Abstract: So your goal is to be a teacher for the 21st century. The easy way is to stay in the profession for two more years! However, if your goal is to be a teacher that prepares students for the 21st century, then your objective has to be more challenging. The teacher of the future must be not only accomplished in instructional techniques and technology, but also in the integration of technology into the curriculum. The questions arise of what is technology integration, why should we integrate, and how do we integrate. The Jerome Joint School District #261 has spent the last 18 months trying to answer these questions. Although integration models and instructional practices are still developing and being assessed, following are some of the insights into technology integration and some examples teachers in our K-12 district have found to be effective. What is Technology Integration? Let's first define what it is not. Integration is not putting computers in the classroom without teacher training. It will not happen without training. Integration is not substituting 30 minutes of reading for 30 minutes of computer skill development. It is, however, using computers to teach 30 minutes of reading. Integration is not providing application software like electronic encyclopedias, spreadsheets, databases, etc. without a purpose. It is not prepackaged programs that are often unrelated activities clustered around a particular topic that address few higher concepts or goals. Nor is it teacher created programs that cover special interests and/or technical expertise but do not fit content-area curriculum. Defining what technology integration is and is not is the first step in deciding how to integrate it into the classroom. Now let's define what it is. Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. Discrete computer skills take on new meaning when they are integrated within the curriculum. Integration is incorporating technology in a manner that enhances student learning. Technology integration is using software supported by the business world for real-world applications so students learn to use computers flexibly, purposefully and creatively. Technology integration is having the curriculum drive technology usage, not having technology drive the curriculum. Finally, technology integration is organizing the goals of curriculum and technology into a coordinated, harmonious whole. Why Integrate Technology? The next question is why integrate technology at all? This is a question the teachers in the Jerome School District struggled with, especially in the beginning. However, we knew opinions among both the public and other educators are leaning toward the fact that students need to be proficient computer users. Here are a few but important reasons for integrating technology that we have come to understand in our efforts to integrate technology: 1) correctly designed, more depth into the content-area curriculum is possible, 2) in the information age, there is an intrinsic need to learn technology, 3) students are motivated by technology, thus increasing academic engagement time, 4) while working in more depth with the content, students are able to move beyond knowledge and comprehension to application and analysis of information, 5) students learn where to find information in an information rich world, 6) computer skills should not be taught in isolation and 7) students develop computer literacy by applying various computer skills as part of the learning process. How Do You Do It? Once we know what and why, we have the question of how. Michael Eisenberg suggests that there are two requirements for effective integration of technology skills: 1) the skills must directly relate to the content area and to the classroom assignments, and 2) the skills themselves need to be tied together in a logical and systematic model of instruction. …

Abstract: This report describes West Virginia's Basic Skills/Computer Education (BS/CE) program and connects its features to gains in student test scores that are practically and statistically significant. The program consists of three components: (1) software that focuses on the state's basic skills goals in reading, language arts, and mathematics; (2) enough computers in the schools so that all students will be able to have easy and regular access to the basic skills software; and (3) professional development for teachers in the use of the software and the use of computers in general. Data were collected from all fifth graders (n=950) in 18 elementary schools selected to represent the range of variables that might influence technology use and student achievement. Survey data were also collected from 290 teachers. Results were analyzed using a model that includes access to software and computers, attitudes toward technology, and teacher training and involvement. The relationship of BS/CE to student achievement, as measured by the Stanford-9 achievement test, is examined. Findings suggest that the BS/CE program had a powerfully positive effect, especially in those schools that used it most intensively. Ten figures and tables illustrate findings. (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************

Abstract: This study examined three research questions that compared the attitudes of men and women about (1) the value of technology in making users more productive, (2) the impact of computer technology on people and their work environments, and (3) the relative comfort of men and women when using computers. The study used an attitudes inventory constructed to identify attitudes associated with gender issues reflected in the literature. The inventory was administered to 62 subjects who were students in a university business communication course. Analyses of the findings indicate that, contrary to earlier studies on these issues, women reflected more positive attitudes than men on all three scales. Females held more positive attitudes than males regarding the value of computers to make users more productive. Although neither men nor women in this group reflected concern about the impact of technology on people and their work environments, women were more positive than men in this regard. Women also reflected greater comfort in using computers than men. The results carry implications for both education and business. Educators, trainers, and managers should reexamine their behaviors as they make decisions regarding career choices, on-the-job training opportunities, and job placement. Previous indicators that men are more receptive to technology in learning and training environments appear to have changed.

