Abstract: Past research has shown computer anxiety to be present in a sizeable minority of school teachers, and has identified some of the personal and school‐based correlates of this anxiety. Before effective interventions can be introduced, however, more needs to be known of the various forms and sources of this problem. The current study involved a survey of the experiences, attitudes and anxieties of a random sample of 350 Australian primary and secondary school teachers. Levels of self‐rated computing competence among these teachers were moderately low. Computing competence and anxiety were highly correlated, r= ‐ 0.78. Three distinctive types of computer anxiety were identified, as was a set of factors predictive of each. As hypothesised, computer anxieties were inversely related to the quality of prior computer learning experiences, and to the extent of current school support for computer usage. Implications for the reduction of computer anxiety among teachers are discussed.

Abstract: This thoroughly revised and expanded fourth edition of the successful Ethical and Social Issues in the Information Age provides an up-to-date examination of the ethical, social, and policy challenges stemming from the emergence of cyberspace, the convergence of telecommunication and computing technologies, and the miniaturization of computing, telecommunication, and information-enabling devices. This accessible textbook/reference broadly surveys thought-provoking questions about the impact of these new technologies, with particular emphasis on the rapid growth of a multitude of computer networks, including the Internet. It assumes only a very modest familiarity with basic computer literacy. Students at all levels who need to learn about computer ethics, the legal aspects of computing, network security, computer crime investigation, and biometrics will find this well-documented work an invaluable resource. The book is also highly useful for practitioners needing such insights for their work.

Abstract: The word seems unavoidable now indiscussions of literacy theory and practice. Parentsask the teacher or school principal what the school isdoing about computer literacy and networking. Li-brarians are alternately invigorated or distressedthinking about what new information technologiesmean for their work. Teachers wonder about whetherthese technologies will improve children’s literacyskills or take them forever away from traditionalreading and writing. Theorists debate whether thebook is dead. Nearly everyone struggles just to stayminimally aware of new technological develop-ments and their social implications. The question ofwhat form literacies will take in a century likely tobe defined by a new technological environment(Bruce, ; Burbules

Abstract: Paul Gilster, the author of Digital Literacy (1997) and The Web Navigator (1997), began his career as a scholar and teacher in Medieval English and history, then worked as a commercial aviator, and then became interested in computers when he began writing. He says that his interest in technology began when he bought a computer as a word processor—but this interest grew as he explored and as he wrote books to help others conquer this new medium.

Abstract: The purpose of this study was to examine and compare use of the Internet among various sectors of the faculty, in order to verify the influence of a number of parameters on this use, e.g.: (1) The field and research interests of the faculty members; (2) formal training in the use of the internet via courses, workshops, etc.; (3) self-instruction in the use of the Internet by means of manuals, how-to books, etc.; (4) general use and knowledge of computers; and (5) perceived need for the information this network can provide. Questionnaires were sent to faculty members in all departments and professional schools of The Hebrew University of Jerusalem, a total population of 918 for both the pilot project and the main study. Results indicated that Internet use is consistently higher among faculty members in the sciences and agriculture (“Sciagr”) than among those in the humanities or social sciences (“Humsoc”), suggesting that, among other things, the connectivity level of the Humsoc group may be lowr than that of the Sciagr group. The Humsoc group also showed a higher demand for courses in Internet use. Suggestions for raising the level of Internet use among the various disciplines of the faculty are included. © 1997 John Wiley & Sons, Inc.

Abstract: This study has two main purposes: first, to identify and describe the computer skills required in nursing; and second, to find out what should be taught about information technology in nursing education. A three-round Delphi survey was carried out with a panel of experts representing nursing practice, nursing education, nurse students and consumers. The panel showed a consensus of opinion on 71% of the items included in the questionnaire designed for the study. The experts agreed that nurses must know how to use the computer for word-processing purposes, for accessing and using the hospital information system, and for e-mailing. Nurses must also be aware of system security and show a positive attitude towards computers. It is concluded that hospital information systems and nursing informatics should be integrated into laboratory and hospital training.

Abstract: A computerized clinical information system (CIS) used for the majority of patient charting and medical records was installed in six of 15 beds in the intensive care unit (ICU) of a large Australian hospital in November 1993. Staff acceptance was identified as integral to the success of the system. A survey was issued to all nursing staff of the ICU to identify factors that affected attitude toward computers in the critical care environment. Factors resulting in negative attitudes then could be targeted through training and support for users. The factors considered that potentially could influence attitudes were age, nursing experience, intensive care nursing experience, and education. The study showed that nursing experience had a statistically significant effect on motivation to use computers. A strong relation was evident between the concepts of beliefs, attitudes, and motivation. A less apparent association was present between knowledge and the other concepts. Orientation and in-service education programs should provide appropriate and applied information to optimize the motivation, beliefs, and computer literacy of nurses using CIS frameworks.

