Microcomputer simulation games are discussed and are viewed as being of the same nature as traditional imitation and role-playing activities. Some aspects of six commercially available games that could be used in computer assisted instruction (CAI) are reviewed. All examples chosen were among those thought to emphasize positive attitudes. (MP)

Reports on how teachers organize their classrooms when they have more students than microcomputers available to them. Indicates that seatwork is the primary activity of students in a classroom when other students are engaged at the computer. Other findings (based on data from 1,082 microcomputer-using schools) are reported and discussed. (JN)

Provides an annotated bibliography of 25 citations focusing on topics for teachers using computers in the elementary classroom and for researchers gathering background material for articles, grant proposals, and presentations. Topics include computer literacy, use of computers, turtle graphics (LOGO), research studies on computers, position…

Presents three activities in which students learn about and construct star polygons using the LOGO programing lanaguage. A list of suggested extension activities is included. (JN)

Encourages the use of the microcomputer to teach probability theory and concepts. Presents an instructional sequence and provides 10 activities, three of which have short programs listed. (JM)

A computer curriculum including literacy and programing skills is viewed as an example of a program which can easily provide both acceleration of the rate of learning and enrichment through development of higher-level thinking skills. A program used with fifth through eighth grade children in Tempe, Arizona is described. (MP)

Presents results of a study that examines the development and use of computer simulations for high school science instruction and for integrated laboratory and computerized tests that are part of the biology matriculation examination in Israel. Eleven implications for teaching are presented. (MDH)

Presented is an annotated list of 24 references on the LOGO programing language. The information provided is intended for classroom teachers and for researchers. Topics include use of the language in classroom situations, evaluation of a LOGO training program, the educational utility of LOGO, and others. (JN)

Describes the method for producing the equiangular spiral, the geometric curve generated by modeling an insect's orientation process to an illumination source, utilizing a LOGO Turtle program which is included. (JJK)

Describes a computer program, "Activation Energy," which is designed for use in physical chemistry classes and can be modified for kinetic experiments. Provides suggestions for instruction, sample program listings, and information on the availability of the program package. (ML)

Suggests learning activities for teaching computer ethics in three areas: (1) equal access; (2) computer crime; and (3) privacy. Topics include computer time, advertising, class enrollments, copyright law, sabotage ("worms"), the Privacy Act of 1974 and the Freedom of Information Act of 1966. (JM)

Described is a project involving the introduction of microcomputers into the laboratory portion of a college general physics course for data collection and analysis. The results of an evaluation of this program are presented. (CW)

Discusses the features and advantages of the computer language PROLOG, and explains the approach taken in teaching it as a first computer language. Includes an example of the use of PROLOG in programming a science lesson on elements for junior high students. (ML)

Described is a research-based instructional technique for teaching analogical reasoning by the use of guided LOGO programing activities. An example worksheet is provided illustrating the use of the Sternberg's four-step analogical reasoning technique (encode, infer, map, and apply) with LOGO programs. (Author/MDH)

Described are examples of classroom exercises that use interactive graphics software for personal computers to enhance the teaching of statistical concepts by allowing students to generate multiple examples, make conjectures, and verify their findings about the concept. The transfer of this interactive tool to other subject areas is suggested.…