| Summary: | This investigation focuses on comparing the use of computers in both Qatari and British secondary schools and evaluating the effect of computers on pupils' attitudes towards computers. It examines the type of modes of computer use that are available in secondary schools alongside with the opinions of teachers about such use in their schools. Pupils' attitudes towards computers, in general, and towards the mode used adopted in their schools, in particular, were examined. The main factors that influence pupils' attitudes towards computers were identified. The researcher had achieved the above by adopting different approaches for the investigation. Those are identified as follows: 1. participant observations were carried in five secondary schools in Qatar and another five in South Wales; 2. a questionnaire were sent to computer teachers in both Qatar and South Wales; 3. a questionnaire was distributed to secondary pupils in Qatar and South Wales; 4. interviews with selected number of pupils in Qatar and South Wales were arranged. The study supports the validity and reliability of attitude research in a cross-cultural context. The overall findings of this study are given below. 1. There are three uses of computers in schools. Those are: learning about computers in computer studies (academic), learning from computers in CAL or IT (cross-curricular) and learning with computers or to be able to use computers in IT (vocational). The findings of the study show that the type of exposure to computers experienced by pupils from the two systems were quite different. The use of computers in the Qatari schools is only in computer studies classes which is associated with 'academic work' not pleasure. Whereas in British schools computers are there as a tool and as an aid and can also be used in a game like manner.
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