Abstract: The concepts of ‘information literacy’ and ‘digital literacy’ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of ‘literacy’, which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills‐based literacies

Abstract: This two-year study explored the perceptions and roles of experienced elementary teachers, who were computer novices, as they learned and began using computer technology in their teaching. The research questions guiding this study focused on incentives and barriers to learning and using computer technology, professional development approaches, and teaching roles indicated by traditional and constructivist characteristics. The researchers employed qualitative research methods within a case study framework. Data obtained through a variety of sources were coded and analyzed within- and across-cases. Results indicated participants' preferences for learning basic computer skills before integrating technology into the curricula, the importance of seeing purpose in using computers in teaching, and having concrete and grade-specific integration ideas. Also, first-order or extrinsic incentives motivated participants before second-order or intrinsic incentives, while first-order barriers tended to mask second-order...

Abstract: In this exploratory study, we compared characteristics and teaching practices of teachers perceived to be exemplary technology users with descriptions of exemplary users provided in the literature. Using a qualitative case-study design, we examined the pedagogical beliefs and classroom practices of 17 exemplary technology-using teachers. Findings suggest that exemplary technology use, as perceived and practiced by teachers, does not readily match descriptions of best practice provided in the literature. Rather, exemplary use reflects teachers’ personal beliefs about teaching and learning as well as their specific teaching contexts. (

Abstract: This document examines womens use of new information technologies (IT) in developing countries in order to describe the situation of gender and IT in these countries and measure the extent of the gender digital divide. It notes that getting reliable statistics on womens Internet use in developing countries is very difficult. By regions women are 22% of all Internet users in Asia 38% of those in Latin America and 6% of Middle Eastern users. Most women use IT at work except in upper-income enclaves where women have home access to computer and the Internet. A series of factors constraining womens access to IT include: literacy and education language time cost geographical location of facilities social and cultural norms and womens computer and information search and dissemination skills. However IT can contribute to the economic social and political empowerment of women in developing countries. Hence women need to involve themselves in the area of information and communication technology policy and regulation.

Abstract: In this study of 387 students aged 6-9, we examined the effects of a change in teacher efficacy when students moved to a new grade. The effects of 4 dimensions of computer teacher efficacy on 3 types of student benefits (improved basic and advanced computer skills and increased computer self-efficacy) were investigated. Students in an upward trajectory (i.e., those who moved from a teacher with low computer confidence to a teacher with high confidence) benefited more from an infusion of technology than students in a downward trajectory (i.e., those who moved from a high- to a low-confidence teacher). Teacher efficacy variables explained 7%-9% of the student outcome variance. The effect of teacher efficacy on student outcomes was stronger when district in-service training was differentiated for individuals, distributed throughout the implementation period, established in-school networks, and was complemented by support focused on instructional rather than hardware issues.

Abstract: Since 1980 the amount of medical information has doubled approximately every second year. This implies that oral health students as well as professionals need to manage the flow of information rationally, in order to learn how to undertake evidence-based decision-making for diagnosis and treatment in a given patient situation. Current research indicates that computer connected databases and computer assisted learning (CAL) may enhance learning and provide the clinician with information for decision-making when treating patients. Multimedia for CAL, which combines audio and visual data in an interactive form, has proved to be an effective tool in education. CAL may supplement and reinforce more traditional learning and create opportunities to illustrate clinical situations in an interactive way. CAL has the potential to help students develop skills and knowledge. Students, staff and professionals consider CAL stimulating and motivating. Students easily adapt to CAL although their current computer literacy is still low. New authoring tools make it easier for faculties to develop their own CAL software. In the future we will see more sophisticated software with virtual patients who can communicate and interact with the student in a very realistic way. The software will even "step out" from the screen and help the student with clinical procedures. However, at present CAL should not replace traditional education, but rather be used more as a supplement and for self-directed studies.

Abstract: Bioinformatics--the application of computational and analytical methods to biological problems--is a rapidly evolving scientific discipline. Genome sequencing projects are producing vast amounts of biological data for many different organisms, and, increasingly, storing these data in public databases. Such biological databases are growing exponentially, along with the biological literature. It's impossible for even the most zealous researcher to stay on top of necessary information in the field without the aid of computer-based tools. Bioinformatics is all about building these tools. Developing Bioinformatics Computer Skills is for scientists and students who are learning computational approaches to biology for the first time, as well as for experienced biology researchers who are just starting to use computers to handle their data. The book covers the Unix file system, building tools and databases for bioinformatics, computational approaches to biological problems, an introduction to Perl for bioinformatics, data mining, and data visualization. Written in a clear, engaging style, Developing Bioinformatics Computer Skills will help biologists develop a structured approach to biological data as well as the tools they'll need to analyze the data.

