bksp or backspace, Space bar, Caps lock, Tab,

Esc or escape, and Arrow keys.

Enhancement Program. An enhancement is any product change or upgrade that

increases software or hardware capabilities beyond original client specifications.

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Enhancements allow software and hardware product performance scalability

(https://www.techopedia.com/definition/7039/enhancement).

In this study, it refers to the enhancement program that may be proposed out

of the result of the study.

Significance of the Study

This study will be of significant to the following:

School Administrators. This study will provide them information on

Elementary School Teachers’ Computer Literacy, so that they will be able to

know and develop some programs/activities that will help them improve.

Teachers. The result of this study will help teachers in dealing with the

Technological Literacy: Basis for the Development of Enhancement Program

Scope and Delimitations of the Study

This study is entitled Elementary School Teachers’ Computer Literacy Level: Basis

for Enhancement Program. The respondents of this study were the Elementary Teachers

of Himamaylan Central School. This study was conducted in the month of September

2017.

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
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Chapter 2

Review of Related Literature

This chapter contains the: (1) Conceptual Literature; (2) Related Studies; and (3)

Summary of the Review of Related Literature.

Part One, Conceptual Literature, Articles and books that are written by

authorities which provide ideas or opinions.

Part Two, Related Studies, investigation already conducted to which the present

proposed study is related or has some similar.

Part Three, Summary of the Review of Related Literature, A brief statement

mentioning the main points of the study.

Conceptual Literature

Technological Literacy

A definition of technology literacy might well begin with a definition of

technology (Wonacott 2001). Technology is only a tool; it allows us to develop dialogue

and interaction, but is a means, not an end in and of itself. Tech-based global education

has the capacity to improve critical thinking and cultural pluralism but requires far more

than just fancy technology; it requires careful, thoughtful curriculum development, and

the support of organizations whose goal is to build authentic global communities online.

(Klein, 2010, p. 86).In addition, technology is incorporated into the classroom for the

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purpose of enhancing the learning process is referred to as technology enhanced

learning (TEL) (Dror, 2008).

According to, Dugger (2011) he stated that technology consists of all the

modifications humans have made in the natural environment for their own purposes

inventions, innovations, and changes intended to meet our wants and needs, to live

longer, more productive lives. Thus, technological literacy is the ability to use, manage,

assess, and understand technology” (Gallop Poll, 2004, p. 1). Moreover, technological

literacy involves more than hands-on skill in using technology (Bugliarello 2000).

Computer

The term computer is derived from the word compute. The word compute means

to calculate. A computer is an electronic machine that accepts data from the user,

processes the data by performing calculations and operations on it, and generates the

desired output results. Computer performs both simple and complex operations, with

speed and accuracy (IEEE 2009). Thus, nowadays, computers are an integral part of our

lives. They are used for the reservation of tickets for airplanes and railways, payment of

telephone and electricity bills, deposit and withdrawal of money from banks, processing

of business data, forecasting of weather conditions, diagnosis of diseases, searching for

information on the Internet, etc. Computers are also used extensively in schools,

universities, organizations, music industry, movie industry, scientific research, law firms,

fashion industry, etc (IEEE 2009).

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Related Studies

Digital natives must be taught how their acquired skills can be used to integrate

technology into the classroom curriculum to provide complex cognitive engagement for

their students (Warschauer, 2007). Bruce and Levin (2001) suggest that technology can

be helpful in classroom by encouraging inquiry, helping communication, constructing

teaching products, and assisting students’ self-expression. Student’s motivation and

confidence are increased when media is integrated into classroom instructional (Monza,

2005; Lwoff and Tirotta 2010). Furthermore, some schools make special use of new

technology for enrichment activities for students who are already performing at high

levels, thus providing relatively less computer access for at-risk students (Schofield &

Davidson, 2004). However, although many schools are equipped with the latest

instructional technologies, multiple studies have indicated that more than half of the

teachers equipped with computers only use them for administrative functions, and only

half of their students report using technology more than once a week (Abbott,

2003; National Teacher Survey, 2005). According to Cope and Ward (2002), experienced

teachers who had little or no professional development in the use of technology in the

classroom were less likely to use it in the classroom and were less likely to see the

benefit of technology usage in the classroom. As Hsu (2010) discovered that the better

trained the teacher was in the use of technology, the more likely he or she was to

successfully integrate it into classroom instruction. In a study of teacher perception of

the values that are needed to be an “exemplary” user of technology in the classroom, it

was found that teachers believe that a person has to be confident in his or her ability to

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use technology and committed to its use (Ertmer, Ottenbreit-Leftwich, & York, 2007).

Teacher professional development should not only pay attention to the particular

programs and subject areas and teaching methods but also to the computer technology

applications Chen, C. (2004), Dudeney, G., &Hockly, N. (2007), Parks, S., Huot, D.,

Hamers, J., &Lemonnier, F. H. (2003), Zhao, Y. (2003). In addition, as computer use

continues to increase in society, teachers must also prepare for the use of computers

within the classroom McCannon, M., & Crews, B.T. (2000).