Abstract: This book is for every teacher or trainer--whose computer skills may be limited--who wants to understand the Internet educationally, and use it in his or her courses.As institutional pressures mount to integrate the Internet into teaching, this book provides a framework and a hands-on introduction to what s involved, whether it s adapting materials and teaching styles for the Web, or designing a virtual course. This book provides: + an introduction to the key educational concepts needed to adapt teaching methods and materials to the medium of the Internet+ an introduction to both basic and advanced Internet skills-from using e-mail to collaborative conferencing+ a framework for harnessing the Internet to achieve educational goals, and successfully exploiting its resources, features and applications to promote effective learningThe framework starts from the premise that teachers should progressively apply Internet technology as their skills and confidence develop. It develops the concept of augmented teaching styles supplementing traditional teaching with Intenet based options; demonstrates how to use modules as the building blocks for Web-based learning; and shows how to use the Internet to deliver individualized learning, by enhancing personal communication between teacher and student, and addressing the diversity of learning styles.The book abounds with inspiring and thought-provoking examples of Internet course materials developed by a wide variety of teachers and trainers, including modules and forms created by the authors who have extensive experience in delivering Internet-based courses.A glossary of terms and directory of Internet sites and resources complete the book, which is also supported by a related Web site."

Abstract: With the increasing complexity of nursing practice and health care delivery, developing information literacy in students for lifelong learning is a vital element of nursing education. The San Francisco State University School of Nursing has developed, implemented, and evaluated an integrated program of information literacy in its undergraduate curriculum. The curriculum strand includes a variety of instructional strategies woven through all semesters of the nursing program. To evaluate the information literacy program, an exploratory descriptive approach was taken using two different cohorts of students. Baseline testing prior to implementation of the information literacy program and posttesting after implementation of the program revealed selected positive occurrences in students' use of bibliographic databases and journal literature. However, students did not perceive they were more successful in accessing information, and faculty assessment of students' ability to evaluate information did not change from 1992 to 1996. These and other evaluation findings have implications for the development of an information literacy curriculum and its integration with other facets of student learning.

Abstract: What directions should research on computers in education take in the next century? We examine one application, computer programming, with a particularly long and rich research history (Clements & Meredith, 1993). We review the literature and discuss implications for future research. While emerging from the domain of computer programming, these implications have wide applicability across various applications of computers. For example, in all applications of computer to education, we need to learn to operationalize and optimize the complex webs of variables that determine efficacy. We need continuing research and development to expand our knowledge of what students and teachers learn in various environments; test conjectures and theories abstracted post hoc in extant research; and investigate how unique features of various programming environments interact with the goals and content of specific subject matters domains and the particular features of various teaching and learning situations to promote learning and development. Future research should also ask how computers might be successfully implemented in a manner consistent with systemic reform.

