Examines how resource sharing works to bring the promise of high technology to the poor, considering whether it will increase disparities (particularly in the areas of education and employment) or it will be a tool to enhance the learning process and provide additional avenues for job seekers. (JN)

For institutions of higher education in Canada, the use of computer-assisted-instruction is miniscule. Instead, students of the sciences are shown how to program computers while students of the arts are shown how to use computers within their disciplines. Experiences in computing at the University of Waterloo are described. (JN)

Discusses the use of Lotus 1-2-3 to create non-stop graphic displays of simulation models. Describes a simple application of this technique using the distribution resulting from repeated throws of dice. Lists other software used with this technique. Stresses the advantages of this approach in education. (CW)

Summarizes what has been learned, thoughts regarding mistakes that have been made, and recommendations for addressing future questions, regarding the role of computers in the educational process. Reviews the research on computer based instruction. States that findings are inconclusive and often contradicting. Recommends that different evaluation…

Implementation of the computer program in Eula, Texas, was divided into three stages: (1) focusing on computer literacy; (2) using the computer as a support tool; (3) and using computer assisted instruction to enhance basic skill learning. Results of use of the computer for learning mathematics are presented. (MNS)

To provide computer literacy training for its elementary and secondary schools, the Indianapolis city-wide school district is midway through a three-year, $10 million project involving the installation of more than 10,000 microcomputers linked by numerous local area networks. This program of coordinated resource sharing is described. (JN)

Discusses the use of computers in Swedish schools. Focuses on: (1) instruction concerning computers and their use in society; (2) use of computers in schools to modernize teaching content in various subjects; and (3) uses of computers as an aid to learning. (Author/JN)

Discusses various aspects of computer-assisted learning. Focuses on human and technical problems associated with using computers and suggests possible solutions to the problems. Indicates that the greatest human problem (lack of programing skill) can be solved by use of DECAL, a programing language designed for individuals with no computer…

Describes a project at Honeywell Information Systems that uses Computer Assisted Instruction (CAI) to train employees to make more effective use of computers. Notes that industry is leading the way in Data Processing (DP) training and may be evolving solutions to public education's shortage of DP training resources. (MP)

Reviews the efforts of Indian schools to promote computer studies. Describes the Computer Literacy and Studies in Schools (CLASS) project which represents India's first organized effort toward introduction of computers into schools. Cites several problems to be faced in the Indian educational system. (CW)

The Governor of California discusses the role/importance of computer science education and proposed steps to support the cause of computer-aided education in California. Proposals include establishing computer demonstration centers, providing stipends for teachers studying computer-aided instruction, and funding of summer institutes and exemplary…

Over 50 major computer assisted instruction (CAI) projects are reviewed in terms of their theoretical and practical significance to education. Projects are analyzed in terms of eight categories: development of prototypes, conceptual demonstrations, major implementations/evaluations, dissemination, authoring languages/systems, intelligent CAI,…

Describes and evaluates efforts by North Carolina to assist school personnel in using computers and computer assisted instruction. Discusses a general statewide conference, eight follow-up hands-on regional workshops, follow-up application conferences, specialized planning sessions, and the implementation of a state coordinating project. (DC)

The Computer Intensive Classroom project is described including its foundations, coalition, design, and project evaluation. Levels of computer literacy are highlighted. (CW)

Because of the rapid introduction of computers into the Israeli education system, teachers resent the new technology or are unrealistically enthusiastic. Therefore, a split curriculum which enables teachers to follow a more logical path of adoption was developed. A brief description of the syllabus used (including course goals) is described. (JN)