A system of computer assisted design for instructional materials (CADI) would increase the productivity of instructional designers of software, and keep costs from escalating as rapidly as they are at present. At Wayne State University, some steps toward CADI have been taken, with the result that personnel time has been reduced for some…

Suggests practical steps to follow in searching for microcomputer systems to be used as instructional aids. Poses questions regarding general equipment type; kind of system needed; financial and administrative support; committee formation; information sources; and final decision making. (DMM)

Argues that microcomputers are inexpensive, reliable, and sufficiently powerful to meet important educational demands, and that with authoring/driver systems educators could make far greater use of what is known about cognitive processes, especially structural learning. (MER)

Shows how guidelines from Robert Pirsig's "Zen and the Art of Motorcycle Maintenance" can be used to evaluate computer-based projects in the schools. Guidelines include caring about the project, viewing it from the perspective of the specialist and the common person, and being systematic in approach. (KRN)

Discusses optimum school uses for microcomputers, how computers affect learning, and how computer effectiveness can be maximized. (JOW)

Examines the application of microcomputer statistics in social studies, and computer access and simulations in middle school environments. An interdisciplinary framework of curricula among social studies, science, and mathematics teachers with equal access to microcomputers and software programs is encouraged. (MER)

There is no one universal definition of the term "computer literacy," which, in fact, is used so generally that people often preface references to microcomputers in education with their own definitions of computer literacy. The term is organized semantically in a variety of ways, and central to this semantic organization is a problem of…

Emphasizes what computers can do for social studies and how technology can contribute to educational goals. Technology can affect education through access to information, problem solving, perspectives on the world, and active and social learning. Technology can supplement other methods to transform the intellectual and social context of education.…

Proposes the use of microcomputers in behavioral science courses as a writing, evaluating, and calculating tool; an individual instruction tutor; and an inexpensive and nontime-consuming environment for observation and experimentation. Looks at ways the microcomputer can be used by students and instructors, implementation considerations, and…

A national survey was conducted during the 1987-88 academic year to investigate the characteristics of selected high quality elementary schools known for their support of instructional technology. Of the 73 schools contacted, 70% responded to the survey. The findings showed that available computer time was most often divided among three major…

Technical, interpersonal, and managerial skills are necessary in order to assume the responsibilities of a computer supervisor. Technical skills refer to computer proficiency and include an in-depth awareness of the methods and procedures needed to implement various facets of computer education in school settings, such as knowledge of computer…

The computer as a teaching device and as a locus for scholarship is discussed. Universities must develop policies and procedures for student access to data banks and bibliographic assistance, and courseware must be reviewed, evaluated, selected, and developed. (MLW)

Points out differences between the "instructional design" and "authoring" approaches to creating courses and courseware for computer-assisted instruction (CAI). Describes models and procedures for designing effective CAI packages. (Author/RW)

The educational problems of the United States have reached critical proportions, particularly if the nation is to maintain leadership in high technology industries. This document explores the promise technology offers for improving instruction and broadening alternatives for instructional delivery. The author considers how technologically assisted…

Offers a critique on some of the papers on computers in science teaching that were presented at the 1985 National Association for Research in Science Teaching meeting. Implications for the conduct of research on computers in science learning are also suggested. (JN)