Abstract: Background: eHealth literacy is defined as the ability of people to use emerging information and communications technologies to improve or enable health and health care. Objective: The goal of this study was to explore whether literacy disparities are diminished or enhanced in the search for health information on the Internet. The study focused on (1) traditional digital divide variables, such as sociodemographic characteristics, digital access, and digital literacy, (2) information search processes, and (3) the outcomes of Internet use for health information purposes. Methods: We used a countrywide representative random-digital-dial telephone household survey of the Israeli adult population (18 years and older, N = 4286). We measured eHealth literacy; Internet access; digital literacy; sociodemographic factors; perceived health; presence of chronic diseases; as well as health information sources, content, search strategies, and evaluation criteria used by consumers. Results: Respondents who were highly eHealth literate tended to be younger and more educated than their less eHealth-literate counterparts. They were also more active consumers of all types of information on the Internet, used more search strategies, and scrutinized information more carefully than did the less eHealth-literate respondents. Finally, respondents who were highly eHealth literate gained more positive outcomes from the information search in terms of cognitive, instrumental (self-management of health care needs, health behaviors, and better use of health insurance), and interpersonal (interacting with their physician) gains. Conclusions: The present study documented differences between respondents high and low in eHealth literacy in terms of background attributes, information consumption, and outcomes of the information search. The association of eHealth literacy with background attributes indicates that the Internet reinforces existing social differences. The more comprehensive and sophisticated use of the Internet and the subsequent increased gains among the high eHealth literate create new inequalities in the domain of digital health information. There is a need to educate at-risk and needy groups (eg, chronically ill) and to design technology in a mode befitting more consumers.

Abstract: This paper describes a study that evaluates fifteen-year-old Chilean students Information and Communication Technology (ICT) skills. The paper presents an operational definition of ICT skills, an instrument measuring these skills as well as the students' results in the test. The definition of ICT skills used considers Chile's curricular framework, functional and cognitive skills. Specifically, ICT skills were defined as the capacity to solve problems of information, communication and knowledge in digital environments. A performance-based assessment was designed in a virtual environment to measure these skills. The analysis of the results showed that the majority of students were able to solve tasks related to the use of information as consumers, i.e., approximately three quarters of the students were able to search for information and half of them were also able to organize and manage digital information. Additionally, they show that very few students were able to succeed in tasks related to the use of information as producers, i.e., only one third of the students were able to develop their own ideas in a digital environment and less than one fifth were able to refine digital information and create a representation in a digital environment. Socioeconomic group, access, daily use and confidence in doing ICT-related activities were all positively associated with higher scores, showing the need to implement strategies to compensate this inequality, possibly by explicitly defining these aims in the national curriculum.

Abstract: Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, A...

Abstract: This paper describes a literature review, institutional audit and analysis of practice in the area of digital literacy provision, based on research across the UK Higher Education sector. It concludes that institutions need to place greater value on ‘literacies of the digital’, and better prepare their students and their own organizational processes to thrive in an age of digital knowledge practices. It extends the debate about individual entitlement and provision to ask whether digital literacy offers an opportunity for the academy to redefine its relationship to knowledge in society. © 2012 Wiley Periodicals, Inc.

Abstract: Digital literacy has been an increasingly-debated and discussed topic since the publication of Paul Gilster’s seminal Digital Literacy in 1997. It is, however, a complex term predicated on previous work in new literacies such as information literacy and computer literacy. To make sense of this complexity and uncertainty I come up with a ‘continuum of ambiguity’ and employ a Pragmatic methodology. This thesis makes three main contributions to the research area. First, I argue that considering a plurality of digital literacies helps avoid some of the problems of endlessly-redefining ‘digital literacy’. Second, I abstract eight essential elements of digital literacies from the research literature which can lead to positive action. Finally, I argue that co-constructing a definition of digital literacies (using the eight essential elements as a guide) is at least as important as the outcome.

