Discusses how to select the best training program for your needs. Includes information on deciding whether to develop your own program or buy one; identifying the kind of program you need; examining what is available; networking; choosing a supplier; and evaluating programs. (JOW)

The paper describes the decision process in the determination of software purchase for the professional's use of the microcomputer. Consideration to ensure that the software purchased will be a success, which software will be needed, and options that will facilitate the location and evaluation of software are discussed. (Author/CL)

Discusses how to develop and implement an open learning program when there are materials available but no trainers to use them. (JOW)

It is necessary for those who are developing and/or evaluating software for purchase to carefully consider its educational compatibility, instructional design adequacy, and technical adequacy. Specific factors are examined as they relate to the development and/or evaluation of educational microcomputer software for handicapped learners. (Author)

A superintendent explains the administrator's role in integrating computers into the instructional program. Lists factors to be kept in mind. (Author/JM)

Presents a project proposal form and a media selection model as screening procedures which assist in the decision of whether or not to begin a computer assisted learning program. (Author/CMV)

Describes the Iowa Technology Loan Program, developed to provide teacher updates on contemporary topics for technology education programs. The program consists of workshops on technology followed by an opportunity to borrow equipment for a four-week period. (JOW)

The author recounts his experiences as an administrator of programs for deaf elementary and secondary students and describes a model for helping others to determine selection and management of computer resources. (CL)

A teacher of deaf high school students describes considerations in developing a computer lab, including equipment selection, class and subject scheduling, and suitable software. Examples of software used in his lab are cited, including Mathware's Math City and Apple's SUPERMATH program. (CL)

Describes a model for the selection of instructional materials for adult basic education programs. Reviews the model's seven stages: identifying learner problems; defining objectives; prescribing learning experiences; selecting instructional materials; selecting appropriate deliveries; evaluating and planning improvements; and reorganizing,…

Fruitful relationships between trainers and media specialists are collaborations from the beginning. Trainers must define the problem and establish project requirements for training aids. Trainers and producers should ask questions related to (1) the project purpose, (2) audience characteristics, (3) quantity needed, (4) material distribution, and…

Intended for those who are introducing computers into the classroom and those who need help with curriculum development in this area, this article explains key ingredients for successful coordination: identify interested personnel, start small, shop around, assess space available, avoid exclusivity, involve faculty, become a resource, and plan…

"Looking for a Supplier? Use the E-Learning Scorecard" (Darin Hartley) discusses evaluating and selecting vendors. "Top Ten E-Learning Myths" is an interview with John V. Moran, president of a learning technologies company. "A Year in the Life of an E-Learning Project" (John Redmon, Jennifer J. Salopek) describes how to develop an electronic…

There is a wide range of communication needs in rural development programs, including the need to develop comprehensive communication strategies for program fulfillment. Such strategies call for communication specialists whose expertise transcends the "information" role and includes the whole process of development. This process must not neglect…

This article, based on the experiences of the Ainsworth (Oregon) Parent Teacher Association, offers a step-by-step guide for parents who wish to bring computers into their children's schools. Ways to build public and school support, do necessary planning and research, evaluate available equipment, and implement the program are suggested. (PP)