Abstract
This article presents the methods and outcomes of a semester-long course in hypermedia authoring and instructional strategies for preservice teachers. Participants were required to learn a hypermedia authoring program and work in cooperative learning groups to produce a hypermedia software product for use with children with special needs. Data were collected from process logs; semi-structured, open-ended interviews; questionnaires; and pretest and posttest measures of computer anxiety. During the development of their projects, participants spent nearly an equal amount of time planning their software as they did in the mechanics of producing the software. Posttest findings revealed that participants showed a decrease in computer anxiety through their involvement in the course, and the lowest levels of anxiety were associated with graduate rank and prior teaching experience. Following the course, participants expressed confidence in their abilities to author hypermedia software and an interest in future involvement in hypermedia authoring as teachers.
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