Abstract: I. FOUNDATIONS OF EDUCATIONAL COMPUTING. 1. Technology and School Transformation. About the chapter. Introduction to school transformation. Historical background. Theoretical base for the new educational directions. How technology can help. Information literacy and communication skills. Current technology use in schools. 2. Computer Applications and Impact. About the chapter. A tool for the teacher. Computers in the school. Computer applications in the home. Business applications of computers. 3. Research on Computers in Education. Theories supporting computer use in education. Summaries of research on instructional uses of computers. Effective computer-based instruction: what the research says. 4. Computer Systems: What Teachers Need to Know. Hardware and software. The mainframe, the minicomputer, and the microcomputer. Data storage in digital computers: binary code. Computer memory size. Computer Components. Information transmission between computers. Computer hardware and software organized in systems. 5. Teaching with Computers: An Overview of Computer-Based Learning. Categories for computer software used in education. Categories for computer use in education. Terminology: CAI, CBI, or CBL? Computers and other technologies. Problems with using computers effectively in the classroom. 6. Teaching About Computers: Computer Instruction in the Curriculum. Computer literacy. Computer anxiety. Teaching about computers. Fundamentals of programming. 7. Computer Ethics and Equity. More attention to computer ethics. Equity issues. II. APPLICATIONS OF EDUCATIONAL COMPUTING. 8. Managing Text: Word Processing and Desktop Publishing. What is word processing? What is desktop publishing? Why word processing and desktop publishing? Word processing for the teacher. Word processing in the teaching of writing. Using the word processor across the curriculum. 9. Managing Information: Data Managers. What is the information age? What is a data base manager? Why database management? Database management applications for teachers. Teaching about database management systems. Teaching with database management. 10. Managing Numbers: Spreadsheets and Statistical Analysis. What is a spreadsheet? Why spreadsheets? Teachers' administrative use of the spreadsheet. Teaching about spreadsheets. Using spreadsheets across the curriculum. Statistics and spreadsheets. 11. Managing Information: Telecommunications and Internet. Introduction to computer communication systems. Online databases: their use and effect. The Internet. Internet services. Some interesting telnet sites. Some interesting FTP sites. Some interesting Gopher sites. Some Web sites. Computer communication and national data bases in the curriculum. 12. Managing Computers: Selecting Software and Hardware. Software decisions. Copyright. Hardware selection decisions. 13. LOGO: A Visualization Language for Learners. What is LOGO? Why LOGO? Getting started with LOGO. LOGO classroom applications across the curriculum. 14. Hypermedia and Multimedia with HyperCard and LinkWay. What is hypermedia? Why use hypermedia? Hypermedia applications for teachers. Teaching about hypermedia. What is hypercard? Getting started with hypercard. Using linkway. . Teaching with linkway. 15. Computers in Education: Past, Present and Future. Why study computers in education? Brief history of the development of the computer. History of computers in education. Microcomputers in schools: Early years. What will the future bring? Appendices. Glossary. Index.

Abstract: What are the popular rationales for using computers in schools? Are there others that are being neglected? How do they stand up to criticism? Are they the same in both developing and industrial countries? Is there any evidence that priorities are changing? This paper addresses these questions and draws particularly on recent research, funded by the Harold Macmillan Trust, in developing countries of Africa, Asia and the Arabic-speaking world.

Abstract: This study investigated the relative benefits for acquiring computer skills of (a) learner-initiated versus experimenter-supplied goals and (b) active practice at selecting and applying procedures versus directed execution of procedures. Subjects with varied computer experience but no knowledge of electronic spreadsheets were randomly assigned to an interactive instruction or an exploration-learning condition. Both groups read identical descriptions of 12 spreadsheet commands. The exploration-learning group experimented with commands at will, setting goals, and selecting and applying procedures. The interactive instruction group did not set their own goals but, instead, worked three training problems per command. The training problems for six commands were presented without solutions; subjects solved them by actively selecting and applying procedures and afterwards received feedback. For the remaining six commands, the training problems were tutorials with explicit solutions that subjects typed in verbati...

