Explains why principals must be knowledgeable about microcomputers and describes a workshop put on at the University of Mississippi aimed at increasing "microliteracy." (Author/JM)

The continuing growth of computer understanding and use by educators makes it imperative for elementary school principals to become computer literate. Teachers' knowledge and skills relating to computers are increasing; computer costs are declining and computers becoming more readily available; software is improving in response to demand; and the…

Compares two surveys--one of school administrators and one of computer experts--on perceptions of priorities among computer competencies for school administrators. Analysis includes importance of computer literacy; programing, application, hardware/software, and resource acquisition skills; and awareness of training needs. Experts were found to be…

Perceptions and opinions of secondary school principals on the status of microcomputers in the schools are examined. Mailed questionnaires to a random stratified sample of principals of 21 junior high schools and 73 junior/senior and senior high schools yielded a 64 percent response rate. Findings indicate that the average school allots 3 to 6…

Contends that elementary principals must be computer literate to be effective instructional leaders. Points out that principals should be familiar with computer hardware, software, computer assisted instruction, and micro-based administrative operations. (ML)

Primarily designed to increase the use of the microcomputer in the classroom as a supplement to instruction, this practicum also provided training for teachers in grades 4 through 6 and their principal in a setting which was intended to be functional and nonthreatening to the participants. The 10 participating teachers were given a…

Describes a gradual, three-month process for getting teachers interested in using a microcomputer, including placing the microcomputer first in the principal's office and then in the teachers' lounge; providing resources and inservice sessions with a consultant; encouraging teacher use at home and in class; and buying new software. (RW)

As a basis for developing guidelines for educational courseware development and for teacher education in the instructional uses of microcomputers, this study was planned to examine relationships among 60 successful computer-using teachers' attitudes toward computers, their knowledge of the subject matter taught, and their uses of microcomputers…

This report offers the conclusions of a 1983 EPCOT symposium on education and the Information Age involving distinguished national experts and 46 secondary school principals from across the country. Discussed in the first section on "The Demands of an Information Age" are a number of transitions, including current shifts from an industrial to an…