Describes special considerations to be accounted for by evaluator of computer assisted instruction (CAI) materials, outlines a recommended approach to formative evaluation of CAI (one-to-one evaluations, small group evaluations, field tests), and offers suggestions to evaluators of CAI concerning how process can be simplified. Five references are…

A look at a new computer procedure recently developed at Wisconsin Information System for Education (WISE), which holds potential for substantially reducing the amount of time spent in salary negotiations. (Author)

Discusses attributes which are offered as set of standards to judge instructional software--those unique to design of microcomputer courseware and those included in design of all instruction. Curriculum role, modes of interaction, computer managed instruction, graphics, feedback, packaging, and manuals are noted. Fourteen references are included.…

A discussion of the problems of initiating teachers to computer assisted instruction, in particular programing languages. (Author/HB)

Describes an experiment which compares the effectiveness of two key word techniques of vocabulary acquisition and gives the original 228-line program which was used. The program is written in BASIC to be run on Commodore CBM or PET machines with one disk drive. Eight references are listed. (MER)

Describes relatively new computer software that can be used to maintain, analyze, and report large sets of educational data. The application of two of these packages to problems faced when manipulating educational data is demonstrated, and administrators are provided with information on the evaluation and selection of software products. (MER)

Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

This overview of instructional applications of computer-assisted instruction and microcomputer applications discusses current developments in hardware and software, the need for independent review and evaluation of CAI programs, the growing importance of computer literacy, especially for teachers, and projections for the future. Eleven references…

Focuses on the advantages of using the microcomputer rather than the minicomputer. Descriptions of the programing process and system components for the microcomputer are followed by a list of 11 types of computer programs that can be processed at this time, and a brief discussion of research goals. (RAO)

Results of demonstrations of two computing systems, differing in configuration and educational services, are analyzed in terms of student achievement and attrition for the PLATO system, and student performance in TICCIT. The two studies were conducted by the Educational Testing Service (ETS). (RAO)

Additional information presented in support of PLATO responds to the findings of an ETS study of the system in community colleges, which is described in the preceding article in this issue. (RAO)

The findings of the ETS study of TICCIT in community colleges, which is described in a previous article in this issue, are compared with the results of a series of studies on the system conducted at the Brigham Young University. (RAO)

Presents a survey of user needs for microcomputer software in elementary and secondary schools. Approaches to software development are highlighted and the future of microcomputers is discussed. (RAO)

This article describes some of the programming improvements made to a computer-based instructional support system after it was operating as had been envisioned during its design. Changes were made to accommodate differences between the original objectives and what users discovered they really wished to do. (Author/BD)