Computer Literacy as Ideology

Clearly, this teacher accepts the scenario of a future world permeated by computers. His reaction is motivated by a genuine concern for the welfare of his students. What he wants for them is what he wants for his own children: an increase in their competence and power in dealing with the world of information processing. In his opinion, this is important enough that it warrants forcing computer literacy upon students if necessary, through mandatory courses of up to two years’ duration. Most other teachers share this commitment. Carl Higgins, a drafting teacher, says:

I was a bit dubious about the use of computers... that is becoming less and less... I am convinced that it is the way of the future. You can do things that not only look good, but are much faster and much more accurate... In the future a person can do it so much quicker... it will lead to much more productivity and those people without those skills will not have the ability to use computers and computer information... they will not be redundant, but not able to compete.

Carl sees computers as productivity tools, tools with such power that those lacking the skills to use them will be left behind. Our observations of his classroom indicated that persistent hardware and software problems hampered his ability to use the computer system in his classroom, but this has not shaken his faith in the ideology of computer literacy. Harry Thorne, a geography teacher, echoes this faith:

I mean pretty near any type of occupation that you’re gonna get into, having some knowledge on them and seeing how they can be used - not only just in computer studies or other courses that predominantly use them - I think the constant exposure to them, I think it’s gonna be very beneficial to the students in becoming familiar with them, and learning how they can use them in a number of different situations.

Here we see the more general form of the ideology of computer literacy, in which computers are viewed as a kind of enrichment resource, without always being tied to either technical or vocational education. Although certainly aware of the vocational arguments, the teachers quoted above also remain oriented to other academic and pedagogical traditions of public education.