Abstract
Introducing microcomputers in today's classrooms represents a dramatic change for teachers. Cognizant of the important role of the individual in any change process, we investigated the personal dimensions of any innovation, or teacher concerns, about using micros in the classroom. Results of the Stages of Concern Questionnaire administered to seventy-eight teachers at the elementary, junior high and senior high school levels verified the developmental, hierarchical order of teacher concerns about the use of microcomputers in their classrooms [1]. These data can be useful in the design of differentiated inservice activities that aim to support a high level of comfortable use of computer technology in teaching.
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