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Abstract This paper reviews the literature on educational change, then relates it to the teacher’s role in the process of implementing innovations in general and to educational computing in particular. Many educational innovations fail due to a variety of factors; one often cited is the school’s resistance to change. But resistance to change is just one of many factors which influence the success or failure of any proposed innovation. Although well-intended, many innovations fail because the practical classroom issues and the teacher’s role have been overlooked. In order for school innovations to be equitably implemented in a lasting, meaningful way, teachers need clear direction, administrative support, resources and training. The teacher’s interest, attitude, and skill combine with the variables surrounding change and jointly influence the direction of any innovation.

The Renewal Institute for Practicing Educators at Southern Illinois University at Carbondale is a state funded staff development project for teachers in small, rural school districts. One of the In...

Abstract This study seeks to answer two questions. First, how does learning of computer applications in a group setting affect individual achievement and attitude? Second, what distinctive group processes are demonstrated by groups learning computer applications? University students were randomly assigned to work individually or as members of dyads to learn word processing, spreadsheets, and databases. Quantitative data revealed that individuals and dyads had essentially identical scores on the assignments and the performance test. There were no between group differences on the attitude measures. Qualitative data indicate that groups appeared to engage in more planning activities and to have a better conceptual understanding of the applications. Dyadic learning of computer applications is discussed as a viable method of classroom instruction.Nearly two-thirds of the educators responding to a 1985 national survey attributed changes in their teaching practices to computers (Becker, 1986). Most common was inc...

Abstract Adequate preparation of preservice teachers to use computers and technology in their teaching and learning remains a problem. Two questions are addressed in this article, What do preservice students need to know and do? and How should these outcomes be achieved in a preservice program? The first question, what do preservice students need to know and do, is addressed by the Accreditation Committee of the International Society for Technology in Education (ISTE). Two methods employed to achieve the competencies are discussed: the core computer literacy course and the integration model. The author suggests that we do not need to choose between a computer literacy core course or an integration paradigm, but rather the breadth and depth of knowledge required by the ISTE/NCATE standards suggests that both a core course and effective integration are important components of a preservice program.