Educational technology has played an effective role in the process of

modernizing and improving education (Fulton & Honey, 2002). In addition, Technology

has also led to a new concept of educational technology as an organized and methodical

process of designing, implementing, and evaluating the learning and teaching process

based on specified goals coming from research in the different fields of knowledge (Al-

Jahoury, 2001). However, of all technologies, the computer and the Internet have

become perhaps the most valuable to instruction because of their role as facilitators of

communication (Ayamen, 2006). In addition, to facilitating communication with others,

the computer can also function as a “mindtool” to help students communicate with

themselves (Jonassen, 2000).

Furthermore, in today’s technology-based society, it is crucial for all students to

become technologically literate (Wright, 1999). However, mandates may not be

sufficient to make technology an integral part of the schools’ curriculum. Integrating

technology involves multiple factors such as students’ interests, teachers’ perceptions

about technology, and also parents’ attitudes toward technology (Al-Bakrie, 2004).

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
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Furthermore, considering that the expertise of teachers makes their role central to

education, teachers’ perceptions regarding technology integration may influence

students’ learning by constituting a part of the hidden curriculum (Fleener, 2002). Since,

teachers are facilitators of student success and achievement, their perceptions of and

attitudes toward technology in education may be closely related to students’

engagement with technology (Hadley, Eisenwine, Hakes, & Hines, 2002).

Furthermore, In today’s technology-based society, it is crucial for all students to become

technologically literate (Wright, 1999). However, mandates may not be sufficient to

make technology an integral part of the schools’ curriculum. Integrating technology

involves multiple factors such as students’ interests, teachers’ perceptions about

technology, and also parents’ attitudes toward technology (Al-Bakrie, 2004).

Furthermore, considering that the expertise of teachers makes their role central to

education, teachers’ perceptions regarding technology integration may influence

students’ learning by constituting a part of the hidden curriculum (Fleener, 2002). Thus,

teachers are facilitators of student success and achievement, their perceptions of and

attitudes toward technology in education may be closely related to students’

engagement with technology (Hadley, Eisenwine, Hakes, & Hines, 2002).

According toLisenbee (2016) the digital divide encompasses many factors

beyond a generation gap between students’ need to utilize technological tools for

learning in their classroom and teachers’ ability to incorporate technology into their

pedagogy effectively. The definition of the digital divide is "gaps in access to and use of

computers based on income, race, or parent education” (Calvert, et.al, 2005, p.592).

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
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When viewing the generation gap between students and teachers, the expectations

from technology by each cohort are drastically different. Students consider technology

as a tool to communicate and interact with others including as a method to demonstrate

their understanding through multimodal interactions. Teachers view technology as a tool

to research and present information in a visual manner (Lisenbee, 2016). Moreover, if

technology is presented as a tool for enacting student-centred curricula, teachers with

teacher-centred beliefs are less likely to use the tool as advocated. Rather, they are

more likely to use it to support the kinds of traditional activities with which they are

comfortable Abbas PourhoseinGilakjani (2012). However, teachers' lack of expertise with

using computers could be another inhibiting condition of frequent use. Most teachers

report at least modest competency in using computers in different ways. But it was not

necessarily the case that the most computer-expert teachers were the ones who used

computers more with their students Henry Jay Becker (2001). Additionally, Teachers

should keep in mind that “effective technology integration must happen across the

curriculum in ways that deepens and enhances the learning process” to successfully

reshape pedagogy (Edutopia, 2008, p. 2). However, John Seely Brown (2000) tries to

describe how young people are different from adults in order to help educators to

change their ways of teaching in order to fit in with the younger generation. In addition,

the expectations from technology by each cohort are classically different. Students

consider technology as a tool to communicate and interact with others including as a

method to demonstrate their understanding through multimodal interactions. Teachers

view technology as a tool to research and present information in a visual manner. Many

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teachers are not comfortable allowing students to independently explore and construct

their knowledge using in multimodal interactions with technology when teachers,

themselves are not experts in a vaitarray of technological tools. This gap between

students expectations and teachers use of technology in a classroom creates a

disconnection between students and teachers. While teachers need to guide instruction

for student’s learning, learning occurs best when students are actively involved in using

technology (Prensky, 2008; Grabe and Grabe, 2007). In addition, Teachers use

technology because it motivates students and offers a different mode of presentation.

Instead of using computers for drill and practice, more confident teachers use

technology as an instructional tool to enhance students’ learning (Lam, 2000). However,

Successful technology adoption in teachers’ classrooms is dependent upon school

administrators providing an individualized, differentiated process of training and

implementation (Gray, 2001).

Teachers’ computer technology use can be influenced by teacher professional

development in computer technology integration. One of the most serious barriers that

assist teachers learn how to use computer technology is insufficient teacher training

Bauer, J., & Kenton, J. (2005), Mitchem, K., Wells, D., & Wells, J,(2003) Yang, C. Q.

(2008). According to Baylor & Ritchie (2002), there are many factors that need to be

taken into account when integrating computers into the class. They consider planning,

leadership, curriculum alignment, professional development, technology use, teacher

openness to change, teacher non-school computer use, technological competency and

technology integration, and teacher students’ attitudes as factors that influence the level

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and usefulness of computer use in the classroom. They also consider the areas of

teacher skill, teacher morale and perceived students’ learning as factors requiring

consideration. Teachers’ technology beliefs are influenced by their philosophy.

