Computer literacy across the lifespan: a review with implications for educators

摘要

The ability of an individual to interact with a computer, referred to as computer literacy, has been receiving increasing attention in the research literature. However, there appear to be no reviews of the empirical research regarding computer literacy to date. The present article summarizes past and current empirical studies regarding computer literacy that have implications for educators of students of any age, organized by the developmental domains of childhood, young and middle adulthood, and older adulthood.