Intended for the experienced TUTOR author who needs a quick reference for the form of a tag and for some of the restrictions on commands, this summary does not discuss the fine details of the TUTOR language. Brief descriptions of the purpose and the tag are provided for each command. The commands are grouped in nine categories: calculating (C),…

Intended for the experienced TUTOR author who needs a quick reference for the form of a tag and for some of the restrictions on commands, this summary does not discuss the fine details of the TUTOR language. Brief descriptions of the purpose and the tag are provided for each command. The commands are grouped in nine categories: calculating (C),…

Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

The interactive system for creating graphic displays that is described is presented as one solution to the problem created by the lack of complementary firmware or software to make the graphic capabilities of many current terminals easily accessible to the instructional programmer. The use of this system by the Digital Equipment Corporation's…

Computer assisted instruction (CAI) is defined. Guidelines physical educators can use for evaluating CAI programs and their manuals as well as sources for software are provided. (MT)

This book is designed to provide teachers with techniques for entering and modifying BASIC programs on Apple computers. The underlying theme is that a teacher need not become a programmer to benefit from being able to use and modify BASIC programs. The key to the successful use of software in the classroom is the ability to individualize software…

Asks whether students who create computer programs with LOGO and those who use reading software with speech synthesis profit more than they would with a teacher. (CRH)

Describes a method for integrating basic instruction on computer programing in mathematics courses for earth science, chemistry, and pharmaceutical chemistry students to provide them with a knowledge of the real possibilities of computing media. (CHC)

Educators must think clearly about how they want students' education to improve, what computers can do to help, how that assistance can be accomplished, and whether any of this is affordable. (Author/JM)

Argues that advent of computer-aided instruction (CAI) systems for teaching introductory computer programing makes it imperative that software be developed to automate assessment and grading of student programs. Examples of typical student programing problems are given, and application of the Unix tools Lex and Yacc to the automatic assessment of…

Designed to assist in the construction of flowcharts and scripts for videotex production, this document presents a detailed look at the instructional design and production of educational videotex. Included are: a flowchart of the videotex development process; hints for effective flowcharting and script development, including frame development;…

Provides a checklist of stylistic elements to consider when writing simulation programs for use in computer assisted instruction. Subtopics include setting simulation parameters, questioning the user, displaying the results, and overall simulation organization. (JJD)

This manual presents an overview of the PILOT educational computer language, a simplified teacher-directed alternative to the use of BASIC for designing computer assisted instruction, and provides examples to illustrate its features. These features are described in terms of format, labels, numeric variables, alphanumeric variables, system…

Explains how language teachers can write their own microcomputer-based language programs in BASIC, using an example in German. Commercial software packages are discussed, and step-by-step directions are given for creating student exercises and for determining student scores and grades. (LRW)

Principals are advised to carefully integrate microcomputers into their curricula by formulating basic curricular objectives, identifying and prioritizing content areas giving students the most difficulty, purchasing only software addressing those needs, and developing courseware in-house when necessary. (MJL)