Abstract: From the Publisher: A thorough detonation of the hype surrounding computers in our lives, by the bestselling author of The Cuckoo's Egg and Silicon Snake Oil. In a book that should spark debate across the country, Clifford Stoll, one of the pioneers of the Internet and a renowned gadfly of the computer industry, takes an insightful, provocative—and entertaining—look at how computers have encroached on our lives. High Tech Heretic punctures the exaggerated benefits of everything from foisting computers on preschoolers to "free" software to computer "help desks" that help no one at all. Why, Stoll asks, is there a relentless drumbeat for "computer literacy" by educators and the high-tech industry when the computer's most common uses are for word processing and games? Is diverting scarce education resources from teachers and equipment in favor of computers in the classroom the best use of school money? Are supermarket checkout clerks computer literate because they operate a laser scanner? Has no one noticed that the closest equivalent to today's hot new multimedia and Internet Web sites are—(drumroll)—Classics Illustrated, the comic books based on literature? In these fascinating contrarian commentaries, Stoll focuses his droll wit and penetrating gaze on everything from why computers have to be so darned "ugly" to the cultural aftershocks of our high-tech society, to how to turn an outdated 386 computer into something useful, like a fish tank or a cat litter box. As one who loves computers as much as he disdains the inflated promises made on their behalf, Cliff Stoll is nothing less than a P. J. O'Rourke of the computer age—barbed,opinionated, and essential.

Abstract: This study investigates the relationship between computer literacy of academic staff and their use of electronic information sources The impact of other factors such as age, gender and educational background on the use of electronic information sources is also investigated A statistically significant relationship is found between computer literacy and the use of electronic information sources and services The study reveals that computer literature academics use electronic information sources more frequently Similarly, a significant relationship is noted between the age of academics and their use of electronic information sources

Abstract: Effective use of technology in the classroom has received much attention in education, and teacher training programs are expected to produce computer literate teachers. The purpose of this study was to compare two technology integration models. Pre- and postcourse questionnaires were administered to 73 preservice teachers completing an elementary methods course. The precourse questionnaire assessed preservice teachers’ computer skills prior to entering the methods course. A follow-up questionnaire administered at the end of their first year of teaching assessed how frequently they were using technology as an instructional tool and for what purposes. The results of this study indicated that integration of technology with integrated methods courses increased the probability that teachers transferred the computer skills into their classroom as compared to preservice teachers who learned computer skills in an isolated manner.

Abstract: Although administrators are scrambling to bring technology into their schools, the introduction of computers into individual classrooms has created challenges for both experienced and inexperienced teachers. Recognizing that teachers' use of technology is likely to increase when support is more readily available, a university-elementary school partnership was formed to provide ongoing professional, instructional, and technical support to teachers at one elementary school. Professional support was provided through monthly meetings and ongoing interactions initiated by teachers' changing technology needs. Instructional support was provided through two teacher inservice workshops that emphasized practical ideas for infusion. Technical support was provided, at least in part, by training 18 third- to fifth-grade students to serve as technology “experts” for the school. Survey and interview data from teachers, students, the principal, and the library media specialist were used to examine the impact of these efforts. Findings describe perceived increases in teachers' levels of instructional and professional uses, and in students' confidence, self-esteem, and computer skills. Although participants described changes in the school's overall approach to technology use, use of student-trainers was limited.

