Discusses various definitions of computer literacy, including those from the Minnesota Educational Computing Consortium and LOGO codeveloper Daniel Watt. Notes a disagreement over whether computer literacy includes programing knowledge. Mentions the problem of "information literacy" (involving data banks) and lists books, magazines, and…

Indicates the growing importance of having a computer and provides a discussion of basics to simplify the decision-making process when selecting a computer. (JOW)

Describes the facilities and programs of two major hands-on learning centers for children: the Capitol Children's Museum in Washington, D.C. and Sesame Place in Bucks County, Pennsylvania. Computer-oriented activities are emphasized. A table describing several other hands-on learning centers accompanies the text. (JL)

Workers who become adept at using computer software are often asked for help by coworkers. To use their time more efficiently, they should be prepared as effective on-the-spot trainers who might teach a group how to solve a common problem. (SK)

Extended previous exploratory work on computer self-efficacy and tested a four-factor self-efficacy model. Results for 414 college students demonstrate support for the hypothesized model. Survey questions appeared relevant in most situations. (SLD)

There has been scant exploration of the extent to which counselors are using various types of computer related technology (CRT) in their work. This study examines which counselor-related tasks counselors are currently accomplishing with the help of CRT, and in what ways CRT will be used by counselors and counselor educators to do their work in the…

In 1985, the Association of School Business Officials (ASBO) established a "Micro-Lab" at their annual meeting to provide members of ASBO with exposure to, and hands-on use of, various computer hardware and software. Provides a synopsis of several of the presentations made at the 1989 annual meeting. (MLF)

Results of a study of computing in 46 cities showed that more attention needs to be given to computer literacy and applications in public management education programs. This article discusses the level of training in computers and information systems that needs to be offered and the implications for coursework and faculty. (JOW)

Distinguishes between the kind of reading practiced in schools--reading to learn--and the kind of reading practiced in the workplace--reading to do. Places computer tutorials in a third category--reading to learn to do. Suggests guidelines for designing tutorials and for designing assignments. (JAD)

Explains how to become more knowledgeable about using resources available on Internet. Four main areas are discussed: (1) print media resources; (2) learning to use a personal computer effectively, including the maintenance of hard disks; (3) electronic mail; and (4) interactive networking. Current and future improvements to make networks more…

Discusses various types of end users of computer systems, describes skills they may need to have, and suggests knowledge that is needed to become an informed end user. The attitudes and responsibilities expected of users are discussed, and the role of computer-based training is examined. (Two references) (LRW)

Desktop personal computers do not appear to have increased productivity, largely because employees are not being trained properly. An effective training plan includes high quality internal training staff, connection with business objectives, and focus on career development. (SK)

Examines the role computer knowledge may play in the accomplishment of short-term advertising course educational outcomes, as well as the long-term goal of improving advertising education. Finds that prior computer knowledge makes little contribution to a student's performance in any advertising course. (SR)

In addition to basic motor and perceptual skills, Internet users need mental models of how the system works and how it functions as a social environment. Even experienced Internet users need continuous learning, which is often obtained informally within the context of work groups. (SK)

"Play" with computer applications is form of self-directed, experiential learning. This learning results in improved mental models of applications; application use for work tasks further refines the models. Application play may benefit organizations that invest considerable resources in technology training. (SK)