Abstract
This article describes a new approach to computer literacy education--one that takes a radical departure from today's woefully outdated courses and makes computer literacy a legitimate part of the university curriculum. Two facets of this approach are featured: (a) an examination of the social context surrounding the use of computer technology and the implications of this technology on society and (b) a problem-solving-oriented laboratory in which students take advantage of leading-edge technology to learn new ways to use the computer to solve problems, thereby moving beyond the traditional topics of word processing, spreadsheets, and databases. Teaching strategies designed to improve the performance of groups historically weak in areas of technology are highlighted.