Computer Literacy as Ideology

Of course, there are some more purely academic and/or pedagogical arguments: that learning about computers is a worthwhile experience in and of itself; that it encourages the learning of formal logic and mathematics (on which all computer functioning is based); and that computers can be useful productivity tools for other academic work. Although such arguments as these are beginning to appear more frequently, the vocational emphasis is still the most predominant.

Taken together with the emphasis on "improving attitudes" which is often a part of the idea, these arguments constitute what can be termed "the ideology of computer literacy". "Ideology" may at first seem to be too strong a term, suggesting as it does that the concept of computer literacy constitutes a belief system which grounds a range of social and political actions, and which works to the advantage of certain social groups while disadvantaging others. If we look closely at the avowed purposes of computer literacy, however, and at who stands to benefit from its acceptance as an educational objective, we can begin to recognize its ideological aspects.

Re-examining the Reasons for Educational Computing

Perhaps the most basic justification for advocating a computer-literacy curriculum is the widely-accepted myth of the "coming Information Age", and its impact on future job markets. As several critics have pointed out, the concept that the majority of future jobs will require computer skills rests upon a superficial analysis of vocational trends (see, for instance, Apple, 1987, 1988; Menzies, 1989; Dublin, 1991). In fact, the number of future jobs which will actually require the ability to either program a computer, or deal with sophisticated software in some creative way, will be a distinct minority of the positions created by the Information Age. Overall, in fact, computerization of industry will eliminate more jobs than it creates, with the biggest growth areas in service and clerical jobs, as traditional semi-skilled jobs are displaced by automation. Professional-level information management jobs will increase, but not as fast as more mundane occupations.

In a similar way, the fact that computers are everywhere, from grocery store check-outs to fitness parlours, hardly implies a requirement for computer skills. Many of these systems have been designed to be "user-friendly," but that very "friendliness" is based on making the operation of the machines as simplistic as possible, usually requiring only a minimum of reading abilities and motor skills. Understanding the principles of operation behind such machines is neither required, nor particularly beneficial. In fact, troubleshooting the machines, which used to be a part of the operator’s job, is now no longer possible for any but the most highly-trained and well-equipped technicians.