Abstract
This study investigated the impact that varying levels of programming had on teachers participating in computer literacy training coursework. Two groups who had received different amounts of programming content in their introductory computer literacy course were compared on their cognitive and affective computer literacy outcomes. One group spent 90-100% of class time programming in BASIC. The second group spent 25-35% of class activities programming in BASIC. Using the MECC computer literacy assessment instrument, significant differences were found between the two groups for total affect, enjoyment, and educational computer support. The findings reinforce that educators like to study and learn about applications other than programming, and that an overall positive attitude concerning educational computing is enhanced by computer literacy training models emphasizing several application areas.
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