Changes in students’ computer literacyAs a Function of Classroom Access to Computers and Teacher Utilization

The CLAT provided considerable information about children’s attitudes and knowledge well beyond computer literacy. It revealed improvements in the use of language, as well as in spelling and penmanship. I understand very well that evaluation engineers would prefer to “partner with teachers” to ensure more thorough grant-funded documentation of the many and diverse process and product outcomes of computer technology expenditures (Baker, 1999). However, a simple count of computer-related terms listed by students appeared, for my limited purposes, to be both a valid and reliable indicator of at least one small aspect of computer literacy