This paper discusses the learning issues involved when setting computer literacy objectives for graduate students in education. Stated and evaluated here are simple computer use assignments representing an approach to literacy which is teacher-centered, minimally integrated with subject matter content, and having low cognitive-level task demands. The three assignments, made at the beginning of a graduate education course involved: (1) using e-mail to send/receive messages to each other about the course; (2) consulting the professor's Website for course materials and information; and (3) accessing the Internet for information. Data collected from a brief anonymous questionnaire given at the end of the course provided information on the perceived value of these assigned activities. Spontaneous classroom comments and questions throughout the course also yielded much information about student experience of these teacher-imposed literacy objectives. Initially, students were not pleased with the computer use requirement. In addition, the teacher became involved in the students' individual projects much more than planned. The percentage of students that felt the activities should be retained was much higher than those who felt they should not be retained. Students liked the Website more than the e-mail option. The peer collaborator e-mail activity was not uniformly appreciated; students did, however, state a desire for more instruction on how to search the Internet. (AEF)