Factors to consider when selecting software include (1) current use in business, (2) curriculum needs, (3) availability, and (4) cost. Evaluation criteria include (1) copyright, (2) documentation, (3) compatibility, (4) vendor support, and (5) ease of use. (JOW)

The author submits that the question has changed from "What does it do?" to "How can I use this thing in my teaching?" He argues that teachers need time, training, and access to information about software and how it relates to the curriculum. (MT)

Describes an Applesoft computer program which determines the shear and moment diagrams for any combination of four different load configurations on a simply supported beam. Examples of different load configurations and the diagrams produced are included. Also included is the program listing. (JN)

Sutphin and Richardson discuss finding software in other disciplines and adapting it for vocational agriculture. Makin, Chase, and Wonacott describe a National Center for Research in Vocational Education project to develop a procedural guide for microcomputer courseware evaluation. (SK)

Describes applications of HyperCard, including SuperDuper Gradebook and HyperMedia Information Retrieval System (HIRS). Also described is the creation of an instructional software library called the HyperMedia and Instructional StackWare Clearinghouse (HISC), which will evaluate programs for educators, trainers, and instructional technologists.…

The secondary accounting curriculum must be modified to include computers and software. Educators must be aware of the computer skills needed on the job and of the accounting software that is available. Software selection must be tailored to fit the curriculum and the time available. (JOW)

The computer is an exciting medium for art, especially for projects involving color and line, motivating even the most reluctant young artist. Input devices are described. The first four lessons are suggested and ways to display the art projects are covered. (MT)

Teachers are using computer programs in conjunction with many classroom staples such as art supplies, math manipulatives, and science reference books. Twelve software programs and related activities are described which teach visual and auditory memory and spatial relations, as well as subject areas such as anatomy and geography. (MT)

Presents several computer-oriented activities dealing with electronic dice, reading menus, rhyming words, and a high-technology version of musical chairs. Although these activities assume a certain level of computer expertise, each one can be easily adapted in any grade. (JN)

Explains how a microcomputer-based algebra software system, muMATH, can be used to help students understand the theory of convergence of infinite series. Examples are given to illustrate nth term test, ratio test, comparison test, integral test, and Raabe's test. (10 references) (LRW)

Fourteen computer software programs are described that offer instruction in a variety of subject matter areas. (DF)

The Alcohol Metabolism Program, a computer program used to compute peak blood alcohol levels, is expanded upon to include a cover page, brief introduction, and techniques for generalizing the program to calculate peak levels for any number of drinks. (DF)

Presents evaluation guidelines for educational software for educators with limited knowledge of computers. (MD)

This research examined whether software for preschool and kindergarten children, which was designed in accordance with certain cognitive-developmental principles, would result in better learning compared to software teaching the same content but which did not incorporate such principles. Results are discussed. (Author/MT)

Outlines criteria for selecting microcomputer-based telecommunications software for educational settings. Terminal software, which provides interaction between a modem and remote terminals, is distinguished from software that allows an electronic bulletin board system to be developed, and three software packages of each type are reviewed. (LRW)