This study surveyed 110 preschool and kindergarten teachers in the greater Chicago area to determine the range of attitudes, knowledge, and practices related to computer usage in their classrooms. The results indicated that over 90 percent of the teachers had positive or very positive personal and professional attitudes toward computers, and that…

A professor instituted an instructional design project with a graduate class during the fall quarter of 1985 to help teachers become more aware of the potential of computers in the curriculum areas. In order to effectively use the computer with school-age children, teachers need success with the three basic components of knowledge, process, and…

In the coming century, the ramifications of computer technology will affect virtually everyone. Teachers and parents can help students reach their full potential by encouraging them to use and apply the computer at home and in school. (JL)

Discusses the use of Lotus 1-2-3 to create non-stop graphic displays of simulation models. Describes a simple application of this technique using the distribution resulting from repeated throws of dice. Lists other software used with this technique. Stresses the advantages of this approach in education. (CW)

Summarizes what has been learned, thoughts regarding mistakes that have been made, and recommendations for addressing future questions, regarding the role of computers in the educational process. Reviews the research on computer based instruction. States that findings are inconclusive and often contradicting. Recommends that different evaluation…

Discusses the organization and teaching of computing in British secondary schools. Assesses the extent and nature of gender differences in participation in computing activities and teachers' attitudes toward girls and computing. Includes recommendations for action by schools. (Author/JDH)

Describes a nine classroom hour experiential research elective in computer technology for social wokers which provides an opportunity for the student to develop beginning abilities to organize and manage data into a format for computer application. Class assignments focus on a social welfare agency's daily operations. (Author)

The goal of this study was to find out if the difference between boys and girls in computer literacy can be leveled out in a laptop program where each student has his/her own mobile computer to work with at home and at school. Ninth grade students (n=113) from laptop and non-laptop classes in a German high school were tested for their computer…

This document contains the following papers on the young child from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Young Children and Technology: Building Computer Literacy" (Michael J. Bell and Caroline M. Crawford); (2) "Integrating Technology into the Young Child Lesson Plan"…

This commencement address reflects on what students should learn in a core curriculum, what good learning environments should be like, and what quality teaching will look like in the future. It examines changes in education over the years, discussing the transformation in teaching and learning brought about by information technology. In this…

This article presents a best practice model for an online teacher education course, illustrating the process of integrating computer and reading literacies to increase learning and improve teaching. Six best practice components were included in the class design: integrative units, small group activities, representing to learn, classroom workshop,…

Argues against the fractured view of literacy as a set of unrelated skills, and suggests that thinking and writing about computers could provide a means for students to see literacy from a broad-based interdisciplinary perspective. Describes a graduate course designed to explore connections between computers and literacy. (KEH)

IBM recently released the results of a national survey of classroom teachers' attitudes toward computer technology in the schools. Findings are presented of the survey which was conducted by telephone interviews with 1,100 randomly selected teachers in July 1989. (SI)

Asserts that the assessment of students' ability to use computers should be central to educational computing research, but most studies have relied on vague definitions of what constitutes computer-use ability. Argues that definitions need to be clarified before further research is conducted. Raises methodological issues for further research. (DSK)

Draws on empirical evidence from an evaluation of computer use in Canadian high schools to show how a critical treatment of computer literacy as ideology raises important issues about the computerization of education. Suggests that educators should question whether they have given this ideology the critical attention it deserves. (DSK)