Perhaps the "hottest" topic in education today is the introduction and development of the personal computer in the classroom. It is apparent that the integration of the computer in the classroom is contingent upon faculty adoption. This article presents the findings of a two-stage longitudinal study of faculty attitudes, expectations, and involvement during the process of adopting personal computers. Phase One of the study takes place before the majority of the faculty had access to personal computers. Phase Two measures changes after the faculty had use of their own personal computer for about four months.
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