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Changes in 4th-graders' computer literacy as a function of access, gender, and race.

This is the third in a series of studies examining young students' attitudes toward and knowledge about computers. Data were collected at the end of students' third and fourth grade academic years and analyzed with respect to their "love" of computers, their feelings of competence in using them, and the number of computer terms they listed in three minutes. Comparisons were made across five New York City "midtown" fourth grade classes varying widely in teacher experience and practice, as well as with respect to findings at a more affluent, less racially diverse "uptown" school. Absence of teacher incentives and training contributed to failures in effectively structuring ...

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