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The purpose of this paper was to investigate the effects of different types of visual illustrations on learner's learning interest, motivation and achievement, especially in multimedia learning. The participants were drawn from two classes of an "Introduction to Educational Technology" course and randomly assigned to one of the three treatments: one with cognitive interest illustrations which were designed to signal the structure of the explanation and another with emotional interest illustrations which are interesting but irrelevant illustration to understand the structure of text. The last one only contained text nformation. Result revealed that the post interest was different between learners in cognitive interest illustration group and textonly group, and also different between learners in emotional interest illustration group and text-only group. However, the types of illustration didn?t have an effect on learner's achievement in terms of information recall and achievement test. There were also no significant differences between learner's motivations among three illustration groups. The features of the type of illustration that may have contributed to the findings are discussed.

As more information resources become accessible using computers, the digital interfaces to those resources need to be appropriate for all people. However, when it comes to digital libraries, the interfaces have typically been designed for older children or adults. The researchers have begun to develop a digital library interface that is developmentally appropriate for young children (ages five to ten years old). The prototype system, now called "SearchKids," offers a graphical interface for querying, browsing and reviewing search results. This paper describes the motivation for the research, the design partnership established between children and adults, the design process, the technology outcomes of the authors' current work, and the lessons learned. (Contains 20 references.) (Author/AEF)

An important category of SMET digital library content will be highly interactive, explorable microworlds for teaching science, mathematics, and engineering concepts. Such environments have proved to be extraordinarily time-consuming and difficult to produce, while threatening the goals of widespread creation and use. One proposed solution for accelerating production has been the creation of repositories of reusable software components or learning objects. Programmers would use such components to rapidly assemble larger-scale environments. Although many agree on the value of this approach, few repositories of such components have been successfully created. This paper suggests some reasons for the lack of expected results and proposes two strategies for developing such repositories. A case study is reported that provides a proof of concept of these strategies. (Contains 20 references.) (Author/AEF)

This paper describes the design and development of a World Wide Web site associated with a Preparing Tomorrow's Teachers to Use Technology (PT3) grant that was awarded to the University of Houston at Clear Lake (Texas) by the U.S. Department of Education. The Web site that created the electronic community (e-community) was to meet the needs and desires of numerous partners within the grant structure, such as the teacher candidates, mentor teachers, PreK-12 grade level students, school district administrators, university faculty, and grant team members. Through the graphic artist's design skills, the creation of metaphorically appropriate graphics for the Web site became an exemplary community building graphic mediator that offered visual support towards the creation of a Web-based community. (Author/MES)

This study explored computer-based image processing as a study strategy for middle school students' science concept learning. Specifically, the research examined the effects of computer graphics generation on science concept learning and the impact of using computer graphics to show interrelationships among concepts during study time. The 87 students who volunteered for this study were taking science classes at a rural public junior high school. They had previous skills with AppleWorks[TM] draw and paint software. Quantitative and qualitative methods were used to investigate the research topic. Findings showed that learner generated graphic representations of concepts provided a rich resource for the students' teachers. Representations of learners' understandings provided teachers with a way of knowing whether or not students were able to grasp concepts. Teachers suggested that if students cannot visualize the concept, perhaps they do not thoroughly understand the concept. It is essential to have all students engaged in the diverse practice of constructing their own concept representations while receiving feedback regarding their appropriateness. Educators are encouraged to prepare learners to use computers to visualize concepts during study time. An orientation to visualization skills can prepare students for using visual techniques to represent interrelationships among concepts. (AEF)

This survey examined the home pages of 36 Australian university library World Wide Web sites. Reports were run on these pages, using a service that checks the HTML for validity and reports errors, a service that checks usability by the visually disabled, and a program that checks the HTML, corrects and reports errors, and improves efficiency style specifications. The following data were extracted: the size in bytes of each report and the source; the number of errors encountered; the download time for the page; and the total size of the page and associated graphics. A table presents numeric results, and findings are reported related to use of graphics, download times, quality of HTML, frames, scripting, metatagging, and disability testing. Problems with the Web sites are summarized. The paper also provides a list of what to avoid in Web site design in general and specifically for library Web sites. (MES)

