Running head
Microsoft Digital Literacy Curriculum Analysis
Louise MacCormack
WTAMU, EDPD-6305, Dr. Riney
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Abstract
The purpose of this paper is to analyze Microsoft’s Digital Literacy Program Curriculum,
which is free and available online or in classes. Applications of Microsoft Digital Literacy
Program have grown exponentially since its origins in the late 1990’s to become a worldwide,
society-wide and school wide curriculum to learn basic digital literacy. It has found particularly
important applications in providing digital training to those without alternate options, the low
income, minorities, ESL and older adults. It is also the stepping stone to more challenging
computer training and achieving higher certifications Microsoft offers thru its MS IT Academy.
Microsoft views this training as more than just 21st century learning skills for a student or an
employee. Microsoft views digital literacy as the portal to information for individuals that will
bring produce within them multi-literacies and provide a greater access to the advantages of
democracy to all participating individuals.
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Microsoft Digital Literacy Curriculum Analysis
Section A: The Purpose of the Microsoft Digital Literacy Curriculum
Digital literacy is a new literacy, perhaps the new literacy. Microsoft has provided great
educational leadership in developing the Microsoft Digital Literacy Program (MDLP)
Curriculum to meet the learning objectives of introducing free online and classroom based digital
literacy skills to students and to adults. The urgent need for such a digital literacy curriculum
was clear as 90 percent of schools did not teaching digital literacy as of 2009 and fifty percent of
jobs require digital literacy skills (Microsoft, 2012). Currently, over 80,000 computer science
jobs go unfilled in the US each year because of lack of a trained work force (Microsoft, 2015).
Digital skills are necessary for adults to meet both employment requirements and the demands of
a world filled with technological devices. Adults over 65 are the fastest growing group of
computer users (Mayhorne, Stronge, McLaughlin & Rogers, 2004), and yet for many this
presents great challenges, especially without structure, assistance and facilities. Moreover,
digital literacy plays a role in distributing the advantages within a democracy and it reduces
disparities within and between communities (Hobbs, 2010). People with digital tools and skills
have distinct political, social and economic advantage over those without them (Hobbs, 2010).
Hobbs also reported that digital literacy skills increase the individual’s ability to connect with
information and interact with the others personally and within their communities. Microsoft
Digital Literacy Program is currently one of the few available options to offset the incredible
need our society and the world has for understanding digital literacy.
The Impact of the Microsoft Digital Literacy Program:
The Microsoft Digital Literacy Program (MDLP) has been in place since 1997, though
details of involved parties and political influences on its development remain unascertainable.
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Since that time, over 1 million people have completed the course and earned Microsoft
Certificate of Digital Literacy Program. The program is available free online, so it can be taken
in by individuals, though that is not Microsoft’s preferred method. They prefer that the learner
receive support and guidance of a trained instructor, to improve learning and the probability of
program completion. The MDLP curriculum is used in many school districts, particularly in the
state of Washington, libraries and community, senior centers and ESL Centers, just to mention a
few participating facilities. The curriculum has been translated into at least eleven languages and
is a component of India’s National Digital Literacy Mission, whose partners include Microsoft,
Google and Intel. This Digital Literacy Program has become an essential component to the
worldwide drive to develop digital literacy skills. In addition, it has impacted MDLP instructors
because the curriculum provides complete training to instructors on learning and implementing
the program. Both first-time and experienced instructors will find valuable information and
materials for planning, customizing and implementing this curriculum.
Standards of Microsoft Digital Literacy Curriculum:
Though the MDLP curriculum does not refer to any state or national learning standards
within its entire curriculum, each course does have learning objectives stated, shown in Figure 1.
below. The MDLP curriculum learning objectives are very similar to WordStar digital learning
standards, both are at the cognitive level of understanding and applying.
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Figure 1. Example of MDLP Curriculum Learning Objectives
Digital Literacy Learning Objectives
Course One, Lessons 1 and 2
Lesson 1: Introduction to Computers
Objectives
1.1. Describe the importance of computers in today's world.
1.2. Identify the main parts of a computer.
1.3. Identify the steps for starting a computer.
1.4. Identify the different groups of keys on a keyboard.
1.5. Perform different tasks by using a mouse.
Lesson 2: Common Computer Terminology
Objectives
2.1. Identify the primary hardware components of a computer.
2.2. Define what an operating system is, and its role.
Add the objectives to your copy of the lesson plan. Notice that this lesson plans includes
more objectives than the one listed in the sample quarter syllabus. It is a good practice to
prepare to teach slightly more of the curriculum than you think the students can cover.
This ensures that you are prepared if the class works through the material faster than
anticipated. If they stay on the original schedule, your extra planning can be carried over
to the following class.
