Provides several reasons to include the microcomputer in the marketing and distributive education curriculum. Also suggests a method for adapting an existing curriculum to include the microcomputer. (CT)

Recommends that business educators (1) make administrators aware of the importance of a keyboarding course, (2) sequence a microcomputer course directly after the typing course, and (3) teach the microcomputer course themselves. (CT)

Describes the use of microcomputers to develop a comprehensive K-12 science curriculum. Claims that the use of computer-assisted curriculum development reduces the cost of designing original curriculum. (JK)

Discussed are a number of questions which should be asked about microcomputers in schools before computer assisted instruction is implemented. For example, what dangers are encountered in programs designed for classroom use? (RM)

Various elements of microcomputer technology are examined: word processing, microcomputer applications in school curricula, and communications. The author also discusses ethical use of software, the importance of teaching students procedures for good records management, and a view of the "office of the future." (CT)

Some computer education goals, such as computer-assisted instruction, are very expensive and difficult to meet. Programing, computer literacy, and word processing are less expensive computer education areas, and programs are easier to implement. (PGD)

Argues that the telecommunications field has specific computer applications; therefore courses on how to use computer programs for audience analysis, station accounting, newswriting, etc., should be included in the telecommunications curriculum. (PD)

Microcomputers offer medical educators a chance to explore the opportunities of computer-based instruction in their classrooms and curricula. Faculties have expressed some reservation about entering the field because of the new technology and the lack of supporting evidence for the value of this teaching modality. (Author/MLW)

Looks at four current issues in the computers-in-education debate: Is the computer a tool or a new subject? Is computer-assisted instruction an appropriate use of computers? Should computer literacy be taught and, if so, what should be taught and by whom? What equipment should be purchased? (SJL)

This paper describes the development of a course to introduce microcomputer application software to non-computer science majors at Kean College (New Jersey). Topics covered include: (1) background; (2) course content; (3) classroom laboratory design, installation, and management; (4) teaching strategies and student performance and reactions. Some…

Presents observations about the long-range computer plans from three journalism schools, noting varied objectives, the most frequently chosen hardware, and the scarcity of software specific to journalism and mass communications instruction. (HTH)

Specific skills and knowledge areas must be developed, added to, or emphasized in the curriculum to prepare students to perform adequately in the high technology information age. Information processing skills and proficiency with computers must become new basics. (Author/JOW)

Observations in Australian classrooms suggest that for most teachers the content and method of curriculum has changed little as a result of the proliferation of new information technologies. In many instances there has been considerable resistance and reluctance to embrace the use of new technologies to support the teaching and learning process.…

Describes a framework for introducing micro-based computer cartography into college-level courses. The discussion centers on hardware, software, practical considerations, and snags. (RM)

Discusses issues involved in the standardization of curriculum for high school computer science education, including the choice of programing language. The new Advanced Placement (AP) Program in Computer Science is also discussed, including its use of Pascal and the implications of introducing such a test at this time. (EAO)