Resistance to adopting new technologies stem from teachers’ existing teaching beliefs

(Norton, McRobbie, & Cooper, 2000). Thus, Niederhauser and Stoddart (2001) noted a

“consistent relationship between teachers’ perspectives about the instructional uses of

computers and the types of software they used with their students”. Furthermore, the

strong relationship of computer-related attitudes and computer use in education has

been emphasized in many studies (e.g., van Braak, 2001). According to Myers and

Halpin (2002), a major reason for studying teachers’ attitudes is that it is a major

predictor of future classroom computer use. Moreover, Huang and Liaw (2005) also

state that among the factors that affect the successful use of computers in the

classroom, teachers’ attitudes towards computers play a key role. According to the

research of anBraak, Tondeur, and Valcke (2004) also supported that class use of

computers was strongly affected by attitudes toward computers in education. According

to the College Research Group (2000), perception is the foundation of enhancing

computer use in the classroom. They found that teachers who have inappropriate

perceptions of computer-based learning are unlikely to integrate computers into the

lessons with suitable. Moreover, this notion underlies curriculum dissemination and

program replication, and drives educational policy (Craig, 2006). Attitude toward

technology plays a key role in shaping teacher use of technology in classroom practice

(McGrail, 2005).Ertmer (2005) suggests that in order to change teacher beliefs, research

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needs to be done in the areas where teachers have first-hand experiences with

technology, vicarious experiences where teachers observe successful implementation,

and social-cultural influences through professional learning communities. Janet

Buckenmeyer (2010) stated that teachers need to see the effectiveness of technology

on student learning outcomes. Effective technology integration will only occur through

sustained training and professional development activities, which requires time allotted

to that purpose. In addition, technology mentors indicated that the teachers took longer

than expected to gain new computer knowledge and skills (Franklin, Turner, Kariuki and

Duran 2002). Furthermore, Vannatta and Fordham (2004) found that the teacher

attributes of time commitment to teaching, an openness to change, and professional

development opportunities best predicted technology integration. In addition, time

spent on learning and using technology has a positive relationship with technology

achievement (Liu, Maddux, & Johnson, 2004).

According to H. Newman (2002), belief is an important factor about how

teachers organize their knowledge to arrange the classroom activities or tasks. He

claimed that the relationship between beliefs and tasks are highly complex, since belief

systems are “loosely-bound with highly variable and uncertain linkages to events,

situations, and teachers’ knowledge system”. In addition, M. Fullan (2001) expressed

that teachers’ thinking, knowledge, experience, and beliefs and actions are interrelated,

and they play a key role in their perceptions of implementing instructional strategies.

Teachers’ general pedagogical knowledge “includes knowledge of various strategies and

arrangements for effective classroom managements; and more fundamental

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knowledge and beliefs about learners, how they learn, and how that learning can be

fostered by teaching”. Furthermore, Technology usage requires teacher to change their

pedagogical beliefs and teaching approaches H. R. Marcinkiewicz, B. Hokanson and S.

Hooper and S. Hooper and L. Rieber, (2004), and these changes may be against their

higher-order goals or maybe too demanding to undertake so teachers may resist the

innovations Y. Zhao and K. A. Frank (2003). Teacher beliefs need to be consistent with

the theoretical foundations of practice. Conducting a practice without a congruent

theory may result in unsatisfactory implementation or even no implementation M. Borg

(2001). According, Teo and Wei (2001) they found that teacher’s attitudes towards

computer use in education had no effect on teachers’ computer-based teaching

effectiveness. However, Teo and Wei (2001)said that the teacher’s attitudes towards

computers used in education are shaped by their level of computer proficiency, or vice

versa. Their study also found that the effectiveness of computer-based instruction was

not influenced by the quality of software used. Furthermore, once technology is

integrated into the curriculum, it will introduce disturbances that will on its own

necessitate pedagogical changes Yong Zhao and Gary A. Cziko (2001). However, Yong

Zhao and Gary A. Cziko (2001) stated that a second way to reduce potential

disturbances is to develop easy-touse tools so that the teacher does not need to spend

extra time and energy learning to use the technology. Easy-to-use tools can also help to

reduce the potential disturbance to the goal of maintaining a "good image" before

students since it is less likely that technical problems will arise. Moreover, it uses a

common graphic-interface Web browser, making it easy to learn and use because many

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teachers and students have already had experience with such software. As a result,

eWeb has been very successful in promoting technological adoption among teachers at

different levels Yong Zhao and Gary A. Cziko (2001).

However, teacher educators must act as role models for preservice teachers and

prepare them to use technology in their future professional practices. To better prepare

teachers to integrate technology in their K-12 classrooms, teacher educators should take

the responsibility to prepare future teachers by infusing technology in their education

courses (Vannatta& O’Bannon, 2002; Willis & Tucker, 2001). According to, (Becker,

2000; Niederhauser&Stoddart, 2001; Norm, Grabinger& Duffield, 1999) indicated that

teachers who had more constructivist or student-centered beliefs tended to use

technology and engage the students in more technology-supported student-centered

learning activities, while those who had more traditional or teacher-centered beliefs

tended to use less technology and had students use technology to reinforce skills.

