Computer Literacy Quotes

A computer does not substitute for judgment any more than a pencil substitutes for literacy. But writing ability without a pencil is no particular advantage.

When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them. In the emerging highly programmed landscape ahead, you will either create the software or you will be the software. It’s really that simple: Program, or be programmed.

When programmers speak of "computer literacy," they are drawing red lines around ethnic groups, too, yet few have pointed this out.

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

Computer literacy, however, is really a euphemism for forcing human beings to stretch their thinking to understand the inner workings of application logic, rather than having software-enabled products stretch to meet people’s usual ways of thinking.

Most persons are surprised, and many distressed, to learn that essentially the same objections commonly urged today against computers were urged by Plato in the Phaedrus (274–7) and in the Seventh Letter against writing. Writing, Plato has Socrates say in the Phaedrus, is inhuman, pretending to establish outside the mind what in reality can be only in the mind. It is a thing, a manufactured product. The same of course is said of computers. Secondly, Plato's Socrates urges, writing destroys memory. Those who use writing will become forgetful, relying on an external resource for what they lack in internal resources. Writing weakens the mind.

The Buddha resides quite as comfortably in the circuits of a digital computer or the gears of a cycle transmission as he does at the top of a mountain. — Robert Pirsig, Zen and the Art of Motorcycle Maintenance

The irony across all self-protection is that at the same time as we’re worrying about machine learning and artificial intelligence taking jobs and dehumanizing work, we’re intentionally or unintentionally creating cultures that, instead of leveraging the unique gifts of the human heart like vulnerability, empathy, and emotional literacy, are trying to lock those gifts away. There are some things that machines and algorithms do better than us for the simple reasons of computing power, quicker elimination of variables that humans either don’t see or won’t readily dismiss, and the fact that machines have no ego.

Szabo reckoned that the future of libraries was a combination of a people’s university, a community hub, and an information base, happily partnered with the Internet rather than in competition with it. In practical terms, Szabo felt the library should begin offering classes and voter registration and literacy programs and story times and speaker series and homeless outreach and business services and computer access and movie rentals and e-book loans and a nice gift shop. Also, books.

For Bill and Judy, obedience to the Great Commission means outreach to international students: providing hospitality to them and looking for ways to serve. For Sarah, it means joining forces with the "Not for Sale" movement to help liberate people from human trafficking so that they might experience God's love. For Trevor, it means using his science skills to work for the eradication of malaria in Togo, West Africa. For some Filipina maids, it means following Jesus into Saudi Arabia as domestic servants so that they can share God's love with Saudi families. For Jeff and Judy, it means using computer skills and literacy training to touch the people and the nation of Chad. For Uchenna and Dolapo, it means joining a Nigerian mission agency that enabled them to move to North Africa as community developers. The common thread is this: God's people, relying on God's power and presence, go out and look for opportunities to share and demonstrate the love of Jesus to all peoples everywhere.

We still face a slew of digital divides, in that some people simply have better access to good computing equipment, fast network access, and digital literacy skills than others. These divides commonly fall along socioeconomic lines:

As our economy shifts more and more onto an information basis, we are inadvertently creating a divided society. The upper class is composed of those who have mastered the nuances of differentiating between "RAM" and "hard disk." The lower class consists of those who treat the difference as inconsequential. The irony is that the difference really is inconsequential to anyone except a few hard-core engineers. Yet virtually all contemporary software forces its users to confront a file system, where your success is fully dependent on knowing the difference between RAM and disk. Thus the term "computer literacy" becomes a euphemism for social and economic apartheid. Computer literacy is a key phrase that brutally bifurcates our society.

Of the components of IQ tests, Ashkenazim do well on verbal and mathematical questions but score lower than average on visuospatial questions. In most people, these two kinds of ability are highly correlated. This suggests that some specific force has been at work in shaping the nature of Ashkenazi intelligence, as if the population were being adapted not to hunting, which requires excellent visuospatial skills, but to more urban occupations served by the ability to manipulate words and numerals. So it’s striking to find that Ashkenazim, almost from the moment their appearance in Europe was first recorded, around 900 AD, were heavily engaged in moneylending. This was the principal occupation of Jews in England, France and Germany. The trade required a variety of high level skills, including the ability to read and write contracts and to do arithmetic. Literacy was a rare ability in medieval Europe. As late as 1500, only 10% of the population of most European countries was literate, whereas almost all Jews were.7 As for arithmetic, it may be simple enough with the Arabic numerals in use today. But Arabic numerals did not become widespread in Europe until the mid-16th century. Before that, people used Roman numerals, a notation system that has no zero. Calculating interest rates and currency swaps without the use of zero is not a straightforward computation.