Source: Microsoft Digital Literacy (ver. 4) Instructor’s Manual, p.13
These are lower cognitively than the standards for digital literacy from the International Society
for Technology in Education (ISTE), as shown in Figure 2. or those of the American Association
of Librarians, which are both at the evaluating and creating levels. Microsoft purposefully sets
these introductory course learning objectives at a beginners knowledge level, to avoid precluding
anyone from attending. In fact, the MDLP curriculum manual states that if you can read a
newspaper you can take the course. However, the manual also states the curriculum has the
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flexibility to be modified to meet local requirements, standards or customized for the participants
of the class.
Figure 2.: Example of ISTE Learning Standards for Students
It was very difficult to find information of the origination of the Microsoft Digital
Literacy Program. The approximate date the program started was estimated by searching for it
on the internet using time ranges and narrowing down to when there was no information on the
program yielded in searches with smaller and smaller date ranges. Though searches were also
done on program development, reviews or commentaries, nothing was found to discover if
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parties were included or excluded in its development or if any political controversies were
associated with the Program development.
Section B: Theoretical Perspectives of the Curriculum:
The MDLP curriculum is a combination of a constructivist’s and a behaviorist’s
curriculum. The curriculum follows the behaviorist’s perspective because the students are
expected to understand, remember and to be able to apply their understanding to perform specific
tasks. The MDLC is only one of many computer educational opportunities within a larger
program called the Microsoft IT Academy. In order to be able to take courses in the IT Academy,
students must first successfully complete the MDLP. This adheres to Ralph Tyler’s behavioral
curriculum objectives by following Benjamin Bloom’s taxonomy objectives (Posner, 2004) of
establishing increasingly complex behavioral goals for students as they advance in the program.
Multiple high level certifications are available in the IT Academy, such as MS Office Specialist
or MS Technology Associate.
The MDLP curriculum is constructivist in two ways: first, it is designed to scaffold on
whatever knowledge the student has, even if they are only able to read a newspaper. Secondly,
digital literacy skills open up access to a world of information for the student which could
broaden their outlook and expand their exposure knowledge, communication and comprehension
which is highly constructive. This methodology embraces the constructivist theory of learning of
Jerome Bruner (Posner, 2004) where learners draw from their existing knowledge in order to
construct new learning.
The MDLP curriculum initially involves drill and skill to acquire new learning, including
an entirely new vocabulary about the computer and the operating system they must understand
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and learn to use. This knowledge is put into applications and by the end of the first course on
Computer Basics, students can explain the importance of computers, identify the main parts of
the computers, describe basic computer functions the operating system and use a mouse and
keyboard.
Learning Methods and Objectives of the MDLC:
Applying Schwab’s’ four commonplaces (Posner, 2004) to the MDLP curriculum, the
subject matter of the five courses is based on concept-related principles of computer application.
The second commonplace, the learner, is well planned for in classroom application, as instructors
are clearly told to reach out to students and learn their students’ needs, goals, motivations, etc. to
customize the curriculum and engage the learner using learner-centered principles. The learning
methods include a variety of demonstrations, animations, simulations, hands-on labs, and games
to engage the students in a rich learning experience. Learning objectives are very clearly stated
in each for each course, each section and each lesson. The manual did not provide an overall
scope and sequence chart, although the information was available on each component.
The teacher and the teaching process are the third commonplace and perhaps an area of
weakness in this program. The Curriculum manual states that an instructor does not need
extensive back ground in computers but should take the course and read the manual prior to
teaching. This is in direct conflict with what Dr. Larry Cuban said, which was to “invest in the
teacher”. Teaching new computer users is difficult because they haven’t experience solving
computer problem with a few standby remedies. Instead, they do many unexpected things and
do not know how to explain what they did. Computer management can be very time consuming
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for an instructor. A computer instructor has a job within a job. The Curriculum manual’s
statement regarding instructors not needing a great deal of experience was unexpected.
The milieu for each class would be different, but the computer and internet functionality
would be of paramount importance for classes that need it. The instructor is also given
instructions on managing different the internet connections, but this could be very unfamiliar for
some individuals and an internet problem may not be easily resolved. Others factors that are
unique in a computer class teaching adult, non-native digital learners, is the possibility their
frustration with computers and in understanding the user interface. In fact, until a few years ago,
computer companies put most of their money engineering, and very little into design. Designers
strategize how to make the user interface easily understood by users. This is essentially a new
language to for new computer users and easily understood. Frustration and feeling ignorant are
possible motivations for quitting. Mayhorne and associates found that such factors are not
frequently considered in the design and implementation of online courses (Mayhorne, Stronge,
McLaughlin & Rogers, 2004). One obvious resource they found that was not often considered
was having an older instructor, which makes tailoring the course for seniors very effective.