Abstract: The number of computer‐illiterate older adults in the workplace in expected to increase as the number in that age group grows, creating a need for computer training. Negative stereotypes of the incompetent older adult have not been supported by research. Older adults’ attitudes toward the computer do improve with positive experiences with the computer. Also, training studies show that older adults can learn how to use the computer, but need approximately twice as long to complete training as young adults. Factors that are important for computer training in this population are discussed.

Abstract: In an effort to restore quality and flexibility to the tutorial provision on some undergraduate courses, first, second and third year psychology students at the University of Southampton have been inducted into the use of ‘skywriting’ as a medium for learning support. Email messages from students and tutors, primarily focussed on issues arising from the course content, are directed to a course list so that all participants receive them; both tutors and students may reply to these. The course tutor maintains a Web-based archive of threaded discussions by the occasional modification of message subject lines. Within this archive, the exchanges can be searched and read by theme, by participant, or by date. This provision is in addition to the usual lectures and face-to-face tutorial meetings. This paper examines students’ participation in skywriting on three courses. Participation is examined in relation to gender, and to attitudes and experience with computers. Levels of contribution to face-to-face tutorials and to skywriting are compared, and their relation to students’ learning styles is explored.

Abstract: (1997). Information technology and teacher preparation: Some critical issues and illustrative solutions. Peabody Journal of Education: Vol. 72, No. 1, pp. 89-121.

Abstract: Previous research regarding the popular Computer Attitude Scale (CAS) has indicated that the computer confidence and computer anxiety subscales measure the same trait. This study, utilizing data yielded from 208 educators, obtained estimates of the reliability of the four subscale version of the forty item CAS; provided detailed information regarding the factor patterns of the CAS subscales; and provided evidence about the differential validity of the CAS among four groups with differing intensity of computer usage. Correlations and exploratory factor analysis were used to analyze the data. The results confirm that the confidence and anxiety subscales are a continuum. A new, smaller, subscale was created to reflect this relationship. Further, a new factor, attitudes toward academic endeavors associated with computer training, was named. The CAS may now be interpreted as a thirty-four-item scale addressing computer liking, perceived usefulness of computers, computer confidence/anxiety, and attitudes toward...

Abstract: Based on attitude-behavior theory which suggests that beliefs about an object lead to an attitude toward it, and that attitudes are an important precursor of behavior, this study proposes a causal model relating measures of computer-experience (degree of computer use at home and in school), computer-related attitudes (dispositions concerning the computer as an important, interesting, educational, and stereotypical tool), computer-related confidence (degree of confidence when using a computer), and commitment to computer learning (difference between self-perceived current level of computer-application knowledge and perceived level of desired knowledge). The model hypothesizes that computer experience positively affects perceived computer self-confidence and computer related attitudes. The model further hypothesizes that computer attitudes and computer confidence reciprocally affect one other in a positive way, and that both positively affect commitment to computer learning. Questionnaires were administered...

Abstract: The university is responsible for graduating students with the skills necessary to thrive and lead in a rapidly changing technological environment. Meanwhile, corporate leaders are putting more emphasis on recruiting individuals with an understanding of computers and information systems.[1] A nationwide survey by the Olsten Corp. of 1,481 management systems executives found that computer literacy requirements for all job levels increased dramatically over a three-year period in the early nineties.[2,3] However, another survey by HR FOCUS Of 20 human resource executives found a lack of computer-literacy skills in recent college graduates.[4] Cornell Library Conducts Study Cornell University's Albert R. Mann Library has a formal instruction program that reaches nearly 1,000 participants in over 60 hands-on computer workshops per semester. Workshop topics cover bibliographic research techniques, Internet searching principles, database searching skills, word processing, spreadsheets, and information management. Classes are supplemented by several online tutorials. Descriptions of these classes and tutorials are located at http://www.mannlib.cornell.edu/workshops/. The purpose of our research was to identify the computer skills employers felt were necessary when recruiting recent Cornell graduates. The results of this study were part of a larger evaluation of computing across the curriculum in the College of Agriculture and Life Sciences.[5] This study was also used as a tool to evaluate our library's instruction program, and provided us with a comparison to a 1990 survey of employers, faculty advisors and graduates in the school of Agricultural Economics.[6] Research Methodology Corporations who regularly visit the Cornell campus to recruit graduating students were our focus population. Our questionnaire was designed to gather information on five categories of computer literacy skills: 1) Creating Documents and Multimedia, 2) Working with Computer Programs, 3) Managing Databases, 4) Manipulating Numeric Data, and 6) Computer Networks. For all categories except for Computer Networks, a five-point scale was used to indicate competency levels. Of the 300 questionnaires mailed, 150 returned with usable responses. A Review of the Results Generally employers have a high expectation of computer literacy in recent college graduates (Figure 1). A total of 125 (83.3%) indicated that computer competency skills are either "important" or "very important" in the hiring decision. Within the Documents and Multimedia section, Word Processing (Figure 2) ranked the highest, with 144 (96%) of employers expecting at least basic word processing skills. The majority of recruiters (97 or 65%) responded "not relevant" or "none" to Desktop Publishing Skills (Figure 3), whereas there was a clustering of 41 respondents at "basic" skills. Most respondents (112 or 75%) wanted at least "basic" Graphics or Presentation Software skills (Figure 4). Lastly, the majority of employers did not consider Creating Internet Documents (Figure 5) very important, as 105 (70%) consider this skill "not relevant," or would be willing to train. From the Working With Computer Programs section, employers showed a discrepancy in expecting the ability to install or upgrade software (Figure 6). Whereas 61 (41%) respondents were seeking basic skills, 46 (31%) respondents indicated that this particular skill was "not relevant." Ninety-four (64%) employers were looking for at least basic skills to create or modify programs or macros for individual use (Figure 7). The majority of respondents (67%) indicated that the ability to create commercial software (Figure 8) was not relevant to the job; however, for those who responded favorably, 21 (14%) were expecting either intermediate or advanced skills. Skills from the Managing Databases section scored slightly lower, with basic database entry and editing skills (Figure 9) coming out highest in this group -- 122 (83%) respondents expected at least basic skills. …

