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)

The Detroit (Michigan) Center for Professional Growth and Development encourages computer literacy by: (1) raising teachers' awareness so that they can request further training; and (2) developing support services to meet their needs. The center has worked with project schools and their students, university students, and administrators, as well as…

Guidelines are given for training teachers to use computers, based on staff development experiences with the Hampshire (Massachusetts) Educational Collaborative's computer literacy program. Topics covered include training goals, course scheduling, staffing, participant needs, educational strategies, and evaluation. (PP)

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)

Methods and curriculum used to train teachers at the Irvine (California) Unified School District in computer literacy are described. A cadre of teachers already familiar with computers conducted training for colleagues. (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)

This article describes computer literacy staff development activities conducted at the East Windsor (New Jersey) Regional School District. The program has featured mini-grants for teachers, summer programs for students, and interdistrict training. (PP)

A collaborative computer literacy program in Kentucky involves the University of Louisville and surrounding school districts in a staff development cooperative. University faculty are trained to teach district trainers, who then work with their own staffs. (PP)