Keeping the atmosphere upbeat, social, sharing fun and frustrations and developing community
relationships is an important aspect to reaching success (Palloff & Pratt, 2000). Secondly,
physical limitations of the student may affect their keyboarding, mouse use or visibility. The
teacher would need to prepare for meeting these unique needs.
The utilization of the MDLP curriculum by self-paced online learners presents a different
set of circumstances. The curriculum remains the same, except, the students support consists of
community pages, called public news groups and MS technical support called “MVP’s”, for
Most Valuable Professionals. Being a self-paced student has both advantages and disadvantages.
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Online instruction provides flexibility, student-centered learning and the material is available on
demand (Graff, 2003). Self-paced students benefit from multiple opportunities for collaboration
and interaction and additional motivation (Young, Craig & Patten, 2005). Online students
require feedback, interaction, collaboration and motivation for success, in addition to clear goals
and access to resources.
Section C: Curriculum Organization
The MDLP Curriculum is designed following the Tyler Curriculum Model, with a set
educational purpose, designed and organized to provide the educational experiences to attain
these purposes and assessments to measure the curriculum’s success. It is a bottom-up, subjectcentered curriculum consisting of five introductory e-learning courses: Computer Basics, The
Internet and the World Wide Web, Productivity Programs, Computer Security and Privacy and
Digital Lifestyles. Learning objectives follow task analysis, sequenced from lower to higher
cognitive levels of thinking.
The macro-organization of this MDLP Curriculum is both vertical and horizontal, as after
completing the Computer Basics course, students may proceed to any of the other four courses.
On a micro-level, it is a linear system of incremental development and continual practice and
review. If remediation is necessary, the student is advised through the test results the areas which
require more study and is directed to those sections of the curriculum.
The curriculum also has learner centered applications by focusing on the needs and goals
of the student and applying these in instructor designed activities and quizzes. The MDLC goes
beyond simply teaching how to use the computer, because as the name suggests, the MDLC is
preparing people to survive and thrive our increasingly technical and digital world. The program
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provides only the most current technologies and computer advances and includes information on
smart devices and tablets.
The MDLP Curriculum also provides its instructors with guidance and resources needed
implement the course, including templates, teaching techniques, developing lesson plans,
scenarios using tools and techniques, supplemental activities and exercises. They also provide a
resource guide and procedures for setting up the computer lab under different internet connection
possibilities. They provide guidelines and activities for instructors to use to understand who
their students are and why they are taking the MDLP.
Most frame factors of the MDLP curriculum have been carefully considered and
communicated to insure program success, especially for the instructor taught version of the
MDLP. For the individuals taking this course individually, the controllable factors have been
planned for.
Temporal Factors: The curriculum is designed for a semester application of 6 weeks,
three days a week for an hour. It is flexible to accommodate variations in course length
and it varies with amount of time a student requires to successfully achieve the certificate.
Physical/Materials Factors: Physical requirements are specified and guidance provided
for the computer needs and the internet options. The instructors manual and materials
required are available on the internet, other than the facility computer and internet. . The
computer room would need to have a very good projector, good size screen and a sound
system for the instructor to demonstrate the steps of the lesson to the group. If classes
are taught for more than an hour or two at a time, it is important for the computer stations
to have comfortable chairs and to be set up ergonomically, and all facing the projection
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screen. It may be necessary to have large keyboards for any visually impaired
individuals.
Political Legal Factors: The political response to the MDLP curriculum appears to be
positive and welcoming. It is used in many countries and has negotiated the political and
legal issues of these countries. As it is available online for free, it would seem that
individuals could take it upon themselves to take the course if it was not an acceptable to
teach the course in community centers.
Organizational Factors: The MDLP curriculum is almost twenty years old and is
particularly well organized. The program is expanding to target specific groups such as
students to draw them toward filling computer science and information technology jobs
and ESL to assist them is acclimatizing and perhaps lure them to the lucrative CS and IT
jobs, too.
Personnel: This is one frame factor that was not addressed in the manual, except that
MS was very welcoming of new instructors and it did not state personnel requirements.
They indicated that instructors do not need a computer background and only
recommended they read the manual and take the course before teaching it.
Economic: Costs were not discussed in the curriculum, though I know that the program
is provided in many facilities for low income and ESL groups. Since Renee Hobbs wrote
the Knight Commission White Paper on Digital literacy in 2010, the cost benefit analysis
of providing this training seems undeniable and funding must be available as this
program is available in so many venues.
Cultural: The MDLP curriculum is very culturally relevant; hence the urgency felt to
get these skills out to people. Though computer use opens great possibilities for boomers
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and seniors, some do not learn because of the perceived difficulty learning computers.