Abstract: Technological advancement has led to significant changes in the way university education is being provided in the developed countries. Whilst their universities have made great strides in addressing issues of access, cost of higher education and quality through e-learning, Africans are in the 21 st century still grappling with these issues. Although the University of Ghana has as one of its strategic directions, the introduction of e-learning, very little information has been provided on its policy direction. This study which is based on the Technology Acceptance Model (TAM), examines students’ perceptions on incorporating e-learning into teaching and learning. Using survey research, a total of 534 responded to the survey which relied on the questionnaire. Results from the study show that students entered the university with computer skills which are critical to the introduction of e-learning; male students were more likely to use the internet than female students; there was a relationship between the length of time students have been using the internet and frequency of use of the internet; students preferred mixed mode and web supplemented courses in the immediate future than web dependent and fully online courses. To make e-learning a reality there should some further strategies to improve access to personal computers, improve the broadband width. Special efforts should be made to target female students to use the internet to improve their computer skills.

Abstract: Online learning continues to expand at educational institutions around the globe. Educators must better understand how interaction with online course content impacts student engagement and learning. Advances in technology amplify the imperative to gain further insights into how delivery of course materials can enhance and support the learning process. This study investigates student patterns of access to instructional resources provided in an asynchronous online digital literacy course offered at a regional university in the United States. Frequency counts and access rates collected from a learning management system were used to assess patterns of student retrieval of course materials in four categories: core materials, direct support, indirect support and ancillary materials. Results were consistent with student survey responses and indicate that students selectively access course content based upon the degree to which they perceive it will positively influence performance and outcomes on assignments and assessments.

Abstract: There is no clear theoretical prediction regarding whether home computers are an important input in the educational production function. To investigate the hypothesis that access to a home computer affects educational outcomes, we conduct the first-ever field experiment involving the provision of free computers to students for home use. Financial aid students attending a large community college in Northern California were randomly selected to receive free computers and were followed for two years. Although estimates for a few measures are imprecise and cannot rule out zero effects, we find some evidence that the treatment group achieved better educational outcomes than the control group. The estimated effects, however, are not large. We also provide some evidence that students initially living farther from campus benefit more from the free computers than students living closer to campus. Home computers appear to improve students’ computer skills and may increase the use of computers at non-traditional times. The estimated effects of home computers on educational outcomes from the experiment are smaller than the positive estimates reported in previous studies. Using matched CPS data, we find estimates of educational effects that are considerably larger than the experimental estimates. There is no clear theoretical prediction regarding whether home computers are an important input in the educational production function. To investigate the hypothesis that access to a home computer affects educational outcomes, we conduct the first-ever field experiment involving the provision of free computers to students for home use. Financial aid students attending a large community college in Northern California were randomly selected to receive free computers and were followed for two years. Although estimates for a few measures are imprecise and cannot rule out zero effects, we find some evidence that the treatment group achieved better educational outcomes than the control group. The estimated effects, however, are not large. We also provide some evidence that students initially living farther from campus benefit more from the free computers than students living closer to campus. Home computers appear to improve students’ computer skills and may increase the use of computers at non-traditional times. The estimated effects of home computers on educational outcomes from the experiment are smaller than the positive estimates reported in previous studies. Using matched CPS data, we find estimates of educational effects that are considerably larger than the experimental estimates.

Abstract: Past studies have found male students to have more confidence in using technology for learning than do female students. Males tend to have more positive attitudes about the use of technology for learning than do females. According to the Women’s Foundation (2006), few studies examined gender relevant research in Hong Kong. It also appears that no studies have examined these gender differences in the perception of confidence in using technology for learning specifically in Hong Kong. The aim of this study was to examine gender difference regarding confidence toward using technology (e.g., AutoCAD, SPSS, Compiere, Arena, and programming language, such as C, Java, Visual Basic, etc.) for learning in higher educational institutions in Hong Kong. The study employed a survey methodology collecting 211 questionnaires from one specific university in Hong Kong. The findings confirmed that male students have more confidence in using technology for learning than do female students because gender imbalances in computing are socially constructed and not related to a learner’s innate ability. It is recommended that the universities should set up training courses for female students so these students can build confidence in using technology for learning.

