{{B}} tExt{{/B}} thErE is no DEnying thAt stuDEnts shoulD lEArn somEthing ABout how ComputErs work, just As wE ExpECt thEm At lEAst to unDErstAnD thAt thE intErnAl-ComBustion EnginE hAs somEthing to Do with Burning FuEl, ExpAnDing gAsEs AnD pistons BEing DrivEn, {{u}} (26) {{/u}} pEoplE shoulD hAvE somE BAsiC iDEA oF how thE things thAt thEy usE {{u}} (27) {{/u}} whAt thEy Do. FurthEr, stuDEnts might BE hElpED By A CoursE {{u}} (28) {{/u}} ConsiDErs thE ComputEr’s impACt {{u}} (29) {{/u}} soCiEty.But thAt is not {{u}} (30) {{/u}} is mEAnt By ComputEr litErACy. For ComputEr litErACy is not A Form oF litErACy; it is A trADE skill thAt shoulD not BE {{u}} (31) {{/u}} As A liBErAl Art. {{u}} (32) {{/u}} how to usE A ComputEr AnD lEArning how to progrAm onE ArE two DistinCt ACtivitiEs.A、{{u}} (33) {{/u}} might BE mADE {{u}} (34) {{/u}} thE CompEtEnt CitizEns oF tomorrow shoulD {{u}} (35) {{/u}} thEmsElvEs From thEir FEAr oF ComputErs.But this is quitE DiFFErEnt {{u}} (36) {{/u}} sAying thAt All ought to know how to progrAm onE. {{u}} (37) {{/u}} thAt to pEoplE who hAvE ChosEn progrAmming As A CArEEr. whilE progrAmming CAn BE lots oF Fun, {{u}} (38) {{/u}} whilE our soCiEty nEEDs somE pEoplE who ArE ExpErts At it, thE sAmE is {{u}} (39) {{/u}} oF Auto rEpAir AnD violin-mAking. lEArning how to usE A ComputEr is not {{u}} (40) {{/u}} DiFFiCult, AnD it gEts {{u}} (41) {{/u}} All thE timE As progrAms BEComE morE "usEr-FriEnDly’. lEt us {{u}} (42) {{/u}} thAt in thE FuturE EvEryonE is going to hAvE to know how to usE A ComputEr to BE A {{u}} (43) {{/u}} CitizEn. whAt DoEs thE phrAsE "lEArning to usE A ComputEr" mEAn it sounDs likE "lEArning to DrivE A CAr"; thAt is, it sounDs As iF thErE is {{u}} (44) {{/u}} sEt oF DEFinitE skills thAt, {{u}} (45) {{/u}} ACquirED, EnABlE onE to usE A ComputEr.

A．morEovEr
B．For
C．whErEAs
D．though