The paper describes a participant observation study of a 3 week summer art program for Apache middle school students on the White Mountain Reservation. Computer art skills, specifically animation using a menu-driven computer paint program, were the focus of the investigation. Because it was in the context of a summer program, instruction was laissez-faire on the whole. A number of themes and issues emerged, although conclusions are tentative since this is an exploratory study. One issue addressed is a traditional respect for land and animals versus an attraction to popular culture. Another issue is a lack of time and serious attitudes toward art which resulted in a tension between computer play versus computer thinking. A third issue is lack of invention; students seemed resistant to creating their own artwork. Younger students seemed less reliant on such tricks, and there was evidence of more accomplished results from younger students than older ones. Gender and social differences arose, such as boys trying more advanced effects but with less perseverance than girls. Themes of nature versus free drawing seemed to contradict Gardner's "free drawing" theory and support Wilson's assertion that cultural environment has an effect on content. The most significant theme that emerged is that Apache students create stories as life-affirming relationships instead of emphasizing on plot development and intense activity. The paper closes with recommendations about a more hands-on instructional approach to teaching computer animation, a call for more research on teaching computer animation, and greater use of computer programs among minority populations. (Contains 33 references.) (KC)

Computer Assisted Instruction (CAI) is, quite simply, an instance in which instructional content activities are delivered via a computer. Many commercially-available software programs, although excellent programs, may not be acceptable for each individual teacher's classroom. One way to insure that software is not only acceptable but also targets a teacher's class in a specific way, is for instructors to design their own software. The HyperCard authoring system is a computer program that enables teachers, even those with minimal programming ability, to easily design their own hypermedia software programs for use in individualized situations. Teachers now have an easy method to teach, drill, remediate, or even test individual classes or students by designing software that targets these classes or individuals. This paper discusses setting up to design or create a software program; designing the software; adding buttons, fields and graphics to the stack/program; and scripting in HyperCard. (Author/AEF)

Users of content-based software programs, including hypertexts and instructional multimedia, rely on the navigation functions provided by the designers of those program. Typical navigation schemes use abstract symbols (arrows) to label basic navigational functions like moving forward or backward through screen displays. In a previous study, the use of concrete representations (screen miniatures) to indicate backward navigation functions was found to significantly reduce the number of errors users made in backward navigation. The current study tested this claim using a more diverse sample of 35 adult subjects representing different ethnicity, nationality, and educational background, and an electronic instrument instead of the original paper instrument. A HyperCard(TM) stack was developed in two versions--one with screen miniatures, and one with arrows to represent certain backward navigation functions--and used to test subjects' ability to choose the correct button for a particular backward navigation event. Subjects using the screen miniatures made significantly fewer errors than did subjects using arrows. (Contains 28 references.) (Author/MES)

This paper examines the process of drawing, including theories of perception and visualization. The intent is to apply knowledge of teaching drawing as a right brain activity to students using the computer and overcome the limitations that drawing on the computer imposes on students. The paper identifies the following domains of drawing: (1) visualization; (2) focus; (3) selection; (4) construction--visual and conceptual; (5) process--skill; and (6) reflection and evaluation. The study provides observations of students drawing on the computer to those who draw in the traditional manner, applying those six domains to the analysis. The paper offers examples of how students can experiment with computer drawing to enhance their focus and perception. (EH)

Recently, platform independent software components, like JavaBeans, have appeared that allow writing reusable components and composing them in a visual builder tool into new applications. This paper describes the use of such models to transform an existing course into a modular construction kit consisting of components of teaching text and program classes. The program classes consist of JavaBeans which can be composed together into an application using a visual builder tool. Although the components are used for the generation of a computer graphics course, they are much more general and might also be used for the generation of other extendable and interactive World Wide Web-based courses. Topics discussed include: (1) the course, including content, structure, text and applets, programming exercises, and summary; (2) challenges of extending and modifying the course, including connection between course text and Java applets, generating new applets, and programming exercises; and (3) the construction kit, including the hypertext, applets, JavaBeans, examples, and design problems. Two figures illustrate the interconnected course text, applet, documentation, and interface, and building a simple applet and composing beans. Contains 17 references. (Author/DLS)