Abstract: Purpose – The aim of this study was to explore the pattern and extent of the adoption of Web 2.0 technologies by Pakistani librarians.Design/methodology/approach – A survey was conducted using web‐based surveying software (SurveyMonkey) and Pakistan based LIS e‐mail discussion groups. Professional librarians serving in all types of libraries participated in the study.Findings – Instant messaging, blogs, social networking and wikis were the most popular Web 2.0 technologies. Librarians adopted such technologies in their professional and personal lives. Gender, length of professional experience and place of work have no effect on the frequency of use, while perceived skill level of internet use and perceived ease of Web 2.0 use have a significant effect on the frequency. Lack of computer literacy, and lower availability of computers and internet facilities were the major hindrances of Web 2.0 adoption by librarians. Awareness and training programs could enable librarians to cope with Web 2.0 technologies.Re...

Abstract: Leadership is an important factor in the effective implementation of technology in schools. This study examines the transformational leadership role of principals to determine whether transformational leadership role of principals in ICT implementation in schools is influenced by the computer competence, level of computer use, and professional development activities of principals. This paper, based on responses from 320 principals in Iran, reports that computer use and professional development activities (on the dimension of ICT and leadership) influence the transformational leadership role of principals in implementing ICT in schools. In addition, the study results show that computer competence has a positive relationship with the level of computer use by secondary school principals and it indirectly influences the transformational leadership role of principals in implementing ICT in schools. It is suggested that ongoing professional development opportunities on dimension of leadership and technology should be provided for principals to increase their levels of proficiency in computer use which will help future research understand the importance of the use of technology in education and to learn to model the transformational leadership components of charisma (idealized influence), inspirational motivation, intellectual stimulation and individualized consideration in their schools.

Abstract: Computers have become commonplace in our personal as well as our professional lives. Computers have made many of our everyday tasks easier and faster and made our society more productive. A very important set of variables such as the classroom teacher and the teacher’s attitudes towards the effective uses of computers in the classroom have been overlooked in EFL classrooms. This study investigates how teachers perceive the use of computer technology resources in English Language Teaching. The first aim of the study is to define the teachers’ attitudes. The second aim is to discuss the aspects of attitude. The third aim is to explain teachers’ attitudes and computer technology training. The fourth aim is to elaborate teachers’ attitudes and computer technology integration. The fifth aim is to define teachers’ attitudes and computer experience. The sixth aim is to discuss teachers’ attitudes and computer anxiety and interest. The last aim is to review teachers’ attitudes and computer literacy. The review of the related literature shows that simply introducing computer technology resources does not guarantee teachers’ use of these in practice. Knowledge of EFL teachers’ attitudes about teaching, learning, and computers, affords them the opportunity to design and implement EFL instruction.

Abstract: Deployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

Abstract: This article argues that both traditional literacy (reading and writing print) and new digital literacies (for example, playing video games) come in two grades or forms, one of which can lead to success in the modern world and one of which is less likely to do so. In both cases, the role of “academic” or “specialist” language is crucial in distinguishing between the two grades

Abstract: Success in educational programmes often depends on learners being able to negotiate and manage a variety of digital literacy practices commensurate with the literacy demands of their course. This paper reports on preliminary findings of a multi-method PhD study which examines the digital literacy practices arising when an adult learner in a UK college completes writing assignments for her course. It explores whether she uses digital tools agentively and decisively in her personal life, in order to transform her classroom practice. Data show that mobilising personal digital literacy practices into classroom-based literacy events allows learners to successfully make the link between their own everyday digital literacy practices and the requirements of their course. It is argued that a “social practice” approach to digital literacies, along with actor-network theory sensibilities, allows researchers to observe the sensitivity of classroom-based digital literacy events to the layered multiplicity of their con...

Abstract: Research confirms that young children engage in digital literacy practices in the home. While there is an emerging body of work that documents the diversity of these practices, there is little rese...

