Integrated Approach

Computer literacy is about being versed on computers in some aspect; whether this means being versed at the inner workings of the computer (such as the computing aspects of the system, system design and operation, system logic, binary and hexadecimal structures etc.) or being able to effectively operate certain software for productivity, research, communication, entertainment and so on (such as database management, internet usage, email and social networking, gaming etc.). It is simply a matter of what aspects of computers a person is literate in and to what extent. A biologist may be very literate in marine biology while another may be very literate in insects or desert creatures; neither may be very literate in the other's field.

While the pundits have left computer literacy with no absolute definition, the integrated approach is an APPROACH to computer literacy in which various ICT skills/knowledge are acquired. This means that it is part of the computer literacy process but it is NOT computer literacy in of itself. For example, rather than coming into a class to learn how to send an email, the integrated approach in a Geography class would perhaps have students learn how to send an email as part of a wider lesson in which the objective is to share collected weather data with the local Met Office. In this scenario, the objective is to share data with the Met Office, NOT to learn how to send emails (which is something that would more likely be a IT lesson objective).

In the integrated approach, ICT skills are essentially developed in a manner secondary to the main subject content.  In a way, the students learn these skills without even thinking of acquiring the skills, their primary focus is the main subject area and the ICT skills is merely a 'cool' byproduct of what they are studying.  To some extent, this method of learning ICT skills is very favourable to the students because they are not 'worried' about passing ICT - they do not feel any anxiety with those skills being assessed for a grade.

Challenges

The integrated approach to ICT had a number of challenges however.  These include:

1) Identifying and applying context for integration:  It can be very time consuming for teachers to examine and identify aspects of their curriculum in which they can integrate ICT effectively.  The use of ICT in a lesson must be well planned.

2) The ability to craft the curriculum in such a way as to allow for integration:  Teachers must be skilled/knowledgeable in the ICT options available so as to reshape the curriculum to effectively factor in ICT.

3) Inadequate equipment and facilities to allow for use in classrooms other than the IT labs:  It is necessary to have appropriate equipment to use ICT.  Furthermore, the classroom environment or work area must be conducive to the use of ICT (and must be secure).  In light of the cost to put these things in place, the provisions at many institutions are inadequate.

4) Long planning times initially:  The three items above can be very time consuming to put in place.

5) Large class sizes:  In classes with many students, managing both the students and equipment can be very challenging.  In addition, much more group activities may need to be designed in order to 'stretch' the ICT resources that are available.

Responsibility

From a general standpoint, it is the responsibility of all teachers to assist students in the process of becoming computer literate. When we talk about processes like the integrated approach, it may not be most accurate to say we are 'teaching' computer literacy. In this approach we are teaching other concepts of our curricula while accessing ICT skills. With such approaches however, all teachers have some responsibility to guide students to the awareness and development of certain ICT skills. The students also have a responsibility to hone these skills and share them with their colleagues.

It is also the responsibility of the IT instructor to educate students through the IT curriculum to cover things like the inner workings of the computer, software packages and so on.

Since there are different schools of thought on what being 'computer literate' means.  Responsibility may vary at different institutions.  Some guiding philosophies may result in the IT teacher being the person who handles all things ICT, even the process of integrating into different classes - this may be evident in this person being required to provide all technical support to other teachers when they integrate ICT.

The integrated approach opens up many avenues to teachers to supplement their lessons while helping students to become more aware of and competent in the use of computers in today's ever more technology driven world.