A small high schools' staff development effort to train teachers in computer literacy is recounted. Staff developers used teacher feedback in designing the program, which started as a one-shot workshop but grew into a continuing professional development activity. (PP)

An already existing professional development structure composed of a steering committee on policy, curriculum coordinators, and building-level staff development associates enabled the Greenwich (Connecticut) Public Schools to plan and carry out staff development in computer literacy. Responsiveness and flexibility are key elements of the program.…

The Lyons Township High School (Illinois) set out to achieve 100 percent computer literacy for its 3,800 students in one year. Objectives of the overall program for the students and the staff development activities for teachers are described. (PP)

Probably, no one "best" model for training teachers in computer literacy will emerge; consequently, staff developers should be familiar with various approaches and apply what they already know about effective staff development to this area. Questions are raised about program objectives, reallocation of resources, training methods, and long-term…

This article tells how teachers in the Denver (Colorado) Public Schools are trained in a district-wide computer literacy program. The program concentrates on counteracting teachers' fear of the machines by giving them hands-on practice. Program staffing and organization are described. (PP)

This article describes a training program that was developed to prepare teachers who were to work with students using a computer-based writing program called QUILL. Training methods, winning administrative support, and follow-up activities are discussed. (PP)