This study was designed to understand how upper secondary school students in Cambodia perceive the use of computers and the Internet. Data were collected from students in three urban upper secondary schools (n=1,137) in Cambodia using questionnaires. The data indicate that the more exposure a Cambodian student had to computers and the Internet the more favorable their attitudes were toward these technologies. Additionally, students with limited exposure to these technologies were more likely to have increased anxiety about using such technologies. The findings are discussed using Rogers’ conceptualization of the Diffusion of Innovations theory. This study is the first of its kind aimed at understanding the perceptions and use of digital technology by Cambodian upper secondary students.

Preparing, managing and evaluating educational technology initiatives, including projects that involve computer support for collaborative learning (CSCL), is a difficult task due to the numerous variables involved. In this paper, we propose a method to implement a " theory of change " approach to CSCL projects. The academic-sounding phrase " theory of change " is basically a way to ask, "What is the project designed to accomplish, and how are its components intended to get it there?" The method helps project teams articulate their own theory of change and specify goals, outcomes and indicators, leading to an evaluation plan for the project that is satisfying to the target group, the implementers, and the funding parties. The method proposed is aimed at all participants involved, but in particular those who have the responsibility to design the educational technology projects. The method also offers assistance in determining evaluation criteria for the project. The paper discusses problems inherent in the articulation, planning and evaluation of CSCL initiatives, and draws out the initial steps necessary to implement a theory of change approach. INTRODUCTION The explosive growth and functionality of Information and Communication Technology (ICT i) in general, and the Internet in particular, has spurned discussion how to embrace this revolution for learning. Universities are under increasing pressure to use this technological innovation as a means to control costs, improve quality, and operate more flexible and client-centered. Given the millions of dollars that are spent on ICT, there is an increasing call for accountability. The question is simple: does teaching and learning benefit from these investments? Obtaining the answer, however, is complicated. It means appraising the effect of our intervention (Phipps, 1999). An often-heard complaint is that evaluation methodology is subverted by a myriad of confounding variables brought on by others involved in the project. Why is this happening and how can we avoid this? We suggest that this problem arises out of four common misconceptions about educational technology projects. These misconceptions cause a " garbage in, garbage out " effect, i.e., the evaluation cannot be better than the parameters built into the project from the start. In the remainder of this paper, we first discuss these misconceptions and then propose a method to help projects avoiding these evaluation traps.

While the telepointer has been widely accepted in the Computer Supported Collaborative Work community, little work has been done to quantify its effect on performance and perception. We present preliminary results quantifying the telepointerÕs effect on knowledge retention and satisfaction in an online collaboration. In experiments, a remote expert communicated with small student groups to explain an online scanning probe microscope (SPM) interface. The expert used two-way audio-video plus a telepointer to describe the interface to half of the participants, and only two-way audio-video (no telepointer) with the other half. The data show that use of a telepointer improved task completion time tenfold and long-term knowledge test performance by 30-40% on specific concepts. The telepointer group was also more likely to rate the online SPM as a substitute for a local SPM and felt the expert was significantly less distant than did the non-telepointer group.