Abstract
M.Ed. (Media Studies)
The twentieth century is characterised by technological development,
and even more by electronic development. It is therefore logical
that the computer is increasingly used in the labour market and at
home. This puts greater pressure on schools to educate and train
pupils to attain computer literacy.
As it appears that teachers are insufficiently trained to convey
these skills, there is a definite need for in-service training
regarding computer literacy. The function and task of the media
centre teacher are such that he is the most suitable person to
present this in-service training.
In-service training is non-formal and andragogically grounded. The
presentation of in-service training must .therefore be based on
specific principles. To be of any value it must be directed at the
teacher's professional needs. These needs determine that in-service
training may be presented from the macro-, meso- and microlevels.
The direct involvement of the media centre teacher in computer
literacy occurs at microlevel and it is indicated that In-service
training and guidance are related matters.
The computer, as an aid and a medium, has qualities which make it
useful in education. Although the computer has many advantages as an
educational medium, many didactitions object to its being regarded as
a super medium. At present there are many limitations which curtail
the maximal usage of the computer as an educational medium.
The concept of computer literacy is non-static and differs from
culture to culture and person to person; consequently a variety of
knowledge and skills is needed for computer literacy. An effort has,
however, been made to identify the generally valid knowledge and
skills. A model of the guidance activity, as a teaching skill, has
been applied to computer usage.
The given reference framework and guidance activity are followed by
guidelines for the media center teacher's androgenic guidance task
regarding computer literacy.