The Virtual Workshop is a World Wide Web-based set of modules on high performance computing developed at the Cornell Theory Center (CTC) (New York). This approach reaches a large audience, leverages staff effort, and poses challenges for developing interesting presentation techniques. This paper describes the following techniques with their technical implementation, application in the workshop, and assessment by the audience and staff: (1) Web-based editing and program submission using a combination of Java programs and Perl scripts; (2) the glossary, created with JavaScript; (3) using Common Gateway Interface (CGI) scripts to write interactive quizzes; (4) Netscape frames for personalizing navigation; (5) gifmerge for creating simple animations and a QuickTime movie to demonstrate and compare speedup achieved through Message Passing Interface (MPI) and High Performance Fortran (HPF); (6) a lab exercise design using HTML links; (7) a set of audio-tagged foils to diversify and increase comprehension of the module; and (8) MOO/chat discussion forums. Three figures illustrate the Web-based editing/program submission screen, the glossary, and a graph of the Quick Time movie. Related Web sites are listed. (Author/AEF)

This paper examines hypermedia design and draws conclusions about how educational research and theory applies to various aspects of World Wide Web (WWW) homepage design. "Hypermedia" is defined as any collection of information which may be textual, graphical, visual, or auditory in nature and which may be accessed via a nonlinear route. The paper covers hypermedia background and terminology, screen design, information structure, navigation, the impact of hypermedia design on exploration and learning, design issues specific to WWW homepages, and applying hypermedia research and theory to WWW homepage design. Recommendations for WWW homepage design include: (1) keep screen design consistent; (2) use text that is at least 12 point; (3) utilize layering capabilities to keep text in small consistent segments; (4) develop medium density screens and moderately complex screens; (5) concentrate items at the screen's optical center; (6) mix high and low color intensity or brightness to focus user attention; (7) with graphics, use wrap-around text rather than run-around text; (8) develop structure through use of headings, bold type, and white space; (9) map the structure of information; (10) each node/destination should be able to stand alone; (11) incorporate appropriate metaphor; (12) provide visual clues indicating users' selections are being processed; (13) include graphic or text-based organizers; (14) include comparative, causal, sequential, associative, exemplary, and componential links; (15) employ labeled and unlabeled links; and (16) when designing complex WWW homepages, consider using multiple complementary stimuli. (Contains 43 references.) (SWC)

In this paper, an instructor at Miami University Middletown (Ohio) describes how Authorware (by Macromedia) proved to be a valuable tool in developing interactive computer tutorials for physics instruction. Obstacles to improved instruction that had presented themselves were as follows: (1) some of the students' learning styles were not being addressed with current delivery strategies; (2) commuting students with work/family obligations have restricted hours that they can study or do homework; and (3) commercial computer software or video materials are usually costly and not tailored to meet students' needs. Authorware is an icon-based, nonlinear interactive presentation development package that allows for branching, and thus more student control. It automatically sets a program to track several variables, which is very helpful for tracking scores. Authorware allows the user to animate objects, embed sounds and video, and receive user input in multiple ways. The new version of Authorware has online help and complete manuals. Authorware is a prohibitive cost for most budgets compared to the Authorware Academic with few differences, although Academic lacks Open Data Base Connectivity. Afterburner is a small freeware program by Macromedia available from their homepage that breaks up a packaged Authorware piece into chunks that are suitable to send over an Intranet or Internet without considerable time lag. (AEF)

This paper describes basic types of World Wide Web pages and presents design criteria for page layout based on principles of visual literacy. Discussion focuses on pages that present information in the following styles: billboard; directory/index; textual; and graphics. Problems and solutions in Web page construction are explored according to these principles. Discussion includes: (1) lack of common page layout tags, variability in the forms of HyperText Markup Language, and variability in equipment as the biggest problems facing Web designers; (2) solutions to layout/textual problems; include turning all text to graphics; (3) logical as preferred to physical styles in markup; (4) remembering to take into account users with non-graphical browsers and small monitors; (5) visual cues to identify "hot links" or links; and (6) "validating" the page by checking for nonstandard tags, misapplied tags, or improper syntax. (AEF)

In the current milieu of ISO 9000 certification, just-in-time engineering (JIT), demand flow technology (DFT), and total quality management (TQM), industry is attempting to implement available technology for the creation, control, and delivery of documentation. In most cases, their efforts are in need of outside resources to analyze, develop, propose and implement usable solutions. This paper addresses the need for a graphic engineering system to distribute graphic products of computer-aided drafting (CAD); it reveals a single solution by outside contracted resources, to quantify, justify, create, and deliver three- dimensional modeling-based graphics into a systematic communication environment. Software and hardware delivery systems in graphic engineering are presented in support of communication instruments required for manufacturing and assembly processes. Examples are presented, with supporting data, as evidence of the value that a simplified graphics system approach has on visual literacy in industry. (Author/AEF)

