Lists some criteria that should be considered before purchasing any computer-based training product or service. Points out some negative economic ramifications that result from not consulting this or a similar list of criteria. (CT)

Discusses three options for elementary or secondary schools buying microcomputers, including getting either a single comprehensive unit, several fully expandable units, or units with limited expandability. Notes advantages, disadvantages, and brand-name models available under each option. Presents a chart showing the features needed for six…

Offers a checklist to help adult educators make intelligent software selections. Stresses the need to try products before buying them, to have a grace period to test them with students, to look for reviews, and to get a detailed list of hardware requirements. (JOW)

The two interconnected problems of educational quality and piracy are described and analyzed in this book, which begins with an investigation of the accusations regarding the alleged dismal quality of educational software. The reality behind accusations of rampant piracy and the effect of piracy on the quality of educational software is examined…

Developed to provide Washington State educators with information on the evaluation of computer software or courseware, this booklet includes brief sections on general criteria for evaluating instructional materials, general criteria for evaluating courseware, and special considerations in evaluating courseware. Such considerations include deciding…

The criteria used by the University of Delaware in selecting the PLATO computer-based educational system are discussed in this document. Consideration was given to support for instructional strategies, requirements of the student learning station, features for instructors and authors of instructional materials, general operational characteristics,…

Suggestions are made for choosing microcomputers for instructional design. Elements discussed include hardware (system components, selection procedures, operations and hardware); equipment suppliers; software development (database management, simulation); and implementation (acquisition of hardware, probable difficulties). (CT)

Intended for administrators or teachers with no prior knowledge of microcomputer applications in education, this document answers frequently asked questions about microcomputers focusing specifically on the use of microcomputers for computer assisted instruction (CAI), drill and practice, and instructional games. Background information covers…

Summarizes information gained from experienced teachers about what kinds of computer equipment schools should purchase, how the computer can be used in the classroom, and for what subject areas and grade levels they work best. (FL)

Discusses the selection and purchase of computer software for use in educational settings. Evaluative criteria such as software reviews, publisher reputation, evidence of field-testing, and publishing company attitude toward previewing and software backup are examined. A chart of the purchasing policies of 29 publishing companies is included. (JJD)

These guidelines for setting up instructional computing and computer literacy programs using microcomputers include consideration of program planning, hardware selection and purchase, and faculty development. (Author/JJD)

This paper documents the need for new instructional methods to use with students who have disabilities, by citing results from a survey of 46 Oklahoma schools, which gathered data on the modifications used for mainstreamed students with disabilities. Next, the critical research on learning and on computer assisted instruction is summarized. A…

School districts of all sizes can begin to use computers in their schools by outlining objectives, securing community support, planning for one microcomputer for every 20 students, and evaluating computers and software. (MLF)

Discusses benefits of an Integrated Learning System (ILS) and addresses concerns that need to be considered during the selection process. Highlights include the evaluation process; initial and ongoing costs; installation in either a lab setting or distributed placement in the classrooms; scheduling; and daily management. (LRW)

Three categories of legal issues generated by computers on campus are examined: copyrights on programs developed by students, faculty, or staff; contracts in purchasing computers and torts concerning wrongful use; and the expectation that schools will respond to legal/ethical issues differently than commercial organizations. Suggestions for…