Abstract: 1. INTRODUCTION The National Research Council (NRC) and National Science Foundation (NSF) have defined basic requirements that today's students need to "Be Fluent in Information Technology" (BeFIT) (National Research Council, 1999). These concepts revolve around increased IT skills, concepts, and capabilities of all citizens. Many universities, colleges and two-year institutions require computer literacy for STEM (Science, Technology, Engineering and Mathematics) majors as well as for business majors. Computer literacy centers primarily on the use of personal productivity software applications, such as word processors, spreadsheets, databases and presentation applications. Many educational institutions offer computer literacy courses to students and assist the learning process by assigning a certain number of computer projects. According to various learning theories, providing meaningful and timely feedback on assignments has been identified as a key component of successful learning among students. However, it is very time consuming and sometimes impractical to provide extensive and qualified feedback on numerous computer projects. This research reports the development and implementation of an adaptive learning and grading system with the goal to expedite and improve the feedback provided to students for their personal productivity software (i.e. spreadsheet and database) assignments. This research builds upon previous knowledge from the cognitive, behavioral, and resource-based views of learning as well as the establishment of the appropriate grading rubrics. Computer-assisted assessments (Conole and Warburton, 2005) or automated grading systems are becoming more popular in higher education institutions because they can significantly enhance the learning process. In our study, an automated grading system, also known as the Adaptive Grading/Learning System (AGLS), was developed to allow instructors to quickly grade multiple and complex computer literacy assignments while providing meaningful feedback to students in order to stimulate an efficient learning process. The system provides for a consistent grading rubric for each assignment. A unique feature of the system is the ability of the system to "learn" the correct and incorrect responses and add them to the rubric. It is unique and different from what is currently provided by book publishers as it enables instructors to build more complex assignments and also share this enhanced grading rubric with other instructors. This research investigated how 'auto grading' with an adaptive learning component might be used to affect the quality, quantity and the speed of feedback. Hypotheses were developed and evaluated using data collected by the existing gradebook reporting systems. 2. LITERATURE REVIEW A student's overall success is largely influenced by the ability of the educator to present new information in creative and meaningful ways while at the same time evaluating a student's understanding of this information. This process requires students to learn the material covered by the educator. A brief overview of three learning theories is discussed in this section with particular attention to feedback theories and concepts. 2.1 Cognitive Learning Theory Robert Gagne (1965, 1985, 1988; Gagne, Briggs and Wager, 1992) proposed a list of nine elements that should be present in any lesson in order for learning to occur. These nine elements form the framework for cognitive learning theory, where each element leads to the next, higher level element. They are: Gaining attention ("reception"), Informing learners of the objective ("expectancy"), Stimulating recall of prior learning ("retrieval"), Presenting the stimulus ("selective perception"), Providing learning guidance ("semantic encoding"), Eliciting performance ("responding"), Providing feedback ("reinforcement"), Assessing performance ("retrieval"), and Enhancing retention and transfer (generalization"). …

Abstract: In this article the authors introduce the practice of inquiry and discuss the case for it as a signature pedagogy for digital literacy. The Inquiry Cycle is presented as a summary of important aspects of inquiry. Further, the Practice Profile of Inquiry provides a practical tool, which can be incorporated into everyday classroom practice. Examples from the Digital Literacy in Irish Primary Schools project are presented to show how surface, deep, and implicit structures of curriculum are enacted within an inquiry perspective. The Inquiry Cycle and the Practice Profile of Inquiry offer a means for educators to foster inquiry-based learning while making the best use of new digital media and tools.

Abstract: Virtual reality technology enables people to become immersed in a computer-simulated and three-dimensional environment In this chapter, we investigate the effects of the virtual reality technology on disabled people such as blind and visually impaired people (VIP) in order to enhance their computer skills and prepare them to make use of recent technology in their daily life As well as, they need to advance their information technology skills beyond the basic computer training and skills This chapter describes what best tools and practices in information technology to support disabled people such as deaf-blind and visual impaired people in their activities such as mobility systems, computer games, accessibility of e-learning, web-based information system, and wearable finger-braille interface for navigation of deaf-blind Moreover, we will show how physical disabled people can benefits from the innovative virtual reality techniques and discuss some representative examples to illustrate how virtual reality technology can be utilized to address the information technology problem of blind and visual impaired people Challenges to be addressed and an extensive bibliography are included