The irony across all self-protection is that at the same time as we’re worrying about machine learning and artificial intelligence taking jobs and dehumanizing work, we’re intentionally or unintentionally creating cultures that, instead of leveraging the unique gifts of the human heart like vulnerability, empathy, and emotional literacy, are trying to lock those gifts away. There are some things that machines and algorithms do better than us for the simple reasons of computing power, quicker elimination of variables that humans either don’t see or won’t readily dismiss, and the fact that machines have no ego. They don’t need to be right to protect their self-worth, so they don’t defend or rationalize, they simply recalculate and recalibrate in an instant.

Digital literacy is not just about understanding technology; it's about empowering yourself to shape the future

In the digital age, the ability to navigate information is as crucial as the ability to read and write

Artificial intelligence is not the future we fear; it is the present we must shape with ethical considerations and human values

Blockchain technology offers a new level of trust and transparency, redefining how we interact with the digital world

Quantum computing will unlock mysteries we've yet to imagine, driving progress in science, medicine, and beyond

The true power of technology lies not in its complexity but in its potential to improve lives and solve global challenges

In a world driven by data, digital literacy is your compass, guiding you through the vast ocean of information

Embrace the digital revolution not as a challenge but as an opportunity to innovate, create, and inspire change

Ethical technology use is the foundation of a better digital world, where innovation and responsibility go hand in hand

Your digital journey starts with literacy, but it ends with limitless possibilities for a brighter, more connected future

The future belongs to those who can harness the power of technology with wisdom and foresight

Digital literacy is the bridge between merely using technology and truly understanding it, enabling us to innovate responsibly

Like money and clocks and all other forms of measurement, numbers acquired a separate life and intensity with the growth of literacy. Nonliterate societies had small use for numbers, and today the nonliterate digital computer substitutes “yes” and “no” for numbers. The computer is strong on contours, weak on digits. In effect, then, the electric age brings number back into unity with visual and auditory experience, for good or ill.

The illiteracy of the 21st century will no longer be defined by the inability to read or write, but by the incapacity to adapt and innovate through the language of computer code.

audit is possible, yes—but it requires the inspector general’s office and the auditors and the audit report-readers and everyone else in the institutional context to have a level of mathematical and computational literacy in order to understand and communicate about the results. When you ask for medical test results, you get a report, and lawyers and activists understand that.

Perhaps most centrally, the blockchain is an information technology. But blockchain technology is also many other things. The blockchain as decentralization is a revolutionary new computing paradigm. The blockchain is the embedded economic layer the Web never had. The blockchain is the coordination mechanism, the line-item attribution, credit, proof, and compensation rewards tracking schema to encourage trustless participation by any intelligent agent in any collaboration. The blockchain “is a decentralized trust network.”194 The blockchain is Hayek’s multiplicity of private complementary currencies for which there could be as many currencies as Twitter handles and blogs, all fully useful and accepted in their own hyperlocal contexts, and where Communitycoin issuance can improve the cohesion and actualization of any group. The blockchain is a cloud venue for transnational organizations. The blockchain is a means of offering personalized decentralized governance services, sponsoring literacy, and facilitating economic development. The blockchain is a tool that could prove the existence and exact contents of any document or other digital asset at a particular time. The blockchain is the integration and automation of human/machine interaction and the machine-to-machine (M2M) and Internet of Things (IoT) payment network for the machine economy. The blockchain and cryptocurrency is a payment mechanism and accounting system enabler for M2M communication. The blockchain is a worldwide decentralized public ledger for the registration, acknowledgment, and transfer of all assets and societal interactions, a society’s public records bank, an organizing mechanism to facilitate large-scale human progress in previously unimagined ways. The blockchain is the technology and the system that could enable the global-scale coordination of seven billion intelligent agents. The blockchain is a consensus model at scale, and possibly the mechanism we have been waiting for that could help to usher in an era of friendly machine intelligence.