This study analyzed 131 computer-generated graphics for evidence of emergent writing. Four preschool children created the drawings on a color and a black-and-white computer during eight weekly 1.5 hour sessions. Audio and videotapes were obtained to review procedures, language, and emergent literacy intent. Drawings were categorized independently by two coders into previously established phases of drawing and writing and subsequent subcategories. All three phases of emergent literacy were evident in the computer drawings with few representing a single phase. The categorization of the 131 computer drawings revealed that 80.9% of the graphics were in Category 1 (Scribble/Drawing), while 25 separate graphics, or 19.1% of the total, exhibited 33 emergent writing behaviors in phases II and III. Of these 33 emergent writing instances, 6.1% were in Category II (Representational phase). Category III (Object Representation) included data in these categories: (1) symbols for words, 9.1% (subcategory number 3); (2) strings of letters 33.3% (subcategory 4); (3) spelling of own name, 42.4% (subcategory 5); (4) spelling dictation, 9.1% (subcategory 6). There were no differences in the drawing/writing categories between black-and-white and color graphics. There were no age or gender differences. (Contains 2 tables, 2 figures, and 46 references.) (Author/SLD)

This paper chronicles the Teaching Mathematics Using Interactive Videodisk (TMMUIV) pilot project. The project emerged in response to the need to train pre-service teachers in, among other things, the use of mathematics manipulatives. The project now can offer a video database and pilot instructional program that combines full-motion video, digitized audio, text, and graphics. Two instructional modes, classroom presentation and stand alone tutorial, help the teacher develop a repertoire of techniques. The report catalogs all the system's components and provides a brief history of the genesis of the project and subsequent improvements. Formative evaluation was conducted at approrpiate times throughout the course of the project and included informal review by project staff, review by outside experts and the advisory board, and field trails conducted over a 2-year period in mathematics methods classes. Summative research was conducted when the system was close to completion. Four elementary mathematics methods classes were used to test the utility of the TMMUIV classroom presentation system. Two classes received only conventional instruction and two received the same instruction enhanced by TMMUIV. Overall, the group receiving the pilot TMMUIV enhancement reported being better prepared to teach and more highly motivated to teach. Also, they reported gaining more knowledge for teaching than the group receiving conventional instruction alone. The TMMUIV group also scored higher on each of three objective performance measures. These findings suggest the potential impact on teacher training for pre-service and in-service teacher utilization of interactive multimedia. (BEW)

This paper uses the Brunwik theory of probabilistic functionalism as the backdrop for discussion of interrelationships between the individual learner and the design of computer-assisted instruction (CAI). This Brunswik learning model depicts the acquisition of knowledge as governed by the proximity of various cues and distractions. It is also closely related to research on individual cognitive styles. A study was conducted which investigated the effect of different types of delivery of computerized instruction on 102 Virginia Tech graduate students with differing cognitive abilities. Types of presentations used included text only, text with static graphics, and text with animated graphics. Twenty-four questions were given as a pretest, a posttest, and a recall test. Results indicated that individuals did have different results when they were assigned to different presentation methods, although neither cognitive measure nor presentation method could reliably predict results for all individuals or create an artificially intelligent computer program. Further research should study a full model supporting a semester-long class using resources from the entire department. (Contains 7 figures and 43 references.) (BEW)

This paper describes the creation of a computer competency requirement at Mary Washington College (Virginia). The goal of the The goal of the requirement is to ensure that students acquire meaningful skills with technology, and that faculty increase their technological proficiency. The plan was developed based on a review of literature on other schools' approaches to teaching computer literacy. Phase One of the plan develops procedures for providing students with basic skills training in technology, which assure a minimal level of computer competency upon completion of the training. Phase One emphasizes five fundamental computing skills: creating a word processing document; creating a spreadsheet that involves calculations; accessing on-line information from the World Wide Web; using the campus computer network to send and receive information; and electronically locating topically relevant information within the campus library. In Phase Two, faculty develop a procedure and integrate technology into the curriculum. As faculty integrate technology more extensively across a diversity of academic areas, students will gain various experiences using technology. Supplementary skills taught in technology intensive courses may include: desktop publishing; programming; databases; creating web-based resources; translating file formats; graphics and drawing; and using and creating digital and analog video and sound. (SWC)

