Computer literacy training is the means by which colleges intend to prepare their students for the use of computers in the professional world by introducing them to basic computer concepts. The majority of computer literacy courses, which are often developed independently, are based on a simple cause-and-effect approach of teaching. Their major focus is on showing students the individual functions of a standard assortment of office software such as word processing and spreadsheet programs. This sort of course may not be the best answer to the question of computer literacy.

Using a Northeastern University course as a model, some functional problems with the standard laboratory, show-and-do approach are observed. Other problems with current computer literacy training, mostly concerns of money and resources, are found in the limited research on these courses. A number of educators and researchers also sense that the common method of instruction used does not satisfy their students' computer training needs. Complicating these problems are the lack of a common, concrete definition of computer literacy, and the lack of a professional association for this particular educational field.

Many are concerned that the common approach limits students to the use computers only for the peculiar assignments given in their courses, and does not encourage them to see the computer as a useful tool outside of the class. Research has been done in and out of the computing field on ways to increase the ability of students to apply what they are taught in ways that do not resemble the assignments they are forced to carry out. Much of this research can be applied to computer literacy curricula in order to enhance the computer proficiency of college students and actually prepare them for technological survival in their future professional careers.