Abstract
ABSTRACT Results of a three year longitudinal study of elementary school children's attitudes toward computers in Japan, Mexico, and the United States of America are presented, along with implications of the findings for teacher education. Two types of attitudes toward computers (importance and enjoyment) were found to be positively influenced by the introduction of computer activities in primary school. No novelty effect was found regarding enjoyment of computers, and perceived computer importance declined less from Grades 1–3 than several other dispositions measured. No consistent gender differences were found for attitudes toward computers among the three nations. These findings imply that students begin school eager to learn about computers and lacking the gender biases often found in older age groups, and that teachers should be educated to help preserve interest in and access to information technology for all students. Reflections for teacher education conclude the article.
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