Many older adults do not feel using a computer is culturally relevant to them, and some
reject it because it is associated with problems such as identity theft, privacy issues or its
use in the hands of bad people. These problems can be mostly avoided with knowledge
and training, but the challenge is to get the older adult to learn to use a computer, Great
success has been found in providing young mentors to older adults.
The MDLP curriculum is also very relevant to ESL groups. The manual guides
instructors to get to understand their students, to embrace them, their needs and goals,
and to incorporate their needs and their culture in the curriculum through activities and
quizzes.
Sections D: MDLP Curriculum Assessments
There are three distinct levels of evaluation within the MDLP curriculum: there is the
informal self-test, the formal hosted online assessments and the instructor designed quizzes. The
first two are objective, and the third, as is made by the instructor is an unknown, though MS does
provide questions for instructors to use in their own quizzes. A self-test is student-controlled and
flexible, available with every lesson which the student may take at any time. The objective and
skills of the lesson are incorporated into questions and games. The hosted online test is a 40
minute, 30 multiple choice questions assessment which the student can take at any time, even as
a pretest. After a student has completed this test, they receive a Personalized Learning Plan that
outlines topics that they need to study further. When they pass the hosted test, then they can
proceed to the next unit.
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The “instructor designed” can be made from MS provided assessment questions (and
answers) and add questions of their own. These instructor-made questions can be designed
around the interests, goals and needs of the students, to build both their engagement and their
confidence, and build your relationship with them. These quizzes and the lesson are the
opportunities for the instructor to personalize the course and connect with the students. The
instructor may include other methods of informal, formative assessments that are more social and
collaborative within the classroom. This would be advantageous because it would get the
students to interact and to also get everyone up and away from the computers to maintain healthy
degree of movement.
The final summative evaluation is a standardized Certificate Test covering the
information form all five of the courses with in the Digital Literacy Curriculum. Standardization
is necessary, as the factors involved for students vary, yet the certificate represents a specific
degree of learning and must be consistent. This test also provides, if necessary, a personalized
learning plan from the five courses for further study. Student who pass the test get a Digital
Literacy Certificate. Opportunities for students to take other MS courses and certificates are
available within the MS IT Academy.
The organization of this curriculum and the objectively designed, summative assessment
at the end to achieve the certificate require that the assessments are consistent and valid. The
certificate represents a degree of competency has been earned and it is necessary to be consistent.
The hosted assessments utilize the same questions and are inherently reliable in that the test
questions, as they are repeated, would yield the same results.
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Section E: Conclusions, Comments, Strengths and Weaknesses
Microsoft provides an invaluable product and service to the world by providing the
Microsoft Digital Literacy Program curriculum. It allows people in both self-paced and
classroom environments a free introductory computer education. It not only benefits the
participants through job skill development but also is a skill needed to survive in the 21st century.
Furthermore, with our increasing population of 55 and older, the computer provides an essential
way for them to keep in touch with their family, communities and the world. The curriculum is
highly organized and technically supported by the brain power of Microsoft to provide a
functioning online course. It is also backed by the altruistic vision of Bill and Melinda Gates to
insure that access to the Microsoft Digital Literacy Program remains successful and a priority.
This curriculum seems almost omnipresent in the world of digital literacy.
The strengths of the MDLP curriculum are that it is thoroughly tested, very well
organized and flexible. The program has been completed so many times that the problems are
worked out. The instructor’s manual covers every conceivable need and instructor may have.
The program offers flexibility for students to progress individually. This, however, can present a
challenge to the instructor, as students separate through different rates of learning, the instructors
support necessarily becomes very individualistic and time consuming. The flexibility applied to
the instructor’s skill set as well as the length of the course and use of prepared curriculum and
application of learning objectives.
The MDLP curriculum is very viable and successful in schools, as is demonstrated by its
popularity in the state of Washington. The superintendent of schools had declared that it would
be used throughout their state, Microsoft’s home state, as it worked so well. Other Microsoft
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products and services are increasingly being used to provide training in schools to attract
students into the computer science and information technology jobs.
Summary:
My analysis of the Microsoft Digital Literacy Program Curriculum is that it is a welldesigned program that meets an urgent and an expansive need for digital literacy training not
only within the United States, but also around the world. It has become an incredibly important
program especially for the groups that otherwise would not have access to computers or money
for courses. To pose Hebert Spencer’s question “what knowledge is of most worth?” access to
digital literacy is this most worthy knowledge: these skills provide opportunities, interactions,
understandings that engage individuals more fully, with a greater chance to reach their potential
and fulfillment as a person and as a citizen in our world.
Despite what I see as areas for potential weakness in its instructor training and in the need
for additional collaboration and interaction for online students, its popularity indicates that the
program is a success. I anticipate that Microsoft will only continue to expand its involvement in
computer training in schools, communities and societies around the world
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