Abstract: In this volume, acknowledged experts present state-of-the-art reviews and empirical data on how aging affects personal communication, and how technology can contribute to improving communication efficacy. Chapters are divided into three sections. The first section provides a basic overview of issues in this field. The second section deals with socio-cultural issues. The final section addresses issues around training and compensation. The volume contains new research on heretofore unexplored areas within the field of aging, such as: computer use and design, internet use, and computer literacy. It is useful for gerontologists, psychologists, and other professionals interested in aging.

Abstract: This research uses comparative case methodology to examine the teacher development programs of two different organizations: a private computer company and a public school district. Both programs are considered effective when judged by participants' evaluations, gain in skills, and plans for classroom technology use. Differences in outcomes appear when we look beyond the program itself and analyze teachers' abilities to implement what they learned in their classrooms. In the article, eight common components of the two programs are identified and the differing ways in which they implemented these features are described. Then the program outcomes are compared along five dimensions: access to equipment, administrative support, technical support, collegial support, and classroom implementation. Finally, implications for teacher development programs are discussed. The capacity of teachers to use technology in classroom instruction has not kept pace with the increased access to technology in schools. Teachers and Technology: Making the Connection, a comprehensive study from the Office of Technology Assessment (1995), portrays both opportunities and obstacles of technology use in US schools. Technology offers richer, more varied, and more engaging learning opportunities for students, but these practices tend to be the exception rather than the norm. Three common barriers cited in the report relate to access, training, and support. Many schools lack the necessary access to technology in areas such as wiring, amount and power of equipment, and location of computers within the building. In addition, funding frequently goes toward purchase of equipment rather than training teachers in using technology in the classroom. Added to these barriers is a lack of support, particularly time for experimentation and opportunities to talk with other teachers about technology. The repor t concludes that helping teachers use technology effectively is the most important task. Some experts suggest that providing every teacher with a computer is more important than providing equal access to students because, until teachers are comfortable using technology, the potential of technology use in classroom instruction will go unrealized (Pool, 1997). Although the numbers of computers and Internet connections in schools has increased (Anderson & Ronnkvist, 1999; NCES, 1999a), the ability of teachers to incorporate technology into their daily practice is lagging. Only 20% of teachers report feeling well-prepared to integrate technology into their teaching (NCES, 1999b). For many schools and districts, the focus has been on acquiring hardware and software rather than preparing teachers to use technology. On the average, districts devote not more than 15% of technology budgets to teacher training (OTA, 1995). A study of teachers' Internet use reports that those who attended staff development on the Internet were more likely to use it in the classroom, yet only 30% of teachers had participated in such training within the past year (Becker, 1999). The report of the President's Committee of Advisors on Science and Technology (1997) warns that the substantial investment in hardware, software, and infrastructure will be wasted if teachers are not prepared and sup ported to integrate technology to help students learn. Without classroom access to equipment, appropriate training, and ongoing support, technology is unlikely to enhance teaching or learning (Sandholtz, Ringstaff, & Dwyer, 1997). In addition to a lack of training, the typical content of technology instruction for teachers is limited (Willis & Mehlinger, 1996). Preparing teachers to use technology in the classroom goes beyond "computer literacy." However, much of the training provided to teachers emphasizes fundamental computer operation rather than preparation on how to use technology as a teaching tool and how to integrate it across the curriculum. Both preservice and inservice teacher education must address the issue of preparing teachers to not only use technology but to integrate it into instruction. …

Abstract: Does becoming familiar with computer and information technology during college add to or detract from making progress toward other desirable outcomes of college? Based on responses to the 23 gains items from the CSEQ (including computer use), more than 125,000 undergraduates from 205 four-year colleges and universities were divided into two categories: (1) High Gainers (those who made substantial progress on using computers) and (2) Low Gainers (those reporting less progress). Increased familiarity with computers was positively related to developing other important skills and competencies, including social skills.