Abstract: From the Publisher: Here is a book that pointedly focuses on what teachers need to consider in their classroom decision-making. Its main emphasis is on classroom and curricular integration, not on the panoply of available technology. It addresses the needs and concerns of preservice and inservice teachers of different experiential backgrounds, from computer novice through long-time proficient users. The book is up-to-date, with coverage of the Internet and World Wide Web and classroom networks, and the latest on multimedia applications. Just as importantly, this book reflects the shift of emphasis in how schools are putting technology to use with K-12 youngsters toward genuine fusion of computer use with instructional processes in diverse areas. The new tripartite structure of the book covers: 1) the information on the integration of technology into the curriculum (in its 10 chapters); 2) supportive computer literacy and technology information (within the six primer sections interspersed throughout the text); and 3) computer and pedagogical resources at chapters' ends. Thus, the book emphasizes methods of classroom and curricular integration while simultaneously reviewing the necessary information and issues to consider when deciding on computers for one's classroom. Additionally, the authors address significant concerns, including quality of software, gender equity, and copyright issues. For pre-service and in-service teachers who need recommendations for quality software for use in K-12 educational settings.

Abstract: Little research has been done examining the relation between locus of control and computer literacy. More specific criteria in measuring devices would help to resolve some of the conflicting results that have been observed. The present study used the Multicomponent Assessment of Computer Literacy and the Computer Locus of Control Measure to examine the relation between computer literacy and locus of control. Computer literacy was found to correlate significantly with focus of control. Individual computer literacy subscales including basic skills, application software, awareness, and programming also correlated significantly with locus of control.

Abstract: Drawing on recent Australian and overseas research, this review provides an overview of the main issues recurring in the literature relevant to sex differences in computing participation. The major...

Abstract: This study explored the effectiveness of computer attitudes, computer literacy, computer locus of control, and gender in predicting commitment to the use of computers. Three hundred and eighty-three education students, completed a survey about commitment to the use of computers (actual use, interest, and promotion), computer attitudes (affective and cognitive), computer literacy (experience, basic skills, application software, awareness, programming), and locus of control (specific to the use of computers). The results indicated that cognitive attitude, awareness, and application software ability were the best predictors of commitment to the use of computers. Less effective, but significant predictors, included affective attitude, locus of control and gender.

Abstract: The introduction to this article discusses a dilemma facing many Third World countries: should they place computers in their schools and, if so, for what purposes? The author outlines four common rationales—the Social, Vocational, Pedagogical and Catalytic—and refers to two less common ones—the Information Technology Industry and Cost-effectiveness Rationales. The main text describes policy in China at national level, and analyses policy and practice in Beijing City and Zhejiang Province. The paper is based on an international co-operative study of computers in African, Asian and Arabic- speaking schools, funded by the Harold Macmillan Trust.

Abstract: National Academy of Sciences President Frank Press, center, was the featured speaker at the Phi Beta Kappa Associates' dinner on October 25, which was a highlight of the Associates' 46th annual meeting in Washington, D.C. Stanley Frankel, left, is president of the Associates; Howard Suslak, right, served as chairman of the annual meeting. The weekend's events also included a National Symphony Orchestra concert at the Kennedy Center and a luncheon hosted by Associate Lillian Berkman at Decatur House. The next annual meeting is set for October 24-25, 1987, in New York City. the early theories on the nature of comets, and moves into modern times, revealing how he and his colleagues in contemporary astronomy grapple with the mysteries of c mets."

Abstract: This paper reports an investigation of students’ experience of computers, and their feelings about computers, at the start of a one year secondary postgraduate teacher training course. The students’ perceptions of their knowledge of computers and confidence when starting to learn how to use computers are also reported, along with their ratings of the importance of teachers knowing about computers. Gender differences in these areas are described, and some implications of the results of the research for teacher training are discussed.

Abstract: A survey was conducted of low-literate adults’ attitudes toward computers. The Computer Attitude Scale and its subscales (Computer Anxiety, Computer Confidence, and Computer Liking) were subject to validation study. The study examined the reliability and factorial validity of the subscales among low-literate adults. The results of the study suggested that the Computer Attitude Scale was a reliable and valid measure of computer attitudes among the low-literate adults, and that it could be confidently used.