Furthermore, (Becker, 1999; Bigatel, 2002; Niederhauser&Stoddart, 2001) have

suggested that inservice teachers’ beliefs about teaching and learning had impact on

their uses of technology in the classroom.Accordingto Koh and Frick (2009), there is a

positive relationship between a teacher's computer self-efficacy and computer

technology integration in the classroom. In addition, Attitudes had influence on teachers’

uses of technology in classrooms (Boone & Gabel, 1994; Levine &Donitsa-Schmidt,

1998; Piper, 2003). Teachers’ positive attitudes toward technology will make them likely

to use it in the future (Yildirim, 2000). Moreover, (Abbott &Faris, 2000; Kumar & Kumar,

2003) have suggested that preservice teachers’ attitudes toward technology could be

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improved by integrating technology into teacher education course work. In the other

hands, teachers teach as they have been taught, and it is unlikely that computer skills

will be transferred to students and encouraged by teachers unless the teachers have

positive attitudes toward computer use” (Yildirim, 2000). According to Wetzel (2002),

“For instructional technology to be successfully implemented, teacher beliefs and values

need to shift. If they do not, the desired implementation and integration of instructional

technology in education will not occur on a broad scale”. In addition, one of the

necessary elements for the effective use of computer technology in the classroom is

definitely teachers’ professional development King, K. P. (2002). Thus, Abbott and Faris

(2000) examined the attitudes of elementary education preservice teachers toward the

use of computers before and after a semester-long site-based literacy course that

integrated technology to support preservice teachers’ understandings of elementary

teaching. Additionally, modelled technology use and had prospective teachers work on

technology-integrated projects Crowe (2004). However, education technology is actually

spread throughout a broad spectrum of different technologies including, but not limited

to, those used in “design, making, problem-solving, technological systems, resources

and materials, criteria and constraints, processes, controls, optimization and trade-offs,

invention, and many other aspects dealing with human innovation” (Lyle, 2009, p. 35).

According to Bordbar,F. (2010) teachers who spent more time in professional

development activities were more likely to show that they felt well prepared to teach

with computer technology. The successful use of computer technology in classrooms is

affected by teaching experience Giordano, V. (2007), Hernandez-Ramos, P. (2005),

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Wong, E. M. L. & Li, S. C. (2008). According to GorderL. M. (2008), teacher experience

is related with the actual use of computer technology. She said that the effective use of

computer technology was related to technological comfort levels and the liberty to shape

instruction to teacher-perceived student needs.Brinkerhoff, J. (2006) and Diehl D. E.

(2005)showed that professional training programs assist teachers to implement

computer technology and transform teaching practices. If training programs have high

quality, the period for training will be long, new computer technologies for teaching and

learning are provided and teachers are involved in significant activities

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Summary of the Review of Related Literature

In a modern world today using of technology is one of the most important thing

that people should need to know. However, technology can help create a modern world

that makes our things easy, especially in terms of educational system of a country. In

the other hand, educational technology has played an effective role in the process of

modernizing and improving education (Fulton & Honey, 2002). Furthermore, some

schools make special use of new technology for enrichment activities for students who

are already performing at high levels, thus providing relatively less computer access for

at-risk students (Schofield & Davidson, 2004). According to, Cope and Ward (2002),

experienced teachers who had little or no professional development in the use of

technology in the classroom were less likely to use it in the classroom and were less

likely to see the benefit of technology usage in the classroom.In addition, Technology

has also led to a new concept of educational technology as an organized and methodical

process of designing, implementing, and evaluating the learning and teaching process

based on specified goals coming from research in the different fields of knowledge (Al-

Jahoury, 2001).Therefore, teachers may integrate computer technology into their

instruction Lawless, K. A., & Pellegrino, J. W. (2007).

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Chapter 3

Design of the Study

This chapter contains eight parts: 1) Research Design; 2) Research Method; 3)

Respondents of the Study; 4) Research Instrument; 5) Validity of the Instrument; 6)

Reliability of the Instrument; 7) Data Gathering Procedure; and 8) Data Analysis

Procedure.

Part One, Research Design, presents the basis for determining what data were

collected and how will be analyzed and interpreted.

Part Two, Research Method, shows the method used in this study.

Part Three,Respondents of the Study, determines the sample size of population

involved in the investigation.

Part Four, Research Instrument, describes the sources of the data for

investigation.

Part Five, Validity of the Instrument, explains the process of validating

instruments.

Part Six, Reliability of the Instrument, explains the process of measuring the

reliability instruments.

Part Seven, Data Gathering Procedure, provides a step-by-step process gathering

data and conducting the study.

Part Eight, Data Analysis Procedure, guides the researchers in selecting the

appropriate statistical tool employed from data gathering and interpretation.

