Presents two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents or with their peers. Indicates that parents have little affect in helping their children learn about technology or attitudes about computers. (CW)

Describes and evaluates science teachers' implementation of microcomputers at a field-test site that was part of a program to encourage literacy of science teachers in the use of microcomputers (ENLIST-Micros). Discusses why only 33 percent of the teachers used computers one year after the training. (Author/YP)