Abstract: This paper reports on a master's study undertaken to investigate the impact of the digital divide on information literacy (IL) training of Extended Curriculum Programme (ECP) students at the Durban University of Technology (DUT). Since 1994 the demographics of higher education institutions in South Africa have changed. Today these institutions comprise heterogeneous groups of students, by race, economic background, digital background, etc. and consequently with different levels of literacy, information and otherwise. The problem that this study addressed was the impact of having both digitally advantaged and digitally disadvantaged students in the same information literacy classroom, expecting them to reach learning outcomes without frustrating students from either group. The objective of the study was to investigate the impact of the digital divide on IL training of ECP students at the DUT and to recommend guidelines for teaching and learning of IL that would accommodate both digitally advantaged and digitally disadvantaged students. The study employed a mixed method approach in its research design. Data was collected from ECP students (of 2010) by means of a questionnaire; an interview schedule was used to collect data from Subject Librarians involved in teaching the IL module to ECP students; a separate interview schedule was used to collect data from the ECP Coordinator. Qualitative and quantitative data collected were prepared for analysis by means of content analysis and numerical coding, respectively and then subjected to statistical analysis via SPSS, which produced percentage and frequency distributions to ascertain findings. The findings of the study revealed that the digital divide does impact on IL training in ways such as: slowing down the progress of IL lessons; basic computer skills need to be taught in the IL classroom; and that digitally disadvantaged students find it difficult to follow online lessons while advantaged students already have the expertise to access online information. Based on these findings the study recommended computer literacy training should precede IL training and that various creative teaching and learning methods such as group work, online tutorials, games and interactive websites should be incorporated into IL education to accommodate both digitally advantaged and digitally disadvantaged students in the IL classroom.

Abstract: All students must start learning new literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especiall...

Abstract: This paper reports on an action research study that investigated factors influencing TESOL (teaching English to speakers of other languages) teacher candidates’ (TCs) selection and use of technology in the English as a second language (ESL) classroom and the influence of explicit training in context in the use of computer technology for second language learners at the PreK-12 grade level. The data suggest that developing these skills in a highly contextualized setting enhances ESL teachers’ knowledge, skills, and beliefs in terms of the use of technology in the ESL classroom.

Abstract: The use of computer assisted learning (CAL) has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka. The study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190) were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates. Sample size-181 (Response rate-95.3%), 49.7% were Males. Majority of the students (77.3%) owned a computer (Males-74.4%, Females-80.2%). Students have gained their present computer knowledge by; a formal training programme (64.1%), self learning (63.0%) or by peer learning (49.2%). The students used computers for predominately; word processing (95.6%), entertainment (95.0%), web browsing (80.1%) and preparing presentations (76.8%). Majority of the students (75.7%) expressed their willingness for a formal computer training programme at the faculty. Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6). There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p < 0.001). In the linear regression analysis, formal computer training was the strongest predictor of computer literacy (β = 13.034), followed by using internet facility, being from Western province, using computers for Web browsing and computer programming, computer ownership and doing IT (Information Technology) as a subject in GCE (A/L) examination. Sri Lankan medical undergraduates had a low-intermediate level of computer literacy. There is a need to improve computer literacy, by increasing computer training in schools, or by introducing computer training in the initial stages of the undergraduate programme. These two options require improvement in infrastructure and other resources.

Abstract: Non-traditional student enrollment, especially at community colleges, has markedly risen in the last ten years due to national unemployment rates, the current economic climate, and employer demand for computer-literate employees. While university instructors struggle to constantly adapt their course materials to incorporate updates in software modules, various online learning systems, and consumer gadgets, they must also troubleshoot the obstacles inherent in their changing class rosters. Functioning under the definition of non-traditional as students over the age of 25 who are often first-generation college enrollees, displaced from their previous careers due unforeseen layoffs, or desperate to update their rum by earning an advanced certification or degree in order to ensure job security, this paper examines the lagging response of higher education institutions to appropriately manage the widening digital divide. The clear dissonance between typical non-traditional student computer competency and typical traditional student computer competency specifically informs this examination. In response to the amalgamated complications revealed in the non-traditional students charge to function successfully within a technologically-driven university environment, practical application strategies in the form of pre-enrollment computer competency placement testing and the implementation of required, degree-credit introductory computer courses must be established as a national initiative in order to formalize the concerted effort needed to encourage the overall academic success of non-traditional students nationwide.