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Research Design

This descriptive study aimed to find out the level of elementary school teachers’

technological literacy as basis for the development of enhancement program. This

study employed the descriptive research design. Descriptive research is an investigation

which concern with the gathering information about conditions, attitudes or

characteristics of individuals. Its purpose is to describe the meaning of existing

phenomena at a specific time and explore the relationship among phenomena (Fain,

2004).

Research Method

The researchers used survey method to determine the respondents’ Computer

Literacy. Survey method is a process of gathering data wherein the researchers are

using instruments such as checklist, questionnaire and other forms that gathers the

respondents view and response. Through the survey method, the researchers used the

researchers- made questionnaire checklist which served as their instrument in

determining their level of technological literacy.

Respondents of the Study

The respondents of the study were the 30 elementary teachers from

Himamaylan Central School. There are a total of 68 teachers in the said school. Only 30

teachers submitted themselves to be the respondents of the study. Distribution of

respondents is shown in the table below.

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Table 1

Distribution of Respondents

Variable Category n Percentage

Sex
Male 6 20
Female 24 80
Total 30 100
Age
30 – 35 4 13
36 – 40 10 33
41 – 45 6 20
46 – 50 10 34
Total 30 100

Research Instrument

This study utilized an adopted modified researcher-made questionnaire checklist

which was validated by the expert faculty of West Visayas State University-Extension

Campus at Himamaylan City. The instrument contains two parts: Part one asks for the

personal profile of the respondents like age and sex. Part two contains the statements

about basic computer operation skills of the respondents. Responses of the respondents

are classified as:

Mean Scores Description

1.00 - 1.66 Advanced
1.67 - 2.33 Experienced
2.34 – 3.00 Novice

Validity of Instrument

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

An instrument is considered valid if it measure what it intends to measure and is

established by means of face and content validation (Macnee, 2004).

In this study, the adapted modified researcher-made instrument was viewed for

validity by the three expert faculty of West Visayas State University-Extension Campus

at Himamaylan City. The expert faculty checked the instrument to ascertain whether the

research instrument could solicit the right information as per expectations according to

the research topic.

Reliability of the Instrument

Mugenda and Mugenda (2003) define reliability as measure of the degree to

which the research instruments yields consistent results or data after repeated trials. An

instrument is reliable when it can measure a variable accurately and obtain the same

results over a period of time.In this study, the validated was pilot tested and yielded a

cronbach’s alpha value of 0.867 which is highly reliable.

Data Gathering Procedure

First, formal communication was sent to respondents of the study. Respondents

were given the option if they were willing to be part of the study. After the approval,

the researchers conducted an orientation highlighting the nature and significance of the

study. The researcher explained to the respondents the importance of answering the

questionnaire. The answered questionnaire was collected and subjected to analysis and

interpretation.

Data Analysis Procedure

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

The data gathered wastallied, analyzed, and interpreted. Mean was used to

determine the respondents’ level of technological literacy. Mann-Whitney U-Test was

used to determine whether there is a significant difference in the level of technological

literacy of elementary school teachers’ when grouped according to sex, and Kruskal

Wallis Test was used to determine whether there is a significant difference in the level

of technological literacy of elementary school teachers’ when grouped according to age.

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Chapter 4

Results and Discussions

This chapter deals with the results of the study. It contains two parts: (1)

Descriptive Data Analysis; and (2) Inferential Data Analysis.

Part One, Descriptive Data Analysis, presents the descriptive data and

their respective analysis and interpretations. Mean and Standard Deviation were

used to determine the technological literacy of the respondents. It focuses on

the Level of the respondents in Computer Literacy when grouped according to

sex and age.

Part Two, Inferential Data Analysis, compares the technological literacy of

the participant when classified according to sex and age. Mann-Whitney U-test

was used to determine if there is significant difference in the computer literacy of

the respondents when grouped according to sex. A Kruskal Wallis test was used

to compare if there is significant difference in technological literacy when

grouped according to age.

Descriptive Data Analysis

The researchers sought to determine the Elementary School Teachers’

technological literacy as basis for the development of enhancement program.

The statistical tools employed were the mean and standard deviation. The table

shows the result.

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Table 2

Elementary School Teachers’ Level of Technological Literacy when taken as a

whole and grouped according to Age and Sex

Descriptive
N Mean Std. Deviation
Category Interpretation
As a whole 30 2.05 Experienced 0.64
Age
30-35 4 2.40 Advanced 0.46
36-40 10 2.39 Advanced 0.55
41-45 6 2.04 Experienced 0.68
46-50 10 1.57 Novice 0.48
Sex
Male 6 2.08 Experienced 0.69
Female 24 2.04 Experienced 0.64

Legend:

Mean Scores Description

1.00 - 1.66 Advanced
1.67 - 2.33 Experienced
2.34 – 3.00 Novice

Table 2shows that the Elementary School Teachers computer literacy is

interpreted as experienced with M=2.05; SD =0.64. This means that regardless of age

and sex, respondents are quite similar in their technological literacy.

