The literature abounds with diverse definitions of computer literacy. Among the many definitions, computer terminology, computer structure, operation, applications, and limitations appear to be accepted components of the difinitions. The term "computer awareness" is used for the definitions that exclude the understanding and ability in programming. Computer literacy includes three kinds of competence: skills, knowledge, and understanding. It includes: 1. the ability to use computers to aid in learning, solving problems, and to use the computer as a tool in education. 2. knowledge of functions, applications, capabilities, limitations, and social implications of managing information, and 3. understanding how to learn and evaluate new applications and social issues, and to become familiar with available hardware and software, and elements of programming. Computer literacy is defined here in this paper as the knowledge, attitudes and skills neces s-ary for a person to function effectively in an information-based society. This paper attempts to analyze the content of some of the computer literacy programs including those of the State of Hawaii and Boston Public Schools, andto assess the ways to put them in place. Analysis of literature reveals that the major components of computer literacy include: *an introduction to hardware and software (How the computer works) *terminology *computer applications *history of computers *societal impact of computers, and *computer programming These components can be categorized into four main units; 1)fundamentals, 2)application, 3)programming, and 4)ethical and social implications. Computer literacy programs are found in two distinctly different forms: as a part of the existing curriculum or as a distinct course. In analyzing research literature, the author felt that there were several important implications: First, a wide range of applications should be presented in a computer literacy program. Second, the "tool" applications of the computer has recently been emphasized. Third, Programming would seem to be something to de-emphasize. Future job requirements will always be chanaging and schools should provide students basic skills which they can apply as their jobs undergo change. The implications of computer literacy continually change as computers become more readily available and easier to use.

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いままでにさまざまなハイパーメディア教材が開発されてきたが、ハイパーメディアの概念を含め、その位置付けを総合的にレビューした論文は見当たらない。そこで、本論では、歴史的背景からハイパーメディアとはいかなるメディアなのかを明らかにし、そこから得られたハイパーメディアの特性と教育利用との接点を整理することにより、ハイパーメディアを用いた教育実践を分類してみたい。

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We developed Computer Anxiety Scale for Teachers(CAST) which consisted of 37 questionnare to be answered by 4 rating scale method, based on the research of the Computer Anxiety Scale for Junior High School Students (developed by ARAKI. N., & YANO. Y., 1991: CA SJ). This test includes 7 items inquiring for active interests in computers. The purpose of this study was to verify the reliability and validity in order to standardize this scale. A total subjects were 221 teachers. The results of an item analysis showed that the reliability of the questionnaire was high. A principal component analysis of the 30 items about computer anxity with varimax rotations, yielded the following welldefined four factors. 1) worry for adjustments to computer operation. 2) fear of failure accompanied by computer operation. 3) sense of resistance and tension about computer operation. 4) sense of fatigue and strain accompanied by computer operation. Furthermore, CAST obtained low correlation with the scores of active interest item in computer(r=-0.227) and moderate correction with the score of acquirements of computer operation (r=-0.431). It is the general tendency among teachers that the active interest in computer for high anxiety group is lower than low anxiety group.

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The purpose of this study is to examine the nature of middle school students' preconceptions and attribitions of learning from media and the correlational relationship between such perceptions and achievement at school. Through this examination, it is expected to find out more meaningful conditions for using media for teaching and learning. In this context, it is cognitive and motivational conditions around using media that is be questioned rather than media themselves. Subjects were 134 second graders in the three classes of Shiga University's Middle School (72 boys snd 62 girls). The questionnaire contained 1) paired comparison of watching television, using computer, reading, writing, and listening to a teacher in the three levels of preference, difficulty, and expectation for learning, 2) perception of reality for seven media including television, computer, print, and teacher, and 3) causal attribution of learning from teacher, television, book, and computer. The results showed, at first, a consistent tendency from the preceding research that the more one medium is preferred, the less difficult it is perceived to be, but the more likely one will learn from it. In addition, television was perceived to be more realistic, although it depended on the kinds of contents. Students tended to attribute the success of learning to effort, especially in the case of learning from teacher and book, but they attributed learning from computer more to ability, and learning from television to the ease of programs. Students' achievement scores were positively correlated with expectation for learning from teacher, suggesting the background of school culture. Experimental studies are needed to further explain causal relationships between these variables.

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The purpose of this study was to make clear how two types of preconceptions (difficulty, and learning expectancy) were perceived in the four subjects(korean, arithmetic/mathmatics, social study, and science) by students when they were taught through a variety of instructional media, and to find out whether or not Teacher's teaching method functions as a factor affecting the student's preconceptions as well as to investigate the relationship between student's preconceptions and teacher's teaching method. The results were as follows: (1)The differences among the preconceptions of different media activities were not significant from subject to subject. Or rather, there was a common tendency toward media activities through the four subjects. (2)The results support the relationships of these two dimensions, difficulty, and learning expectancy, through the four subjects as suggested in the learning model developed by Salomon(1984). (3)It was suggested that teacher's teaching method was also a factor which affected student's preconceptions.

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