Computer self-efficacy is a significant factor that differentiates adopters and non-adopters of computer technology among university faculty. Faculty who judge themselves unable to use computers effectively and confidently will not adopt them in the classroom even when the hardware and software are available to them. In this case study, a program was designed and implemented to enhance faculty computer self-efficacy. Using Bandura's four sources of efficacy information as a guide, the program consisted of showcases, seminars, workshops and funding. The inservice program had a positive impact on both faculty and administration. The inservice program was a cost-effective way for administrators to s~rpport faculty in the use of computer technology in instruction. The faculty gained confidence and enhanced their computer selfefficacy resulting in a community of faculty with shared interests in using computers in the classroom. Components of the program, its evaluation and recommendations for implementation are discussed.2 16

This study examines the effects of Interactive Multimedia instruction upon the variables of achievement and problem solving skills on non-science majors in an Environmental Science course at a mid-western university. The findings indicate that the Interactive Multimedia had a significant effect on both of the variables. The findings are discussed in terms of the impact on self-study when students are learning outside of the classroom in a distance learning environment.

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The paper relates the uptake of computer-based education in schools to the socio-cultural pattern operating in the school.It is suggested that innovational disseminators must become involved in the behaviour and communication pattern of the school if they are to successfully introduce their innovation. The need for the user to perceive personal benefits and the need to involve local leadership in introducing an innovation is emphasized.A 1979 Carnegie Commission Report suggests that the education industry is currently sitting on the brink of its first technological revolution in five centuries-the revolution of the new electronics. According to this report, three major revolutions in education have already taken place.The first three revolutions were marked by the introduction and adaptation of the written word: the use of textbooks that followed the invention of movable type: and the implementation of universal public education. The fourth revolution can facilitate attainment of universal public education by introducing technology associated with electronic communication and data processing systems. However, few educational institutions have availed themselves of this opportunity.This paper deals with general concepts of planned culture change that could reduce education's resistance to technological change. Ethnographic parallels are utilized to demonstrate the use of the principles of culture change and technological innovation in the culture of the schools. The cultural significance of a toolA rather dramatic example of how changes in technology can have devastating effects upon the social system is provided by a study of the Yir Yoront, a tribe of Australian aborigines (Sharp, 1952).The Yir Yoront maintained their stone-age technology and culture because they lived in almost total isolation from western influences until the early 1900s. The indiscriminate introduction of steel axes by missionaries resulted in serious weakening of the tribe's traditions.The stone axe was a symbol of masculinity, status, and authority. It was an extremely important tool in almost all daily tasks. Since only males could make and own axes, women and children had to borrow them along kinship lines. This practice defined and maintained a deeply imbedded system of status, sex, and role. The stone axe also contributed to inter-tribal affairs since an elaborate trading system moved stone axe heads from the south to the north for sting-ray spears made near the coast by the Yir Yoront.The missionaries made steel axes available to women and children, If a male wanted to use a steel axe, he had to either borrow from women and children, or he had to obtain his own axe from the missionaries. Missionaries were quite capricious in their

This article illustrates the two major components of a systematic approach to the development of computer based instructional programs for elementary and secondary schools: analysis and design. To explain and illustrate the two components of an existing elementary mathematics course that was developed by such a process is used as an example. Attention is called to the four major factors that must be considered in the design of any computer based course that is intended for use by elementary or secondary schools: 1. student characteristics and needs; 2. content characteristics; 3. computer capabilities and limitations; and 4. teacher requirements for planning and conducting instruction.