Introduction of Microcomputers: A Case Study of Patterns of use and Children's Perceptions

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Abstract
Children's attitudes toward and perceptions of the use of computers were monitored in two upper primary classrooms over a nine-month period, following the introduction of computer use. Unstructured use during non-class hours became the dominant pattern in both classrooms, with boys dominating the access and use in one of these classrooms. The resulting reduced computer use by girls contributed to the boys' and teachers' perceptions that girls are less interested in computers. Girls tended to be less positive than boys about the usefulness of computers in the classroom and their attitude scores were even more polarized after the year's experiences. The research highlights the potential role that patterns of computer use in classrooms may play in the formulation of children's attitudes toward and perceptions of computers.

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