Discusses the role of computers in today's world and the construction of computer use attitudes, such as gender gaps. Suggests how schools might close the gaps. Includes a brief explanation about how facility with computers is important for women in their efforts to gain equitable treatment in all aspects of their lives. (PA)

A study used Kolb's Learning Style Inventory to assess the learning styles and computer training preferences of 200 extension personnel listed in the Iowa State University Extension Directory (184 respondents). It found that 29% had a converger-type learning style; 26% a diverger style; 25% an accommodator style; and 20% an assimilator style. (JOW)

Technology is increasing crucial in human resource development. The Internet, intranets, multimedia, virtual reality, distance learning, and electronic performance support systems are some of the technologies with which trainers must become familiar. (SK)

Presents a model of practicing teachers' technology learning processes, which emerged from comparative analysis across life-history case studies of four English teachers with varied technology and teaching experience. Teachers' knowledge and experience and the nature of the technology learning experience, together, led to multiple pathways through…

Suggests ways for educators to become computer literate: (1) admit you don't know about computers; (2) be patient with yourself; (3) read about technology; (4) get a home computer; (5) attend training; (6) experiment; (7) ask for assistance; and (8) talk with others about what works for them. (AEF)

Argues for a reexamination of current conceptions of computer literacy as well as an extension of approaches to critical- thinking instruction to include questions about technology. Considers a theoretical framework for understanding the impact of computers, uses it to examine electronic mail and the World Wide Web, and offers an expanded…

Responds to Theodore Roszak's "The Ethics of Affordability" by arguing that labeling computers as the problem is a simplification of a cultural problem: the inability to make sense of overwhelming amounts of information. Concludes that, instead of condemning technology and promoting books only, educators must rethink what reading and…

Research on 255 adult educators identified their needs in learning to use instructional technology. Results were used to depict technology professional development as a transformative journey. Strategies include assessing current knowledge and needs, engaging in development of relevant curriculum materials using technology, and reflecting on…

Of 31 higher education students in distance courses, 46% were in their first distance experience; 74% used WebCT but 77% preferred interactive videoconferencing. Those with previous experience rated their comfort lower, and a majority would engage in technology training if necessary. (Contains 22 references.) (JOW)

Argues that the gender gap in computer use may place female library users at a disadvantage, and discusses the implications of the gap for bibliographic instruction. Topics addressed include the extent of the gap, reasons for it, psychosocial factors involved in it, factors encouraging it, analyzing it in libraries, and bridging it. (44…

Comparison of scores on the Computer Aptitude, Literacy, and Interest Profile of 56 junior high school learning disabled students and 56 non-learning disabled peers found no significant difference in scores between the two groups nor between male and female students. (Author/DB)

Discussion of computerism (i.e., blind faith in the inherent good of computers) focuses on seven myths about computer anxiety, including the relationship between computer use and math skills; fear of breaking computers; the need for keyboarding skills; and gender differences. An annotated bibliography of 21 sources of further information is…

A study investigated the impact of computerization on administrative support positions through a survey of 529 university-educated individuals (166 responses). Results indicate that the majority did not experience the alienating influence of the computer and were enthusiastic about its integration into their work lives. (JOW)

Provides suggestions and examples for self-training on use of the Web. Focuses on three questions about guidance, motivation and Web training: (1) "Is this class right for me?"; (2) "Now that I'm here, what do I do?"; (3) "What motivates me now and keeps me coming back later?" (AEF)

Describes a GTE Project that provides technology equipment and assistance in computer literacy for adult learners. Indicates that the training sessions benefited them in the use of the reading software, Internet, Power Point, web importing programs, and use of electronic portfolio. Reports that all trainees felt better prepared to participate…