Abstract: Quality of care for vulnerable elderly clients makes it important to consider the psychosocial effects of interactive computer use as a means to communicate for social, functional, and/or health care purposes in a home health care setting. In a 3-month randomized prospective trial, telecommunications terminals were installed in the private residences of computer-illiterate persons, 65-years-of-age and older, providing visiting nurses the opportunity to teach computer use with three different training methods. The control group had similar weekly nurse visits, but no computer terminal use. Pre-posttests using the Rosenberg Self-Esteem Scale and the Geriatric Depression Scale compared change in self-esteem and depression scores of computer-use clients with the scores of the control group clients. Interactive computer use, alone, did not significantly change scores. Compared to the control group, however, there was a significant change toward improved self-esteem and depression when interactive computer use was accompanied with weekly nurse computer training. Weekly training with a significant other, as a substitute for the nurse trainer, significantly improved self-esteem scores but not depression scores. Interactive computer use was not associated with decreased self-esteem or increased depression. Attitude changes and responses to the particular telecommunication service used in this study were mixed, suggesting future research should be based on improved telecommunication systems with access to programs that have greater practical application to the needs of elderly clients.

Abstract: The widely held conception based on previous studies is that differences exist between gender and racial groups in their attitudes toward and their usage of computer technology. This study used a survey with many open-ended questions to investigate possible differences between high school males and females and racial groups in coeducational and same-sex schools in Nebraska in their attitudes, use, and career interest in technology. Results indicate some areas of difference and some commonalities between gender and racial groups. Hispanics showed a significantly higher interest in computer careers than any other racial group. Implications for educators are discussed.

Abstract: Computer use in the classroom has become a popular method of instruction for many technology educators. This may be due to the fact that software programs have advanced beyond the early days of drill and practice instruction. With the introduction of the graphical user interface, increased processing speed, and affordability, computer use in education has finally come of age. Software designers are now able to design multidimensional educational programs that include high quality graphics, stereo sound, and real time interaction (Bilan, 1992). One area of noticeable improvement is computer simulations. Computer simulations are software programs that either replicate or mimic real world phenomena. If implemented correctly, computer simulations can help students learn about technological events and processes that may otherwise be unattainable due to cost, feasibility, or safety. Studies have shown that computer simulators can: 1. Be equally as effective as real life, hands-on laboratory experiences in

Abstract: The proliferation of end user computing (EUC) has been widely reported (e.g., Burrows, 1994). Computer literacy requirements have skyrocketed for clerical and support staff (Bowman, Grupe, and Simkin, 1995) and for many middle and senior management positions (Olsten, 1993). EUC has the potential to influence productivity, competitiveness and profits. In recognition of this potential, organizations are devoting a substantial portion of their information technology budget to EUC activities. Given that training can affect the success or failure of EUC within an organization preparing the workforce to use information technology productively has become a high priority in many organizations and is reflected by increased training budgets (Aggarwal, 1998; Finley, 1996). Since the primary purpose of introducing new technology is to improve productivity, organizations expect their employees to learn and apply EUC technology to increase their job performance and contribute to organizational effectiveness. The preponderance of research on end user performance has focused on attitudes toward computers to predict end user performance. However, these studies have generally reported inconsistent results (e. So it is not clear if, in fact, attitudes influence end user performance. It is important to identify factors with potential to influence end user performance because such knowledge can enable educators and trainers to design better programs and enhance end user performance. This line of research has practical significance because unless end users learn and utilize end user technology to improve their job performance, organizations are unlikely to reap the benefits of investments in training and in EUC technology. The primary purpose of this study is to investigate the effects of attitudes, goals setting and self-efficacy on end user performance. The conceptual foundation of this study is based on the dispositional paradigm. The dispositional paradigm is founded on the premise that individual differences are relatively stable both across time and situations and can be used to explain and predict behaviors and outcomes (see This paper is organized into four sections inclusive of this introductory section. In the second section, we will review the studies that examined the relationship between attitudes and end user performance and offer plausible explanations for the inconsistent findings. In the third section, we will develop hypotheses for the study. Finally, we will present results of this study, offer suggestions to enhance end user performance, and discuss avenues to extend research on end user performance. Research on the influence of attitudes toward computers and end user performance …

