During the 1990s, the graphical interface environment has allowed the general public to use computers in a variety of ways never imagined possible. The skills in operating a computer have become much like those necessary to play a video game -- point there, click the button, and something happens! The generation of video game players, our youth, effectively has become the best audience for computers, yet educators resist using them.

Since the large-scale induction of computers into America's schools in the early 1980s, there has been reluctance of educators to implement them. Teachers can hardly be blamed for this 
reluctance. A major barrier has been a lack of a universal agreement on how teachers should be prepared to use the technology (Willis & Mehlinger, 1996). This is not cause to write off the 
personal computer for classroom use. In reference to preparing pre- and in-service teachers, Bull and Cooper (1997) believe, "it is important to be realistic about the time frame that will be 
required to accomplish this [integration of technology] in the depth that may be eventually 
desired" (pg. 101). In fact, the last 15 to 20 years might be viewed more as a time ofcourtship 
Disclaimer: The research materials are collated from web based resources.between computers and K-12 educators. Clearly, in order for educators to adopt current 
technologies an emphasis must be placed on adequately preparing pre- and in-service teachers.