Abstract: WEB-BASED INSTRUCTION requires transformation from traditional teaching strategies to directed independent learning. Careful attention must be given to the creation of effective interactive learning experiences that foster student-to-student and student-to-faculty interactions (1). How content is learned, the effects of the use of computers on learning, and perceived barriers to learning must all be evaluated. Students' responses to Web-based education must also be considered. This article describes the response of 58 undergraduate and 13 graduate students to their initial experiences with Web-based instruction (WBI). While the educational levels of the students and the courses in which the transition to WBI took place differed for the two groups, their computer expertise did not, and similar responses to Web-based learning were noted. Differences in the types of courses and the expertise of the two faculty with regard to WBI also contributed to the production of some dissimilar responses. Method A computer user survey was designed by the authors to gather information describing students' access to hardware, software, and use of the World Wide Web (the Web). The survey assessed students' level of proficiency with a variety of computer skills, their personal interest in computer use, personal learning styles, and interest in courses with Web activities. The semester prior to the present investigation, the survey was administered in a pilot study to 69 undergraduate students. Based on the pilot test, minor modifications were made to improve readability and ease of data entry for analysis. Approval for the conduct of this research was obtained from the Institutional Review Board prior to data collection. Sixty undergraduate students enrolled in their first nursing theory course and 14 graduate students enrolled in their first nursing informatics course agreed to participate in the study. All rated their computer skills at the start of the course. (See Table 1.) At the end of the semester, 58 undergraduate and 13 graduate students completed the Flashlight instrument, a constellation of survey items designed for use by educational institutions to assess their applications to technology (2). This was the first semester during which extensive use of the Web was included as part of the Nursing Foundations course for undergraduates. Table 1. Computer Proficiency of Graduate and Undergraduate Students COMPUTER SKILL NEVER USED BEGINNER Word Processing Undergraduates 3% (n = 2) 13% (n = 8) Graduate Students 7% (n = 1) 7% (n = 1) E-mail Undergraduates 8% (n = 5) 40% (n = 24) Graduate Students 21% (n = 3) 50% (n = 7) The Web Undergraduates 13% (n = 8) 48% (n = 29) Graduate Students 71% (n = 10) 36% (n = 4) Spreadsheet Undergraduates 32% (n = 19) 43% (n = 26) Graduate Students 71% (n = 10) 29% (n = 4) COMPUTER SKILL INTERMEDIATE ADVANCED Word Processing Undergraduates 63% (n: 38) 20% (n = 12) Graduate Students 36% (n = 5) 50% (n =7) E-mail Undergraduates 40% (n = 24) 11% (n = 7) Graduate Students 29% (n = 4) 0 The Web Undergraduates 32% (n = 19) 7% (n = 4) Graduate Students 0 0 Spreadsheet Undergraduates 25% (n = 15) 0 Graduate Students 0 0 Note: 14 graduate students and 60 undergraduates completed initial Computer User Survey. Description of the Students Findings from the preliminary survey indicated that 70 percent of the undergraduate students had computer access at home, but only 43 percent had access to the Web from their home. All students had access to e-mail and the Web through a computer laboratory in the College of Nursing. Ninety-one percent of the undergraduate students reported having used, or were currently using, the Internet for e-mail; 63 percent had obtained, or were currently accessing, assignments through the Web. …

Abstract: It is difficult to pick up any professional publication in the field of Human Resource Management (HRM) today without noticing the number of web pages available on-line for the use of personnel professionals, or without seeing advertisements by private companies touting the latest advances in software developments for a Human Resource Information System (HRIS) Computer technology has been available now for several decades, and HRM offices in the public and private sectors have increasingly made use of the new technology There is also considerable literature available on the basic differences and similarities between management and administration in the public and private sectors or our economy1 Although authors may disagree about the significance of many of the differences between the two sectors, not many disagree that substantial differences exist Few studies have focused on the differences between the two sectors in the use of general informational technology,2 and none have focused specifically on differences between the two sectors in the use of HRIS and the Internet This manuscript examines the extent to which HRM professionals in both the public and private sectors are using HRIS systems to carry on basic and advanced personnel processes, and the extent to which they are employing the Internet as an information resource to help them solve HRM problems Using results from a national questionnaire sampling human resource professionals in both sectors, this study seeks to bring some data to bare on the types of software applications taking place, the integration of HRM activities and computer software, rates of satisfaction with the use of computer software in HRM applications, rates of computer and Internet training across both sectors, and the use of the Internet as an information resource in HRM decision-making and problem solving Data were obtained from a questionnaire mailed to human resource professionals in public and private sector organizations during the summer months of 1996 The response rate for the public sector group was 54% (n=77), and for the private sector group was 29% (n=77) There was a total response rate of 38% with 154 usable questionnaires For a more detailed breakdown of the sample please see appendix A Editor's Note: See "Why There Are Five Million Types of Statistics," (Volume 28, Number 1, Spring 1999) for a statistical significance overview Survey Results Types of Software Applications According to Mayer and De Luca,3 "Finding the appropriate software and applications is the most important part of the system A computer that runs faster with a great deal of storage space and high-resolution graphics capability is useless without software that fits the organization's needs" According to Table 1 there is widespread acknowledgment among organizations in both sectors on the most needed software applications Windows programs for word processing, creating databases, and creating spreadsheets are the three most commonly used programs In contrast, both sectors in our sample are less likely to use statistics applications (more so in private organizations) A chi- square test was employed in order to test for significant differences in mean scores of each particular category of software between the two sectors The results of the comparisons reveal that most software applications used in both sectors are not significantly different except statistics and utility programs (chisq value p= 14535; p-value 0001 for statistics programs and chisq value 8472; p-value = 0004 for utility programs) The lack of differences for most programs can be explained because such applications are ubiquitous and are widely used for the same HRM purposes4 Table 1 Software and Applications Government Business Total (N=77) (N=77) (N=154) Word Processing 100% (77) 99% (76) 99% (153) Spreadsheet 95% (73) 100% (77) 97% (150) Windows 94% (72) 99% (76) 96% (148) DOS 91% (70) 84% (65) 88% (135) Database 90% (69) 81% (62) 85% (131) Graphics 81% (63) 77% (59) 79% (122) Utility Programs 78% (60) 56% (43) 67% (103) Telecommunications 77% (59) 65% (50) 71% (109) Statistics 41% (41) 23% (18) 38% (59) Integration of HRM Activities and Computer Software Now that we have established that there are a wide variety of software applications being used to perform numerous activities by the organizations in our sample, let us turn to the HRM function …

