Research has reported the need to integrate computers into the classroom and part of the implementation program concerns the problem of what computer software to choose (Anderson, 1996). These choices are based on a number of factors, such as cost, the intended purpose, developmental level, comparison to other products, latest use of technology, and history of the software. The ChildrenÆs Software Review, reported by Buckleitner (1999) presents a list of questions to ask when reviewing software and also names evaluators of educational software, along with strengths and weaknesses of each category. Additional factors to consider are student and teacher perceptions of what the computers need to accomplish. Views of students regarding computer use have been reported to be positive with most students stating they were comfortable with using a Web-based environment. Students report being comfortable with taking quizzes and accessing course grades through the Web (Sanders & Morrison-Shetlar, 2001). Surveys have also been conducted to determine teacher attitudes toward computer use; findings of one study showed that 39% reported it to be important, 32% reported it to be absolutely essential, 24% rated it as important, and only 4% rated it as not very important (Iding, Crosby, & Speitel, 2002).
While teacher views regarding needs for technology in the classroom are important, a survey study is needed to determine teacherÆs perspectives regarding what a classroom computer needs to accomplish. To achieve this goal a list of computer software products will be compiled from exploring internet data bases. Search strategies and specific sources that will be used will include google, which provides access to information regarding software products and their evaluation as well as multiple cites which provide technology implementation techniques (teacherschoice.com, interactivephysics.com, ed.unuc.edu, nctp.com), a
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