When the mean scores are assessed, the age group of 30-35 got the highest

mean with M = 2.40, SD = 0.46 and is interpreted as advanced while the age group of

46-50 got the lowest mean with M =1.57;SD=0.48 and is interpreted as novice. This is

supported by the Oblinger, 2003 which says, the younger the age group, the higher is

the percentage who uses the Internet for school, work, and leisure.

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

On the other hand, when the mean scores of both sexes are assessed, result shows that

males have higher computer literacy with M = 2.08, SD= 0.69 than females with

M= 2.04, SD = 0.64. This means that males perform better in basic computer

operations than their female counterparts. This result is confirmed that boys feel more

attracted to and develop more confidence with computers, while many girls develop

negative attitudes, lowered interest, and anxiety (Cooper &Weaver, 2003).

Inferential Data Analysis

To determine whether there were significant differences in computer

literacy among the respondents, when grouped according to age and sex, the

researchers used the Kruskal Wallis Test for age and Mann Whitney U – test as a

statistical tool for sex.

Table 3

Differences in the Level of Computer Literacy of Elementary School Teachers when they
are grouped according to Age

Variables N Mean P
Age
30 - 35 4 19.88
36 – 40 10 20.25
41 – 45 6 15.50 0.025
46 – 50 10 9.00
Significant>0.05

Kruskal-wallis test result shows a significant difference in the elementary school

teachers’ level of technological literacy when grouped according to age with

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

p=0.025.This means that the respondents’ computer literacy varies significantly with

age. According to Thielfoldt&Scheef, 2004 Technology has always been part of teachers’

lives, whether it is computers and the Internet or cell phones.

Table 4

Differences in the Level of Computer Literacy of Elementary School Teachers when they
are grouped according to Sex

Category N Mean Z Mann-Whitney U P

test
Sex
Male 6 15.74 -.078 70.50 0.93
Female 24 15.44 .

Not Significant>.05

Table 4 shows no significant difference in the when grouped according to sex,

with p=0.93. This means that computer literacy does not vary with sex. This result is in

contrast with the study of Fallows,2005; in Hargittai&Walejko,2008, where males use

the Internet more than women for a wide range of activities, particularly those that

require greater technological skills such as job searching, e-banking, and post in group

loading material.

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Chapter 5

Summary, Conclusions, and Recommendations

This chapter is divided in three parts: 1) Summary; 2) Conclusions; and

3) Recommendations.

Part One, Summary of the Problems, Methods and Findings, presents the aims,

methods and procedures, and findings obtained from the results.

Part Two, Conclusions, discusses the conclusions about the results of the study.

Part Three, Recommendations, presents suggestions in relation to the results.

Summary of the Problem, Methods and Findings

This study aimed to determine the Computer Literacy of Himamaylan Central

School Elementary Teachers.

Specifically, this study sought to answer the following questions:

1. What is the level of Elementary School Teachers’ Computer

Literacy when taken as a whole and when grouped according to age and sex?

2. Is there a significant difference in level of Elementary School Teachers'

Computer Literacy when grouped according to age and sex?

Thus, the hypothesis tested was:

There is no significant difference in the in level of Elementary School

Teachers’ Computer Literacy when grouped according to age and sex.

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

This study was conducted among 30 elementary school teachers in Himamaylan

central school. The data gathering instrument used was adapted-modified questionnaire

checklist to determine the technological literacy of the respondents.

Both descriptive and inferential statistics were used to analyze the data. Mean

was used to describe the respondents’ technological literacy when taken as a whole and

when grouped according to age and sex. Kruskalwallis test was used to determine the

significant difference in the respondents’ computer literacy when grouped according to

age and Mann–Whitney U test for sex.

Findings

1. The level of Elementary School Teachers’ Technological Literacy when

taken as a whole and when grouped according to age and sex was interpreted as

experienced. When the mean scores are assessed, the age group of 30-35 got

the highest mean which is interpreted as advanced while the age group of 46-50

got the lowest mean which is interpreted as novice. On the other hand, when the

mean scores of both sexes are assessed, result shows that males have higher

technological literacy than females.

2. There is a significant difference in the Elementary School Teachers’

Technological Literacy when grouped according to age but no significant

difference was found when the respondents are grouped according to sex.

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Conclusion

Generally, the level of elementary school teachers’ in Himamaylan central

school computer literacy was interpreted as experienced. This means that they

were quite familiar when it comes to technology. In terms of age, the youngest

group of teachers are advanced in their technological literacy. This is because it

was during their time were the use of technology was formalized, computer

subjects were integrated in the curriculum and even undergraduate thesis during

those times were already printed in computer. On the other hand, older

respondents’ technological literacy was interpreted as novice. Probably because

they are just new to computers. Moreover, even though computers during their

times already existed, it was not given emphasis since computers were very

expensive and only those who can afford were given opportunity to acquire.

There was a significant difference in the computer literacy of respondents

when grouped according to age. Probably because younger respondents were

more literate and skillful as regards basic computer operations than the older

respondents where most of them are just new to computers. Meanwhile, no

significant difference was found between sexes. This maybe because of the

onset of social media like facebook, twitter, Instagram and other forms where

teachers are actively engaged regardless of their sexes.