Abstract: This article examines two components related to faculty adoption of computers on university campuses: the change in use patterns and the change in attitudes and opinions. Faculty members’ attitudes and use patterns are evaluated using data compiled from the first year of a longitudinal study. The results of our study show that use and attitudes are multidimensional constructs. In addition, changes happen at different rates for different categories of use. Also, the changes in attitudes are more significant for specific components of use. These findings suggest that faculty members, with their increased computer use and altering attitudes, need adequate computer training and infrastructural support to sustain use.

Abstract: Core computer competency skills have become requirements for both higher education and private industry. To meet with the demands for computer-literate students, many colleges and universities have implemented computer competency entrance exams, exit exams and required computer classes. Some colleges have made ownership of name-brand desktop or laptop computers a requirement for entrance, and others have even distributed computers to each of their students (Young 1997). Also hungry for computer-literate college students are corporate recruiters, who have reported that core computer competency skills are very important to the employability of a recent college graduate (Davis 1997). While there have been numerous articles defining what it means to be computer literate, what constitutes a core set of computer competency skills, and what colleges have done to change their curriculum, there has been little or no research that attempts to identify how students actually learn these skills and which method best suits their learning style. A survey of the undergraduates in Cornell University's College of Agriculture and Life Sciences was conducted in the fall of 1998. As part of a larger review of undergraduate curricula, a questionnaire was sent to all 3,084 students. The questionnaire included a section on Computer Competency Skills and asked students to rate the effectiveness of various methods for learning computer skills. 1,176 questionnaires were returned, and although the return rate was not ideal (38%), random telephone surveys to non-respondents did not reveal a bias between respondents and nonrespondents. This article reports on the quantitative findings from this survey and on the qualitative findings from a prior focus group of undergraduates on computer literacy. Results of the Survey We asked undergraduates to rate the effectiveness of eight methods for learning computer literacy skills (credit classes, non-credit workshops, drop-in clinics, faculty support, peer-support, online help, printed documentation, and trial and error). Responses were scored so that methods could be compared with each other. According to Figure 1, Trial and Error, Credit Classes and Peer Support were clearly ranked as being more effective than Faculty Support, Online Help, Printed Documentation, Non-Credit Workshops or Drop-In Clinics. [Figure 1 ILLUSTRATION OMITTED] We performed a Chi-square test to see if there were any differences that could be attributed to the student's year at college. There were no differences based on student year with the exception of Credit Classes in which upperlevel students consider credit classes more effective than lower-level students. In our college there are several open microcomputer labs designed specifically for drop-in use by students. We were surprised to see that Drop-In Clinics ranked last in our analysis, so we cross-tabulated some response variables to try to find out why. Several of the microcomputing labs are open from 8am to midnight, with limited daytime hours on weekends. Despite the fact that the majority of respondents (76%) claimed that the lab hours were adequate for their needs, this same group did not feel that these labs were an effective method for learning their computer skills. Secondly, the microcomputing labs are primarily staffed by trained students, not full-time staff members. We were interested in finding out if the lack of trained support was responsible for the low effectiveness of the labs. We found out, however, that even students who felt they received adequate help in the labs agreed that the labs were not an effective method for learning their computer skills. On March 26th 1998, we conducted a focus group with ten student leaders from our college. The purpose of the focus group was to obtain student feedback, perceptions and ideas about computer competencies and support. …