Abstract: SUMMARY The objective of the study was to assess the attitude of Edinburgh University medical students towards computers and to evaluate the effects of changes in the curriculum and intercalated BSc towards computer knowledge. During March to November 1995 a questionnaire was distributed in lectures, seminars and tutorials to all Edinburgh University medical students. Overall, 65% of students returned the questionnaire, divided equally between both genders. Only 2% of students had not used a computer in the previous year. The most frequent application used was E-mail and the most frequent site, the Greenfield suite micro lab, within the medical school. The average score for self-perceived computer knowledge on a scale of 0–10 was 4.19. This score was significantly higher for the students who own a computer and who have an intercalated BSc honours degree as well as the pre-clinical students compared to the clinical students. There is also a strong correlation between computer use and doing a second year special option module. With regards to attitude towards computers, 86% of students agreed that computer skills will be beneficial to them in their future career and 62% of all students wanted a structured course in computer use as part of the MB ChB course. There has been a general increase in computer literacy amongst the medical students in Edinburgh. This is specially so for the pre-clinical students who have had the brunt of the changes in the curriculum. The tendency for both the lower knowledge and use by the clinical students can, in part, be due to the accessibility of computers to these students.

Abstract: This study investigated relationships concerning computer efficacy, attitudes toward computers, and need for learning computer skills. A total of 296 undergraduate students from a regional state university participated in this study in 1996. Three research questions were measured by Attitudes toward Computer Technologies and Confidence and Desired Knowledge with Computer Technologies. Statistical analyses consisted of simultaneous multiple regression, ANOVA and Tukey's HSD. ANOVA revealed that students from computer classes had more need for learning computing skills than students from a non-computer class. Multiple regression revealed that attitudes toward computers, and computer self-efficacy, were significant predictors of the need for learning computing skills between two groups of students, although students from computer classes demanded a higher level of computing skills than those from a non-computer class.

Abstract: In both post-compulsory education and training there is a growing need for every student, teacher and employee to have at least a basic level of computer competence. It is therefore necessary to consider the needs of the ‘computer shy’, i.e. those individuals who have up until now avoided coming into contact with computers and are reluctant to take part in computer training. This article begins by examining the psychological, sociological and operational origins of an individual's computer reticence and anxiety, and also explores the theoretical factors behind computer acceptance and use. From this basis a series of practical recommendations are made for successful teaching of information technology skills to reluctant computer users.

