The document discusses computer literacy for teachers and outlines competencies that teachers need related to computers. It presents ACM's set of competencies for teachers, which includes being able to read and write simple programs, use educational software and hardware, discuss the impact of technology, and more. It also discusses differing views on what defines computer literacy for teachers and how teachers' needs vary depending on whether they teach computing topics or just use computers as a classroom tool.

1. COMPUTER LITERACY FOR TEACHER Marta Oños Irma Aspe

2. The programming issue LITERACY: involves reading and writing. Some writers equate computer programming with literacy, others see reading and writing programs as only one part of the concept. The Association of Computing Machinery (ACM) in an aim to underline the need of computing in schools, developed a set of competencies for teachers

3. ACM’s SET OF COMPETENCIES Read and write simple computer programs Use educational computer programs and documentation Use hardware terminology Recognize the limits of solving educational problems using the computer. Locate information on computing in education Discuss the historical development of computer technology for education Discuss the moral and human impact issues relating to societal and educational use of computers.

4. Competencies for computer-literate teachers Individuals and groups have proposed various computer literacy goals for teachers. Rawitsch oulined six major goals: Operating computers Using computer application Integrating applications into curricula Evaluating applications Designing new applications Programming computers

5. Concern over defining and teaching computer literacy has led North Carolina (1983) to develop a State Plan for Computer Utilization in North Carolina Public Schools. Despite the lack of consensus on the nature of teacher computer literacy, educators have produced definitions through program development. Computer literacy is included in the programs of teacher training institutions such as: - Arizona State University - Columbia University Teacher’s College - Stanford University - Others

6. Differing teacher needs Individual teacher requires specific computer competencies: Teachers who teach computing or computer literacy Teacher who only use a computer in their teaching. Teachers who neither use nor teach about computer Computer literacy confounds two ideas: The computer has a classroom tool The computer as a subject of instruction: is becoming increasingly important

7. In the classroom a computer may serve a teacher as: A medium of instruction: CAI (computer Assisted Instruction), the use of computer to present drill, practice exercises, tutorial and simulation to the student. For managing instruction : gradebook, diagnostic testing, lesson prescription and CMI. (Computer managed instruction). The CMI is an instructional strategy whereby the computer is used to provide learning objectives, learning resources, and assessment of learner performance. In various other ways: Producing worksheets, printing home reports, managing data files, producing tests, and word processing.

8. Specific skills and knowledge The specific skills and knowledge required to make teachers computer literate remain undefined . According to Davis “responsible curriculum choice must always attend to what knowledge for whom and for what possible uses teachers need specific competencies to deal with specific classroom situations Teachers should specify their own computer literacy needs and create their own individual computer literacy education plans(ICLEPs).