Computer literacy: today and tomorrow
Journal of Computing Sciences in Colleges
A critical computer literacy course
Journal of Computing Sciences in Colleges
Proceedings of the first international workshop on Computing education research
Technology skills of incoming freshman: are first-year students prepared?
Journal of Computing Sciences in Colleges
What do beginning students know, and what can they do?
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Commonsense computing: what students know before we teach (episode 1: sorting)
Proceedings of the second international workshop on Computing education research
Gender difference trends in computer literacy of first-year students
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Computer literacy: a student-oriented perspective
Journal of Computing Sciences in Colleges
Computer skills of first-year students at a South African university
Proceedings of the 2009 Annual Conference of the Southern African Computer Lecturers' Association
A typology of CS students' preconditions for learning
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Challenges in employing complex e-learning strategies in campus-based universities
International Journal of Technology Enhanced Learning
Computer literacy as life skills for a web 2.0 world
Proceedings of the 42nd ACM technical symposium on Computer science education
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Do new college students already know much of what has previously been taught in our computer literacy courses (assuming a functional definition of knowledge according to which students are proficient with personal computer and Internet applications)? We conducted a survey of incoming first-year students at Quinnipiac University to learn not only their skill level with a representative range of technology tasks, but also from whom they learned these tasks. Results provide a profile of students who report learning many technology tasks primarily on their own. We propose a taxonomy according to which native technology tasks are learned with family support, social and educational technology task categories are supported by friends and teachers, respectively, and optional technology tasks are learned with little support. Our results will help in the design of appropriate computer literacy courses.