Microcomputer.,; ]or Twenty-jir~t Century Educators reflects the belief that computers are

an essential part oI the "basics" of education for and m the twenty-first century, in the

United States and worldwide. As Moursnnd (1995) noted, the basics and the societal stan-

dards that shape them do change over tram and can no longer be defined solely by the

three Rs. He suggested this goal tor education (p. 6):

MI students should gain a working knowledge of speaking and listening, obser, ing (which in- cludes visual literacy), reading and writing, arithmetic, logic, and storing and retrieving infor-

mation All students should learn to solve problems, accomplish tasks, and carry out other

higher order cognitive activities Ihat make use ot these hasic skills.

The computer is critical to attaining nqany elements of that goal

Computers offer no panacea tot the problems of education, but they can improve

learning and teaching, if they are used appropriate]}: The challenge is to employ an

extremely powerful tool to its grealest advantage To do so, students and teachers alike

must become comlmte competent. Computercompetent means being able to take full

advantage of computer technology to expand and enhance learning opportunities, teach

ing methods, and ultimately, daily living To develop computer competence takes time,

more time than a single course experience This book provides the foundation fur personal

growth toward a high level of computer competence.

Few developments in human history have had an impact on individuals and society

omparable to that of computers and related technologies. For the twenty-first century, the

computer is our all-purpose tool--our hannner, our pencil, our printing press, our rocket,

our servant. It is what we make of it. Educators nmst help to focus and guide the impact of

computer technology, or we surely will be swept along by its tPrces, perhaps in directions

ot in the best interests of learning.

Who Is This Book For?

This book will benefit any e&acator or potential educator who wishes to become com-

puter competent--ready to provide leadeiship in educational institutions of the twenty-

hrst centur}t It evolved [rom our own experiences teaching an introductory instructional

computing course, one which we iirst designed in tb_e early 1980s. Our course continues

to serve both pre-service and in se~aqce teachers, as well as students from other disciplines

thmug]aout our university, including even computm science. The comse enrolls both

undergraduate and graduate students We have attempted to write on a level appropriate

to the former, yet suitable to the latter.