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Most definitions of computer literacy or ability are either too narrow or too broad, making it difficult to sort out conflicting research results. A multicomponent measure of ability to use computers, isolating independent constructs, is needed in order to clarify and interpret future research. In this study, the 22-item Computer Ability Survey (CAS) was administered to 647 preservice teachers to assess four distinct components of ability to use computers: software ability, awareness, programming skill, and perceived control. The internal reliability coefficient for the full measure was .96. The alpha coefficients for each of the ability subscales—software/awareness (α = .94), programming (α = .93), and perceived control (α = .89)—showed a high degree of internal consistency. The principal components factor analysis showed that each construct was relatively independent. Significant positive correlations (p <.001) among all ability subscales, attitudes toward computers (another measure of software skill), and mathematical ability supported the external validity of the CAS. Researchers and educators could use the CAS to evaluate and predict performance of adult learners.
Robin Kay (Wed,) studied this question.