information on major issues related to children’s well-being, with special emphasis on providing objective analysis and evaluation, translating existing knowledge into effective programs and policies, and promoting constructive institutional change. In attempting to achieve these objectives, we are targeting a multidisciplinary audience of national leaders, including policymakers, practitioners, legislators, executives, and professionals in the public and private sectors. This publication is intended to complement, not duplicate, the kind of technical analysis found in academic journals and in the general coverage of children’s issues by the popular press and special interest groups. This issue of the journal focuses on children’s growing use of computer technology both in school and at home. Nearly every public school now has computers, and over two-thirds of our nation’s children have computers in their homes as well. Parents, teachers, and policymakers agree that children need to become competent computer users to be prepared for life and work in the twenty-first century. Yet children’s growing use of computers brings with it both the promise of enriched learnin
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