It's easy to mistake familiarity with computers for intelligence, but computer literate certainly doesn't equal smart. And computer illiterate sure doesn't mean stupid. Which do we need more: computer literacy or literacy?

Weaned on educational games and multimedia encyclopedias, kids naturally seek out the trivial when forced to read books. While visiting a school librarian, I listened to a high school senior seek help with an assignment: "I'm writing a report about Napoleon," he said. "Can you find me a thin book with lots of pictures?

Computers deliver an abundance of symbols yet offer an impoverishment of experience. Do our children need to see more icons, corporate logos, and glitzy fonts... or do they need more time climbing, running, and figuring out how to get along with each other?

Computational thinking is an extension of what others have called solutionism: the belief that any given problem can be solved by the application of computation. Whatever the practical or social problem we face, there is an app for it. But solutionism is insufficient too; this is one of the things that our technology is trying to tell us. Beyond this error, computational thinking supposes - often at an unconscious level - that the world really is like the solutionists propose. It internalizes solutionism to the degree that it is impossible to think or articulate the world in terms that are not computable. Computational thinking is predominant in the world today, driving the worst trends in our society and interactions, and must be opposed by a real systemic literacy. If philosophy is that fraction of human thought dealing with that which cannot be explained by the sciences, then systemic literacy is the thinking that deals with a world that is not computable, while acknowledging that it is irrevocably shaped and informed by computation. The weakness of 'learning to code' alone might be argued in the opposite direction too: you should be able to understand technological systems without having to learn to code at all, just as one should not need to be a plumber to take a shit, nor to live without fear that your plumbing might be trying to kill you. The possibility that your plumbing system is indeed trying to kill you should not be discounted either: complex computational systems provide much of the infrastructure of contemporary society, and if they are not safe for people to use, no amount of education in just how bad they are will save us in the long run.

We often struggle to conceive of and describe the scope and scale of new technologies, meaning that we have trouble even thinking them. What is needed is not new technology, but new metaphors: a metalanguage for describing the world that complex systems have wrought. A new shorthand is required, one that simultaneously acknowledges and addresses the reality of a world in which people, politics, culture and technology are utterly enmeshed. We have always been connected - unequally, illogically, and some more than others - but entirely and inevitably. What changes in the network is that this connection is visible and undeniable. We are confronted at all times by the radical interconnectedness of things and our selves, and we must reckon with this realization in new ways. It is insufficient to speak of the internet or amorphous technologies, alone and unaccountable, as causing or accelerating the chasm in our understanding and agency. For want of a better term, I use the word 'network' to include us and our technologies in one vast system - to include human and nonhuman agency and understanding, knowing and unknowing, within the same agential soup. The chasm is not between us and our technologies, but within the network itself, and it is through the network that we come to know it. Finally, systemic literacy permits, performs, and responds to critique. The systems that we will be discussing are too critical to be thought, understood, designed and enacted by the few, especially when those few all too easily align themselves with, or are subsumed by, older elites and power structures. There is a concrete and causal relationship between the complexity of the systems we encounter every day; the opacity with which most of those systems are constructed or described; and fundamental, global issues of inequality, violence, populism and fundamentalism, All too often, new technologies are presented as inherently emancipatory. But this is itself an example of computational thinking, of which we are all guilty. Those of us who have been early adopters and cheerleaders of new technologies, who have experienced their manifold pleasures and benefitted from their opportunities, and who have consequently argued, often naively, for their wider implementation, are in no less danger from their uncritical deployment. But the argument for critique cannot be made from individual threats, nor from identification with the less fortunate or less knowledgeable. Individualism and empathy are both insufficient in the network. Survival and solidarity must be possible without understanding.

many reasons to learn how to program: To understand our world. To study and understand processes. To be able to ask questions about the influences on their lives. To use an important new form of literacy. To have a new way to learn art, music, science, and mathematics. As a job skill. To use computers better. As a medium in which to learn problem-solving.