Abstract: The swift introduction of Information and Communications Technology (ICT) into schools is the aim of initiatives involving the teaching profession, parents and pupils, government and commercial interests. Teachers’ attempts to integrate ICT into their classroom practice may be affected by such factors as access to updated technology, appropriate training, and realistic time management. Nevertheless the British governments aim is that all teachers acquire network literacy by the year 2002. Using a linked group of schools, teachers’ opinions and ideas about ICT were gathered as the National Grid for Learning was introduced. Theories of learning as ‘community joining’ were applied in an analysis of the data to create an emerging model of teachers as users of ICT. This model was then used to help formulate the ICT Development Policy of a case study school. On the basis of this empirical evidence, some key factors enabling teachers to work towards network literacy and ‘Adept User’ status are discussed. In conclusion this paper suggests that successful implementation of ICT initiatives generating educationally effective practice is ultimately dependent on the professional development of teachers.

Abstract: Using data from the March and October CPS, the author investigates the effect of computers on the demand for female workers. One model suggests that computers, by changing skill requirements and the conditions of work--de-emphasizing physical skill--should favor women even if women have no advantage over men in using computers or in acquiring computer skills. Decompositions of the growth in women's employment and cross-industry-occupation regressions indicate that increases in computer use can account for over half of the growth in demand for female workers. Consistent with the hypothesis that differences in the physical requirements of jobs are responsible for these effects, increases in computer use have the greatest effect among skilled blue-collar workers and workers with less than a college education. The increase in computer use may contribute to an apparent substitutability between highly skilled women and less skilled men found in other research.

Abstract: Planning for information technology key skills in nurse education New recruits to courses in nursing, midwifery and health visiting come from a wide range of educational backgrounds and it is reasonable to expect that this diversity will also be reflected in the range of their experience and competence with information technology (IT). Accommodating such variety can make the planning of appropriate training to enhance and develop their IT skills difficult. In order to explore the likely extent of diversity in IT experience and skills in today’s recruits, the project reported here examined the competence, attitudes and previous IT training of two consecutive cohorts of new entrants to a higher diploma programme. The surveys add weight to the view that nurse educators do face a considerable diversity in new students’ competence and experience with IT. Further analysis has also shown that subgroups of the cohorts, characterized by their age, gender, education or previous IT training, differed significantly in a ‘knowledge of computers’ score but not in their attitudes to IT. Arising from the results, the paper argues that, in seeking to develop a consistent level of IT literacy, core IT competence should be identified and all courses should have the clear objective of raising students’ confidence in using computers.