Abstract: Computer knowledge and skills are becoming a new filter limiting educational and career choices of secondary students. This study, based upon 160 high school students, presents two exploratory path analyses of potentially relevant variables influencing both high school computer course enrollment and perceived computer proficiency. The results suggest variability in enrollment in computer courses can be partially explained by the two computer attitudes of usefulness and effectance motivation and the computer attribution of failure-ability. However, variability in self-perceptions of computer proficiency can be partically explained by three computer attributions: success-ability, success-task, and failure-environment, and the computer attitude of anxiety. Implications of these findings for designing educational strategies are discussed.

Abstract: For pharmacy students to provide optimal and complete pharmaceutical care, it is vital that they develop drug information skills. At the University of Southern California, the School of Pharmacy and the Norris Medical Library have established an interactive educational program. Library programs support an increasingly complex progression of information retrieval, evaluation, organization, application, and communication. Librarians are systematically involved in all four years of coursework for the doctor of pharmacy degree. Training and experience in computer literacy and online database searching are included in the library components. Description of the educational program covers its beginning a decade ago, current status, and future in an environment of rapidly advancing technology.

Abstract: The ability of teacher trainees to take advantage of computer technology to assist in their study and course work is an important issue for those concerned with improving the effectiveness of teacher‐training programmes. The preparedness of teacher trainees for computer utilisation was the subject of a study conducted in Britain by Summers. He found that the knowledge and experience of first‐year British students with regard to computers was less than might be expected from individuals who had passed through a government programme in information technology. This article examines the position of a similar group of Australian teacher trainees.

Abstract: We cannot expect any substantial success for the integration of computers in schools and across subjects unless questions of planning, design, development and training are placed in the context of a school setting. The author attempts to answer three basic questions: (1) To what extent does the institution of computer-resource teachers (CRTs) constitute an effective strategy for the implementation of computers in schools? (2) To what extent have CRTs fulfilled their assigned role in Stockholm schools? (3) What are the factors which either inhibit and/or facilitate the integration of computers in schools? The results show that, although the integration of computers across school subjects was moderate, due to various constraints, the role of CRTs in the implementation process was crucial. Additionally, school-based in-service computer training seems to be more effective than other forms of training. The contribution of CRTs to this form of training is very important in addressing the urgent need for training and to ensure the successful integration of computers into schools across all subjects. A partnership approach should be adopted between the CRT and the teacher(s) who want to learn about computers, and CRTs should be allowed adequate time to carry out this role.

Abstract: Skills in the use of microcomputers and related access technology should become basic competencies required of qualified pre- and in-service teachers of students who are blind or visually impaired....

Abstract: (1990). Technocentrism revisited: Computer literacy as cultural capital. Theory Into Practice: Vol. 29, Microcomputers in Context, pp. 227-234.

Abstract: This paper examines the extent to which children in a 51-family, qualitative study used their home microcomputers for learning school subjects such as reading, mathematics, science, and social studies. Logs and analytic documents gathered over two years were content analyzed. This analysis revealed that most of the children who used their home microcomputers were not using them for academic learning. The absence of home academic microcomputing by children was found to be associated with a set of factors which included the lack of parental pressure and support for home academic microcomputing, the schools' emphasis on programming and computer literacy, the unreceptivity of the children and their peers to home academic microcomputing, and the dearth of academic software in the homes. The implications of these findings for the fostering of home academic microcomputing are discussed.

Abstract: Communication is about bridging gaps, where the gap may be conceptual or spatial. A conceptual gap exists between the computer and human users. Modes of conversation between people assume certain conventions such as visual clues, tone of voice and a dialogue between the participants. To use computers, people have had to adapt by becoming computer literate. In the first section of this chapter we look at some ways in which computer programs can be written so as to meet the user half way and enable the computer to become person literate.

Abstract: Adaptive computer training is a basic component of literacy for visually impaired people—not just a requirement for job placement. This article discusses models for training in adaptive computer te...