Abstract: This study investigated the function of social supports and computer self-efficacy in predicting high school students’ perceived effect of computer use. The study was survey method to collect data. The questionnaires were distributed to the high school students in Taiwan. 620 questionnaires were distributed and 525 questionnaires were gathered back with 84.67% return rate. The results of structural equation modeling (SEM) and model invariance analysis indicate that perceived peer support played an important role in predicting the effects of advanced computer self-efficacy. However, general computer self-efficacy was the factor more strongly associated with student computer use. The results were analyzed to provide useful insight into the development of student computer competency. The modified scale was a valid and reliable instrument for large scale population. This study provided representative results for further related studies. Educational implications and suggestions for future research are proposed.

Abstract: The study examined challenges that undergraduate students face in conducting research in Harare and Bulawayo regions of the Zimbabwe Open University (ZOU). This has been motivated by the realisation that, a good number of postgraduate students encounter challenges when conducting research. It is therefore imperative that the causes of such challenges be identified and addressed. In our view, the undergraduate level is a fertile ground for such an investigation. The paper makes use of descriptive surveys, focus group discussions and document analysis. Random sampling shall be used for descriptive surveys, while purposive sampling shall be employed for focus group discussions, which shall be conducted in ZOU’s Harare and Bulawayo Regions. Document analysis will entail reviewing undergraduate research projects that are in the university’s regional libraries. Analysis of project markers’ comments will be made.Forty five Bachelor of Education (Educational Management) students filled in the questionnaire. Research data were analysed and interpreted thematically. The study came up with three categories of some of the challenges that undergraduate students in the studied regions of the ZOU experience in their conduct of research. They comprised tutor, student and tutor- related challenges. In connection with tutor-related challenges that were associated with lack of research interest and experience, tutor absence from work and failure to return to work promptly. Critical student-related challenges were lack of money, time, library resources and family problems. All institution-related challenges (lack of internet facilities, lack of research-related courses, lack of library resources, and lack of computer literacy and lack of workshops) negatively impacted on the studied students’ capacities to conduct research.The study drew some conclusions from the findings. First, it concluded that no one set of challenges that research participants experienced in the conduct of their studies wholly impacted on the quality of their research projects. The three categories were mutually exclusive to each other. The study rejected; no tutor interest in students and their topics, leaving no-co-supervisor, too little direction and too little practical help given as challenges underpinning the present respondents’ conduct of research. All the institution-related challenges were on the high side in terms of how they were experienced by undergraduate students who were undertaking research.The study’s major recommendations included the need for the ZOU’s Department of Education to:• Mount regular workshops for research supervision and writing for both tutors and students. • Provide opportunities for tutors and students to carry out collaborative research work.• Supply tutors and students with research guidelines so that they will not abuse and misuse each other.• Motivate tutors and students to present conference papers at local and international conferences. It is in such conferences that tutors and students can polish their research experiences and skills.• Supply tutors and student with research supervision guidelines so that they will not abuse and misuse each other. That way, both parties will be able to know what is expected of them in the supervision of research projects, as well as, their writing of the research reports.

Abstract: The advent and application of computer and information technology has increased the overall success of EFL teaching; however, such success is hard to assess, and teachers prone to computer avoidance face negative consequences. Two major obstacles are high computer phobia and low computer self-efficacy. However, little research has been carried out in this area, especially from instructors’ perspectives. This study aimed to determine the levels of computer anxiety and computer self-efficacy, and their correlations to classroom teaching among 300 elementary EFL teachers in Taiwan. Data were collected through survey method. Results indicated that teachers have moderate to high computer phobia and low computer self-efficacy. It is evidenced that computer phobia is negatively associated with computer self-efficacy. Also, it was found that teachers who frequently used computers showed lower computer phobia. Male teachers perceived themselves as having higher computer self-efficacy, and younger teachers tended to have a lower level of computer phobia and higher computer self-efficacy. High accessibility of computers at school for teachers would significantly lower computer anxiety and raise computer self-efficacy. In addition to investigating these two specific factors, evidence and implications for practice and directions for further research are also discussed.