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Abstract: This study investigated computer attitudes among 131 early childhood education and care prospective practitioners. Study participants completed a demographic questionnaire and the Computer Attitude Scale (CAS). Results indicated that the majority of these students reported relatively positive attitudes toll ard computers although a sizable miniority was found to have neutral to negative attitudes. Measurement data gained fmm study respondents indicated acceptable CAS validity amid reliability indexes. Significant relationships were found between computer attitudes and having access to a home computer and and having formal computer training. Implications for university faculty involved in perservice education are discussed. Key Words: computer attitudes, preservice education. Current estimates are that 37% of all American households now have microcomputers (NTIA, 1998). Clearly. the everyday work, home, and educational experiences of a rapidly increasing number of individuals and families are being influenced profoundly by microcomputers that enable easy and ongoing access to new and ever expanding forms of information technology (Hughes, Ebata, & Dollahite, 1999; Williams & Ogletree, 1992). Although microcomputers are becoming more commonplace, we are still in an era when using them is perceived by many as requiring complex technical skills (Hohmann, 1994). In fact, Corston and Colman (1996) suggested that between one-third to one-quarter of all individuals may be, to some extent, afraid of using computers and tend to avoid contact with keyboardbased technologies. The term "computer anxiety" has been used widely to indicate the fear or apprehension felt by individuals when they use computers or when they consider the possibility of computer utilization (e.g., Charlton & Birkett, 1995; King & Bond, 1996; Leso & Peck, 1992). Individuals experiencing computer anxiety are much more likely to develop apathetic attitudes toward computers (Charlton & Birkett, 1995; Corston & Colman, 1996) and be extremely resistant to using them (Hohmann,1994; Morgan & Shade, 1994; Oliver & Shapiro, 1993; Yaghi, 1997). Despite the personal anxieties reported by many toward microcomputer use, there appears to be a growing consensus that computers can be influential tools in enhancing the potential of individuals by facilitating the learning process (Haugland & Wright, 1997) and that knowledge of and confidence with computer technology will soon be required in every facet of the competitive employment market (Charlton & Birkett, 1995; Comber, Collery, Hargreaves, & Dorn, 1997). If used properly (e.g., proper selection of software), microcomputers have been shown to have positive influences on young children's learning, behavior, and development (Beaty, 1996; Brewer, 1998). Research evidence indicates that there are positive relationships between young children having frequent encounters with microcomputers and their metacognitive development (Fletcher-Flinn & Sudendorf, 1996; Schetz & Stremmel, 1994), their language development and use (Brewer, 1998; Schetz, 1989), their development of prosocial behaviors (Brett, 1994; Fromberg, 1995), and their feelings of selfesteem and self-confidence (Tsantis, Wright, & Thouvenelle, 1989; Williams & Ogletree, 1992). Given these emerging views and research findings, industry and families alike have begun to demand that schools purchase and use microcomputers as part of each student's education experience (Knupfer, 1988; Sutton. 1991). Responding to such pressures, we are now seeing microcomputers being introduced in educational and care settings that serve the youngest of our children (Haugland & Wright, 1997; King & Bond, 1996; Wright & Shade, 1994). As Hohmann (1994) noted, increasing the learning potential and computer knowledge and skills of young children and the personnel who care for and educate them has not been achieved bv providing mere access to microcomputers. …

Abstract: Integration of computers across the classroom curriculum has been an object of debate for over 15 years. This paper compares the integration of computers with what has been learned about literacy education. The integration of literacy learning into the classroom is given as a model for computer integration. Examples are given of what constitutes quality computer integration and what does not. A basic set of "curriculum integration software" is described and recommended. A brief discussion of how computers can function as scaffolds and manipulatives is presented. A detailed example is given of how to design an integrated unit that incorporates technology. What children need to know to be independent computer users is also discussed. The authors emphasize that computers and other information technology should be thought of as just another learning tool It is the software and the context within whichit is used that makes the difference.

Abstract: The present research evaluated a goal-oriented training approach in comparison to a more standard training approach (i.e., verbal persuasion). The goal-oriented approach combined participatory goal setting with performance feedback to enhance training with older adults. One hundred and six computer novices, ranging in age from 50-89 years, were randomly assigned to one of the two training conditions and individually participated in two consecutive days of computer spreadsheet training. As hypothesized, Goal-oriented trainees generally achieved significantly greater mean changes in both computer attitudinal/efficacy and computer task proficiency measures (e.g., task completion time). Verbal Persuasion trainees also exhibited significant changes in both types of training outcomes but to a lesser extent than Goal-oriented trainees. Controlling for scores on intellectual ability (crystallized, fluid) and the ''big five'' personality dimensions through analysis of covariance did not significantly change study ...