This paper addresses some of the challenges and dilemmas faced by two instructional designers as they incorporated visual imagery and audio components into the design of two distinct interactive multimedia products. Each instructional product was designed as a professional development seminar or series of instructional seminars for two distinctly different groups of adult learners. One product was designed for preservice teachers who spend a significant amount of time on campus and in classes, while the other was designed for practicing social workers who are employed in isolated, rural areas where access to professional development is extremely limited. The following considerations which were identified as essential to any improvement of instructional design guidelines are discussed: (1) how the visual elements of hypermedia should be structured; (2) proper uses of visual metaphors; (3) formidable questions inherent in the presentation of content and images; (4) when design supersedes content; (5) the importance of the instructional designer's familiarity with new models of instruction and learning theory; (6) theoretical elements appropriate for the graphical-user interface; (7) images, language, and content that are free of cultural and gender bias; (8) how images, language, and content accurately represent the cultural and gender variables; and (9) how formative and summative evaluation should occur. (Contains 40 references.) (AEF)

The graphical user interface (GUI) has become something of a standard for instructional programs in recent years. One type of GUI is the metaphorical type. For example, the Macintosh GUI is based on the "desktop" metaphor where objects one manipulates within the GUI are implied to be objects one might find in a real office's desktop. Metaphors can be divided into two classes: underlying (or primary) and auxiliary (or secondary). Auxiliary metaphors may be either complementary, adding to the underlying metaphor, or confounding, in which the user finds the metaphor too problematic and rejects the comparison. Not all objects or images that appear in a GUI are guaranteed to be metaphorical. This paper attempts to classify metaphorical interfaces along a four-point continuum from lowest level of metaphorical implementation to highest, from non-metaphorical to immersive. It explores how position on that continuum exemplifies the interaction between complementary and confounding auxiliary metaphors and determines the design demands of an interface. It also considers how the same basic metaphor may be implemented differently to meet these demands. Eleven illustrations are provided. (Contains 23 references.) (Author/AEF)

This paper examines the benefits of a metaphorical graphical user interface (GUI) and discusses how metaphorical interfaces can be used to deliver instruction on stress management. A computer-based instructional (CBI) program for college students was developed on the fundamentals of stress and the role of time management as a coping strategy. The instructional program, called, "Building Coping Skills on a Firm Foundation," begins by offering nine categories of college student stress: instruction; competition; managing time; adjusting to college; administrative problems; social adjustment; finances; housing; and transportation. The metaphorical GUI for this program provides for engagement, orientation, familiarity and transfer, and coherence. The primary metaphor for this program is a building construction site. In addition to the use of primary and secondary metaphors, the program uses color selectively to focus the learner's attention. Upon completion, the program will be tested to determine if the metaphorical GUI contributes to the students' understanding of the relationship of time management to coping with stress. (Contains 25 references.) (AEF)

This paper presents an approach to understanding visual metaphor which uses metaphoric analysis and comprehension by graphic and pictorial means. The perceptible qualities of shape, line, form, color, and texture, that make up the visual structure characteristic of any particular shape, configuration, or scene, are called physiognomic properties; the mixing of these properties in different categorical matrixes is called bisociation. Combined, physiognomic perception and boundary breaking, through bisociation, form the basis for visual metaphoric communication. Sixteen adults (13 female and 3 male) participated in a workshop which focused on playing a visual game, "Bisociative Pictionary," based on the current commercial game, "Pictionary." A self-portrait pencil drawing was selected as the visual metaphor for analysis. Participants were divided into teams and encouraged to find as many bisociations as possible within a 30-minute game period; only graphic, drawn responses were allowed for communication. A bisociation could only be confirmed when another member of a team guessed the name of the object or activity being drawn; successful matches were totaled at the conclusion of the game. Participants then analyzed the drawn responses for categorical patterns. Participants discovered three of the artist's six predetermined levels of meaning. The patterns of visual matches indicated that such a purely visual game can help individuals discover multiple levels of shared visual meaning. Selected participant drawings are shown, matched to the levels of meaning predetermined by the artist. Forty-seven photographs, drawings, and charts illustrate the discussion. (Contains 16 references.) (AEF)