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Recommendations

In the view of the abovementioned findings and conclusions, the

following recommendations are formulated.

The Department of Education is now upgrading its system by requiring all

teachers to encode some requirements like passing online reports, making

supporting instructional materials (SIM) making grades and forms. Basic

computer literacy operations is found to be very important to every teachers. In

this view, it is recommended that respondents that were found to be novice in

their technological literacy may be given by their superiors with workshops on

basic computer operations for them to be adapted to the new system.

For teachers who were found to be novice, it is recommended thatthey

submit themselves to participate in the possible workshops that may be given to

them for them to get adjusted to the use of new technology.

For school, all teachers’ must know how to handle basic computer skills.

Nowadays teachers are expected to manipulate basic computer skills in terms of

teaching, making report and other school works that requires basic computer

skills.

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

References

Brown, J. S. (2000). Growing up digital: how the web changes work, education, and the
ways people learn. Change. The Magazine of Higher Learning , 32(2), 11-20.

Buckingham, D. (2006). 'Is there a digital generation?' In D. Buckingham and R. Willett

(Eds), Digital generations: children, young people and new media. London:
Lawrence Erlbaum.

Buckingham, D. (2007). 'Digital media literacies: rethinking media education in the age
of the Internet.'Research in comparative and international education , 2(1), 43-
55.

Corlette Hill & Tanya Heard (2010). Technology Literacy in Fort Bend ISD: Educational
Technology Specialist & Educational Technology Coordinator Administration
Annex Building

Davies, C. (2008). Digital Literacies: A view from young people. Paper presented at the
ESRC seminar series: The educational and social impact of new technologies on
young people in Britain, 21 October 2008, Graduate School of Education,
University of Bristol, Bristol, UK.

Green, H and Hannon, C, 2007, Their Space: Education for a digital generation, online
version, accessed September 4 2007,
http://www.demos.co.uk/files/Their%20space%20-%20web.pdf

Groff, J., & Haas, J. (2008).Groff, J., & Haas, J. (2008). Web 2.0: Today’s technology,
tomorrow’slearning. Learning & Leading with Technolog y, September/October
2008.

Groff, J., &Mouza, C. (2008). A framework for addressing challenges to classroom

technology use. Association for the Advancement of Computing in Education
(AACE) Journal, 16(1), 21-46.

Huber, J. (2010). Learning.com’s Digital Learning Environment . (The H.W. Wilson

Company/WilsonWeb), Retrieved June 28, 2010

Livingstone, S. (2002). Young people and new media: childhood and the changing
media environment. London: Sage.

Na, M. (2001). 'The home computer in Korea: gender, technology, and the family'.
Feminist Media Studies, 1(3), 291-306.

Roland, J. (2006). Measuring up: Online Technology assessment tools ease the teacher’s

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

burden and help students learn. Learning & Leading with Technology , 34(2), 12-
17.

Ray Shackelford (2007). Technological Literacy: A New Basic for Inclusion in the
University’s CORE Curriculum

Selwyn, N. (2006). 'Exploring the "digital disconnect" between net-savvy students and
their schools'. Learning, Media and Technology , 31(1), 5-17.

Schactez, J. (1999). The Impact of Education Technology on Student Achievement:

What the Most Current Research Has To Say, Santa Monica, CA: Milken
Exchange on Education Technology.

Sandra Räima1, AndraSiibaka (2013). Teacher-student interaction on social networking

sites: teachers’ perceptions and experiences

Oblinger, D. (2003 July/Aug). Boomers, Gen-Xers, and Millennials:

Understanding the New

WILLIAM E. DUGGER, JR., (2003) et al. Advancing Excellence in Technological Literacy

Wes Perusek, (2003) et al. Improving Technological Literacy in the Schools

www.sokanu.com/careers/elementary-school-teacher/

cms.bsu.edu//media/www/departmentalcontentsenate/agendasminutes/200708/techlit2

www.techopedia.com/definition/7039/enhancement

Newton, F.B. (2000, Nov/Dec). The New Student. About Campus, 8-15

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Appendices

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Appendix A

Letter to the Validators

July 17, 2017

___________________
___________________
___________________

Dear Ma’am:

Greetings in the expression of Service, Harmony and Excellence!

We, the Bachelor in Elementary Education (BEED) students of West Visayas State
University- ECHC are presently conducting a study entitled “Assessment of Elementary
School Teachers’ Technological Literacy: Basis for the Development of Enhancement
Program” as partial fulfillment of the requirements for the said degree.

In this regard, we may ask for your expert assistance to be one of the evaluators to
validate our instrument.

Attached is our proposed research instrument. Please check whether the items are
correctly categorized and relevant to the study. Kindly provide your comments and
suggestions for its improvement.

Thank you very much!

Respectfully yours,

CAMELA V. CORIMAO

ROXAN T. DECENA

JANIEL J. EGCA

CHARLES EDWIN M. INFANTE

The Researchers

Noted:

VIRGIE P. TAN, Ph. D

Thesis Adviser

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EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Appendix B

Letter to the Principal

September 18, 2017

MS. JOY T. YANSON

Principal I

Dear Ma’am:

Greetings in the expression of Service, Harmony and Excellence!