Abstract: HEIDI SCHWEINGRUBER CHRISTINE L. BRANDENBURG Previous research has suggested that a host of factors such as lack of role models, access, learning styles, social expectations, and the absence of gender-sensitive computer games are, in part, responsible for differences in female representation in technology fields. Recently, video game and software creators have turned their attention to the gender preferences that would increase access and spur participation in the technological milieu among girls as well as boys. Additionally, the advent of the World Wide Web (WWW or Web) and its ever increasing presence in homes and schools of differing socio-economic levels has made a variety of functions (e-mail, chat, games, etc.) available to both genders. This article suggests that the gender gaps that once existed with regard to computer access, use, and perceived expertise are narrowing significantly. These findings are based upon survey data from 512 middle school students in three areas: (a) self-perception of computer skills and their acquisition; (b) exposu re to technology at home and at school; and (c) media style and content preferences. The conclusions suggest that the rapidity with which acculturation to the Web is taking place among America's youth may be responsible for less gender-biased technology outcomes in schools and, eventually, in the workforce. Much has been written about gender differences as they relate to learning styles with computers, computer software use, and entry into the technology fields (American Association of University Women (A.A.U.W.), 1997; Brunner, 1997; Brunner & Bennett, 1997, 1998; Sutton, 1991; Johnson & Swoope, 1987; Sashaani, 1997; Schofield, 1995; Campbell, 1989; Levin & Gordon, 1989; Martinez & Mead, 1988; Ward, 1985). Each of these factors has contributed to male stereotypes characterized as computer savvy, while females are often characterized as more reticent to embrace technology. Research has demonstrated that the lack of gender-sensitive computer games and lack of girls' early exposure to technology have compounded this gender gap. Recently, researchers have explored ways in which technological preferences of females can be incorporated to spur participation in the digital environment by both genders (Brunner, Bennet, Clements, Hawkins, Honey, & Moeller, 1990; Cassell & Jenkins, Eds. 1998; Miller, Chiaka, & Groppe, 1 996). With the advent of the Internet and its ever-increasing presence in the schools and homes of differing socio-economic groups, the delivery of educational information via the Web has become extremely feasible (CNN, 1999a, 1999b; National Center for Educational Statistics (NCES), 1999; Kaiser Family Foundation Report, 1999). By incorporating formats that have appealing game-like features but deliver well-grounded educational content, numerous educational Web sites are attempting to reach adolescents not only in their classrooms, but in their homes and other informal settings as well. New information technology holds the promise of profoundly changing the ways in which schools function and, more importantly, the ways in which adolescents conceptualize their own learning. Perhaps, as enthusiasts claim, computing and telecommunications can facilitate a shift from teaching to learning, thereby better preparing youth for life in the Information Age (Schank & Jona, 1991; Papert, 1993). As Turkle (1984) has explained, "when different people sit down at computers, even when they sit down at the same computer to do the 'same' job, their styles of interacting with the machine are very different" (p. 15). Nowhere are the style differences more dramatic than between the male and female approaches to use of computer technology and the programming for this computer technology (Kafai, 1993; Huff & Cooper, 1987; Turkle, 1988). Studies throughout the 1990s found relatively similar evidence of differential perceptions of computer use. …

Abstract: This article reports the results of a Delphi study to determine the general need for the preparation of computer technology competencies of business education teachers for the 21 century. The study consists of three rounds of a Delphi instrument using electronic mail as the primary means of communication. Twenty-three experts nominated by the National Association for Business Teacher Education (NABTE) served on the Delphi panel. The responses generated by the first round contributed to the development of an instrument; the second round involved rating the statements; and the third round determined the consensus on items. The findings of the study include 95 statements about computer competencies that should be included in business teacher education curricula. These competencies were grouped in five categories: computer hardware, software, computer programming, computer integration, and general computer knowledge.

Abstract: PURPOSE/OBJECTIVES To develop and test an interactive multimedia module prototype designed to accommodate adults with limited literacy and without computer skills. DESIGN Experimental, randomized, controlled, pretest, post-test. SETTING Cancer treatment centers in California, Louisiana (pilot). New Hampshire, Pennsylvania, and Texas. SAMPLE Outpatients who were at least 18 years old with a minimum fifth-grade reading level; 86 experimental treatment, 88 control. METHODS Experimental treatment involved use of the interactive multimedia module; the control group received customary Instruction. FINDINGS As compared to the control group, subjects in the experimental group had significant improvement (p = 0.0001; 257% gain) in self-care ability regardless of age, sex race, education, geographic location, reading ability, computer experience, or preferred learning style; a 6.515% increase in fatigue content covered and 16.775% Increase in instructional duration; and significantly greater benefit from sleep-related activities and a consistent, positive pattern of self-care behavior. CONCLUSIONS The program is instructionally effective, appropriate for a wide and geographically diverse audience, and feasible for use in the ambulatory setting. IMPLICATIONS FOR NURSING PRACTICE The interactive multimedia module is an effective, self-directed resource for individualized patient fatigue education.

