Although computer-assisted instruction is usually not cost-effective or educationally effective enough to be worthwhile in secondary schools, courses that actually teach computing and programing, although also expensive, pay off in increased job opportunities for graduates. The author explains how to plan them. (Author/JM)

Discusses why computer assisted instruction did not work in many classrooms, how older people have fought the new technology, and why implementation of computer technology as part of training has been slow. Also examines uses of the videodisc and microcomputer and the trainer's role. (CT)

Computers serve schools in several ways. In the business office they perform functions in payroll and accounting; they are the subject matter in the computer science courses that train students in skills that the coming technological lifestyle will make necessary; they permit effective instructional management; and they provide the means for…

This book discusses computer coordinator responsibilities and suggests necessary qualifications. The need for computer coordinators is discussed and responsibilities of a building-level computer coordinator are identified to help distinguish this position from that of a computer teacher. A more detailed analysis of the types of activities that…

The North Clackamas (Oregon) School District's Instructional Computer Services Advisory Committee presents recommendations in this document concerning the philosophy, goals, and operational components of a program for developing computer literacy among administrators, teachers, students, parents, and other members of the district community. The…

Describes the design, implementation, and evaluation of a computer-assisted learning (CAL) package called CLEM (CORE Learning Environment for Modula-2) that was developed in Great Britain for teaching the Modula-2 programming language to first-year college students. Topics discussed include interactivity, flexibility, ease of use, student…