Abstract: Finding a Place for Information Literacy The authors propose a course-integrated, across-the-curriculum model for information literacy to enhance the curricular and educational mission of institutions of higher education to college students who will become lifelong learners. They examine the issues--and obstacles-- involved in establishing such a program, getting faculty and administrative support, and working toward curricular change. The roles of faculty and librarians, as well as the importance of their collaboration and cooperation in achieving a common goal, are discussed. Although many agendas in higher education compete with information literacy, the authors suggest ways that obstacles to an across-the-curriculum information literacy program can be overcome to ensure that students become capable users of information. Information literacy is a popular topic in the academic and the library world. The phrase describes the need to ensure that all students are capable of recognizing and refining their information needs, finding information they need, and evaluating and using this information throughout their lifetimes.[1] Current trends in library-related instruction suggest that in order to accomplish this, librarians must shift from a focus on specific content to a resource-based and process approach, with a focus on the user.[2] This approach frequently uses active learning and critical-thinking teaching techniques, should include faculty collaboration, and often surpasses the standard fifty-minute bibliographic instruction session in complexity and collaborative effort.[3] The term also denotes increased attention to information in a wide variety of formats (print as well as electronic) within and outside of the library. But do all those in academe who use the phrase "information literacy" have the same understanding? Do librarians know how to achieve this goal or put an information literacy program in place? We think there is a place for information literacy in higher education, but recognize that getting there is not easy. An Across-the-curriculum Model Information literacy programs described in current articles, conference reports, and curricular proposals vary widely. They may consist of a single course with an information emphasis, a freshman and capstone model, or a tiered or threaded approach in which students move progressively toward greater expertise. In our opinion, an information literacy program should be integrated into existing courses in an across-the-curriculum fashion. An across-the-curriculum model would incorporate the process of seeking, evaluating, and using information into the curriculum and, consequently, all students' experiences. This is a philosophical approach that allows the use of information to become a part of the learning process, as opposed to yet another requirement or an "add and stir" solution. Tufts University's statement describing a "competing" literacy, environmental literacy, supports this idea: The educational approach [of Tuft's environmental literacy program] is built on the premise that such fundamental shifts in awareness and understanding will come only with a broad, continuing and repetitive program throughout the educational experiences. The integration of these concepts through a broad array of courses and experiences with an emphasis on expansion of curriculum in existing courses is the best method of achieving the goal of environmental literacy.[4] Substitute the phrase "information literacy" for "environmental literacy," and you have a good description of a framework for an information literacy program. What would such a model look like? While every across-the-curriculum program must be designed for the institution in which it would reside and no model can translate exactly from institution to institution, much less from literacy to literacy, there are several key elements of a successful information literacy program. …

Abstract: Casey's critically acclaimed work is revised here with the latest research and software developments that help you strengthen early literacy through the use of talking computers. Filled with exciting research results and anecdotal proof of the effectiveness of new teaching methods for the twenty-first century, it shows you how to boost literacy, especially among those with learning disabilities or oral/hands-on learning styles, as well as ESL students. Computers are being integrated in early literacy classrooms nationwide and around the world. Learn how you can use computers effectively to boost student learning and achievement in your classroom. Filled with exciting information, this book shows you how your classroom can become a part of meaningful literacy projects with other classrooms throughout the world. It also presents the important global research information needed by political teams, school boards, administrators, superintendents, and all parties involved in the vital decision-making process surrounding technology implementation. This revised edition of Casey's critically-acclaimed work includes data on how computers make a difference in the classroom as well as information on software that has been used successfully with children learning English as a second language.

Abstract: (1997). Technology and the continuing education of classroom teachers. Peabody Journal of Education: Vol. 72, No. 1, pp. 122-128.

Abstract: As the computer industry puts more emphasis on software interface design, the average user has found today's applications more powerful and easier to use. However, many older adults still find the technology awkward and confusing. The physical and behavioral characteristics of seniors that prevent them from using popular applications are examined to identify possible software solutions. The results of a survey of older adults also are presented. This survey was conducted to help determine the effect these characteristics have on older adults’ computer skills. Finally, several software solutions are proposed, and a prototype implementation of these solutions is given.

Abstract: The author re-examines the concepts in the light of “digital literacy” to determine the problems, tasks and fields of common interest He reviews the government actions in Japan in providing access to digital knowledge and in creating information literacy, such as schools, higher education, life-long education, etc He explores which findings in recent developments in Japan can be of common interest and shared with other advanced, as well as developing countries Finally, possibilities for future international co-operation are discussed

Abstract: Over the past few decades, the computer has played an increasingly large role in the collection of survey data The primary focus of computers in survey research, however, has been in computer- assisted telephone interviewing The use of computers in the elicitation of responses directly from the respondent has been the focus of increasing efforts in recent years but still remains relatively undeveloped Although there have been previous attempts at investigating the effects of introducing computerized self-administered surveys among adolescents, no such investigation has been attempted in a school-based survey to our knowledge The authors examine methods and issues from the Minnesota Student Survey Mode Effects Experiment—an on-line versus paper-and-pencil comparison from a large school survey of adolescents Some of the issues include comparability with paper-and- pencil versions and data collection issues, such as computer literacy, security, and case management

Abstract: The relationship between user participation and information systems success has intrigued researchers for two decades. Despite this history there is minimal research on the antecedents of user participation. The tenet of the present paper is that the conditions of user participation are essentially changing. Especially, the European tradition of user participation has focused on blue collar workers rather than professionals and managers. Users are normally assumed to be computer illiterate. The North American tradition has almost exclusively focused on the impact of user participation on information systems success. The present paper examined the significance of organizational level of users, their task variety and computer experience as determinants of user participation including age, gender, education, computer training, organizational tenure and job tenure as control variables. The three determinants were found to have a significant positive effect on user participation, computer experience emerging a...