Abstract: The purpose of this study was to describe and compare patient preferences for a genetic counselor or an interactive computer program for various components of genetic education and counseling for breast cancer susceptibility. As part of a randomized intervention study on genetics education and counseling for breast cancer risk, 29 women at moderate risk were educated by both a genetic counselor and an interactive computer program. After both educational interventions, participants completed Likert-style and open-ended questionnaires about what they liked most and least about each intervention, and whether they preferred the counselor or computer for a variety of tasks. Participants were largely satisfied with both the computer program and the genetic counselor. A majority preferred the genetic counselor for addressing their concerns, discussing options and alternatives, being sensitive to emotional concerns, helping to make a decision, being a good listener, assuring understanding, helping to make a good choice, helping to understand genes and breast cancer, telling them what they needed to know, being respectful, setting a relaxed tone, and putting them at ease. However, a majority of the women either preferred the computer program or were neutral about allowing patients to learn at their own pace, helping to avoid embarrassment, making good use of time, explaining genes and breast cancer, and treating the patient as an adult. Qualitative analysis of open-ended questions affirmed that patients valued the personal interactions with the counselors, and liked having their specific questions answered. They liked that the computer was self-paced, informative and private, and could be used without causing embarrassment. We concluded that a computer literate, mostly white group of women at moderate risk for inherited susceptibility to breast cancer preferred interacting with a genetic counselor for personal, individualized components of the genetic counseling process, but accepted or preferred a computer program for being self-paced, private, and informative. By incorporating such a computer program into the genetic education process, it is possible that genetic counselors would be able to spend more time performing the personal, individualized components of genetic counseling.

Abstract: In this paper we present an innovative framework for the teaching of computer literacy and application that can serve as a new educational paradigm in teaching courses in a distance learning format. This new framework combines and integrates new technologies with older distance education teaching aids. We implement this framework in a course called “Computer Applications for Social Sciences” that was developed in the Open University of Israel, a recognized academic institution in Israel. The course, which is based on distance learning and electronic tools such as communication technologies, CD-ROM coursewares, Web-sites and discussion groups, was taught in the second semester of 1999. The course was developed in a way that allows students with no previous knowledge to learn it at a distance. We present here a description of the course and its e-learning tools, a broad study on the 219 students who participated in the course, and a close study on 55 of these students.

Abstract: The Integrated Distributed Learning Environments or virtual classrooms constitute a new promising structure in education of health care personnel. A virtual classroom was developed aiming to teach periodontology to an international group of 28 dental students using a problem-based learning (PBL) approach. The course was web-based and included synchronous and asynchronous communication, on-line libraries and multimedia material. Students were organised in 4 independent groups and each group was appointed a tutor. The results of the study indicate that one of the most positive effects students experienced was competence in using the computer. They also rated highly the use of multimedia for learning of clinical procedures. It was found that web boards and email were too slow to allow group work in the virtual classroom. Real time communication programs were found to be superior for problem discussion and hypothesis formulation. However, email and the web board played a significant role during certain steps of the PBL method. The students expressed a positive attitude for the combined use of network-based learning and problem-based education. Our present experience suggests that distance learning should be organised with a mixture of different media, allowing communication of knowledge and skills between the resources and the students, as well as cooperation between the students. Computer literacy among teachers and students is limited and should be enhanced. Finally, personal contact between the resource persons and the students before the distant learning course commences helps the learning process.

Abstract: This paper offers a model of how computer technology has changed the labor market, demonstrating that wage differentials between computer users and non-users are consistent with computers first being introduced in high-wage jobs following cost efficiency. Furthermore, skill upgrading occurs following a reemphasis on non-routine tasks after adoption. The model also reveals that neither differences in computer skills nor complementary skills are needed to explain wage differentials between users and non-users, skill upgrading, and the changing organization and intensity of work. Finally, the predicted effects on the wage structure are consistent with empirical evidence.

Abstract: Computers are increasingly being integrated into the preschool curriculum. They effect young children's peer-mediated cognitive development as well as their social play. Based on observations in a classroom of 4 and 5-year-olds at a fullday child development program at a major university lab school, this article applies Parten's categories of social behavior as well as theory that comes from a a Vygotskian social-cultural learning theory to young children's computer competencies. The authors describe the behaviors and interactions of Active Navigators (including Program, Mouse, and Consolidated Navigation); Vicarious Navigation/Super-onlooker behavior; and the behavior of Spectators/ On-lookers as they interact with developmentally appropriate software during the free choice center time.

Abstract: This paper presents initiatives taken in the Afya project towards bridging the digital divide through social and digital literacy, equitable access, training, and content initiatives at the community level. As a participatory action research project, Afya (Swahili for "health") is designed to engage African American women in assessing and increasing their access to quality health information and services. Based on principles of social justice, the project is geared towards redefining relationships and achieving constructive social change at a community-wide level.

Abstract: (2001). Review of Research: Children and Technology: Issues, Challenges, and Opportunities. Childhood Education: Vol. 78, No. 1, pp. 37-41.