We, the Bachelor in Elementary Education (BEED) students of West Visayas State
University- Extension Campus at Himamaylan City are presently conducting our
undergraduate thesis entitled, “Assessment of Elementary School Teachers’
technological Literacy: Basis for the Development of Enhancement Program ” as partial
fulfillment of the requirements for the said Degree.

In this regard, may we humbly ask your good office to allow us to conduct a study of
our validated instrument to your teachers. Rest assured that any data gathered will
solely be used for the purpose of the study and will be kept with utmost confidentiality.

Thank you very much in anticipation for the positive response to this humble request.

Respectfully yours,

CAMELA V. CORIMAO

ROXAN T. DECENA

JANIEL J. EGCA

CHARLES EDWIN M. INFANTE

The Researchers

Noted:
VIRGIE P. TAN, Ph.D.
Thesis Adviser

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Appendix C

Letter to the Respondents

September 18, 2017

To the Respondents:

Greetings in the expression of Service, Harmony and Excellence!

We, the Bachelor in Elementary Education (BEED) students of West Visayas State
University- Extension Campus at Himamaylan City are presently conducting our
undergraduate thesis entitled, “Assessment of Elementary School Teachers’
technological literacy: Basis for the Development of Enhancement Program” as partial
fulfillment of the requirements for the said Degree.

In line with this, we are humbly asking for your valuable assistance to be one of the
respondents to answer our duly validated questionnaire for our study. Rest assured that
the data gathered will solely be used for the purpose of the study and will be kept with
utmost confidentiality.

Your full participation would be a great contribution to the success of our research
undertakings.

Thank you very much and God bless!

Very truly yours,

CAMELA V. CORIMAO

ROXAN T. DECENA

JANIEL J. EGCA

CHARLES EDWIN M. INFANTE

The Researchers

Noted:

VIRGIE P. TAN, Ph.D

Thesis Adviser

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

Appendix D

Instrument

September 18, 2017

Dear Teachers,

Greetings in the expression of Service, Harmony and Excellence!

We the BEED students of West Visayas State University- Extension Campus at

Himamaylan City. As part our degree requirements, we are conducting our study
entitled, “Assessment of Elementary School Teachers’ Technological Literacy: Basis for
the Development of Enhancement Program”.

This survey will only take 20 minutes. The questions contain Basic Computer Operation
Skills. There will be no right or wrong answers to the questions.

Rest assured that all information disclosed in the survey will be kept confidential and will
be used for research only.

Part I.
Instruction: Please accomplish the needed information below.

Name (Optional): ___________________

Age : _________________

Sex : _______Male _______ Female

Part II.

Read each item carefully and check (/) mark whether you are ADVANCED,
EXPERIENCED or NOVICE in the use of computer.

Advanced – demonstrate excellent computer skills. Regularly use application software at

home or work. Can conduct many types of searches on the Internet and are
able to troubleshoot and manage their systems effectively.

Experienced – demonstrate good computer skills. Familiar with software such as word
processors, spreadsheets and databases have developed the skills to locate
navigation and menu features of new programs and browse and experiment
on their own.

Novice – demonstrate little computer literacy skills. Had very little experience using
computer

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

NOVIC
COMPUTER SKILLS CHECKLIST E EXPERIENCED ADVANCED

BASIC COMPUTER OPERATION

MOUSE SKILLS
Click, Double-Click, Drag, Right-Click
Use Controls (Scroll Bars, Drop-Down Lists, Radio Buttons,
Buttons, Text Boxes, Check box)

KEYBOARDING:
Proper keyboard finger positions
Keyboard shortcuts, Function keys, and Numpad

SCREEN and FILE:

Title Bar, Menu Bar, Toolbars, Status Bar, Ruler
Normal, Web Layout, Page Layout, and Outline Views, Custom
Views
Open, Close, Save, Save As, New, Print
Page Setup:Header and Footer, Vertical and Horizontal
Alignment
Margins, Orientation, Paper Size

EDITING and TOOLS:

Spacebar, Enter
Backspace, Delete, and Insert Text
Select Using Keyboard Keys and Mouse
Show/Hide
Cut, Copy, Paste
Thesaurus
Spelling and Grammar
AutoCorrect

PRINT and DOWNLOAD:

Image Files (Save Picture As)
Other Files (Text Files, Executable Files)
Select Printer, Properties

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 WEST VISAYAS STATE UNIVERSITY
EXTENSION CAMPUS AT HIMAMAYLAN CITY
Himamaylan City, Negros Occidental

NOVIC
COMPUTER SKILLS CHECKLIST E EXPERIENCED ADVANCED

DATA, CHARTS, FORMAT, and FORMULA

Insert/Edit Picture, Clip Art, AutoShapes, Chart
Format Picture
Insert/Edit Text Box, Object
Bullets: Insert Bullets and Numbering, Customize
Apply Design
Font Alignment, Font, Font Style, and Font size
Create and Edit Chart
Custom Type Charts, SmartArt
Create and Insert Formula, Functions
Page Range, Copies, Options

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