This paper discusses the visual organizers and graphic interfaces used to manage and report the findings from a 10-month ethnographic study of student participation and interaction in computer mediated communication (CMC) activities within the classrooms of both a freshman writing class and a plant science lab. The study focuses on social psychological issues, expressed in discourse created from computer-based interactions, from student survey self-reports, or from the observation and reporting process. It is contended that data analysis is problematic, since generation of data is affected by what the ethnographer can treat as writable, readable, visible, and interpretable, and analysis requires various visual organizers and graphic descriptions, the following of which are used in this study: research questions; tables; quantitative coding of raw data; charts/tables; hypercard stacks; figures; digital photographs; and excerpts from computer-based discussions. Graphical interfaces for the following components of the study are discussed: interviews/field observation; surveys; videotape material; and electronic discussions. Discussion concentrates on graphical interfaces for electronic discussions, and includes issues such as coding data according to content description and affective quality, quantitative measure of network connections, and message act analysis. Data is illustrated in 6 figures. (Contains nine references.) (MAS)

This paper addresses some design considerations for computer-produced visual displays that are intended for either local or remote audiences of social workers. The project, "Building Family Foundations," expects to design and produce 10 different educational modules, including: child development; family issues--separation and attachment; family based treatment strategies; legal issues and court procedures; professional ethics; practice skills I and II; stress management; abuse and neglect; and adolescents. Many considerations must be made in the design process: Who is the audience? How should the modules be used? module product components; features; screen design; movement logical flow; team approach; features; and video master tape format. Information display can be organized into three perspectives within the image, structure, meaning, and impact, and each of those is discussed. The "Building Family Foundations" project incorporates the best features of multimedia instruction, and hopes to enhance learning through good instructional design and appropriate use of visual imagery. (Contains 30 references.) (MAS)

Computer-based instruction (CBI) has undergone tremendous changes in the past decade. This paper focuses on the following three areas of designing information presentation: (1) screen design literature is dated, and the existing guidelines do not allow for advances in computer technology; (2) open-ended guidelines may offer designers sufficient guidance for designing computer screens and user interfaces without stifling the creativity of the individual designer; (3) the paradigm of static screens has changed to one of active, interactive, screens filled with dynamic visual elements. The evolution of computer use and graphical user interface design, and the outdated literature are briefly described. Browsing is presented as a broad concept of interface design in computer-based learning environments, and seven guidelines for browsing are presented. Icons are proposed as a way in which CBI programs can use graphics (as opposed to the traditional redundancy between the object and the representational text.) Icons are considered dynamic, and are differentiated from static graphics because they show the user that a choice is available. Interactive graphics, animations, and interactive text are other examples of possible screen dynamics. This paradigmatic shift is a move away from thinking of screens as individual pieces of the program, and a move towards thinking of screens as thread that can hold the interface and the program together. Three figures illustrate a CBI program interface. (Contains 22 references.) (MAS)

This paper examines variations of text density levels for learning in a computer-based instruction (CBI) tutorial from an integrated perspective, and addresses the following questions: (1) What is the text density? (2) What are the relationships among text density approaches? and (3) What are the contributions of text density for learning and how can perceptual skills and human factors be used for a CBI tutorial? Several ways of defining low- and high-density are given, and the effect on achievement of visual perception and reading skills is discussed. The variation of text density levels is addressed from the standpoint of chunking and manipulation of content information approaches. The structure of text density considers both the components of screen design and the elements of human information processing. Meaningful information occurs when interaction is provided from the intersection of text design, content and perception, indicating the relationship between text density and the perceptual cycle. Finally, text density variations of CBI screen design are affected by technological and human cognitive limitations, based on different visual perceptions, human-computer interaction strategies, and user interfaces. Three figures illustrate aspects of CBI and text density levels. (Contains 49 references.) (MAS)

The purpose of this paper is to sensitize instructional message designers to the stereotypical signals which may be inherent in computer clip-art selections. A rationale is presented for the power of message design, and the differences between gender equality and gender equity are discussed. Several computer clip-art libraries were analyzed, and the consistent gender themes which emerged throughout these libraries are presented. The following recommendations are made for promoting diverse, equitable, and balanced applications of computer clip-art images for use in instructional messages: (1) use non-gendered images; (2) use non-gendered labels; (3) create your own images; (4) scan images from photographs or printed artwork; (5) advocate computer clip-art libraries which promote diversity through a broader variety of images portraying men and women; and (6) inform computer software companies about preferences. Positive role models as represented in images do make a difference in children's education. They provide the opportunity for all students to dream about whom they might become. Children should be given an opportunity to be exposed to equitable gender representations in instructional images. Three figures offer examples of clip-art gender portrayal. (Contains 19 references.) (MAS)