The author submits that the question has changed from "What does it do?" to "How can I use this thing in my teaching?" He argues that teachers need time, training, and access to information about software and how it relates to the curriculum. (MT)

Teachers are using computer programs in conjunction with many classroom staples such as art supplies, math manipulatives, and science reference books. Twelve software programs and related activities are described which teach visual and auditory memory and spatial relations, as well as subject areas such as anatomy and geography. (MT)

Fourteen computer software programs are described that offer instruction in a variety of subject matter areas. (DF)

Spreadsheet software allows manipulation of information, helps children to find answers to questions, and encourages them to ask others. Once the teacher sets up the spreadsheet, the program does the work, showing children they can calculate anything, even when their arithmetic skills cannot. (MT)

A review of the Writer Rabbit software program details its multiple classroom uses, focusing on language arts activities such as practicing identification and classification of sentence parts, practicing spelling, and inventing stories. (CB)

Three programs for teaching kindergarten and first-grade students mathematics are described. They are Number Farm, Math Rabbit, and Math and Me. (MT)

This article discusses the WRITE ON! software library which consists of almost 500 literature-based writing activities for grades K-12. These interactive writing guides on disk integrate word processing into literature-based instruction. (IAH)

Students can use the computer to store and compare data on their television viewing habits. Suggestions are offered for developing a database where students can research, graph, and analyze the subject of their choice. (DF)

Reviews several technology-related learning activities for elementary and secondary school students, including a computer animation program, a computer math game, a NASA telecommunication information system, a computer program and book about wild animals, and a monthly audiotape magazine for children. (SM)

Teachers can create support materials to help maximize computer software efficiency in the curriculum. Guidelines for developing descriptive, teacher-oriented, and student-oriented supplementary materials are offered. (DF)

This article presents easy computer projects to send students into the summer feeling good about the past year and looking forward to the next. The projects involve printing summer reading book lists, making bridges to the next grade, publishing books of class events, designing reading posters, and creating summer calendars. (SM)

Many school districts let teachers take computers home over the summer to improve their skills. The article shares strategies about computer use, liability, borrowing, and moving from school to home. It suggests summer projects such as learning to use computerized gradebooks, learning new programs, and computerizing lesson plans and tests. (SM)

Teachers discuss how to make the most of technology in the classroom during a tight economy. Ideas include recycling computer printer ribbons, buying replacement batteries for computer power supply packs, upgrading via software, and soliciting donated computer equipment. (SM)

Presents ideas to help teachers make one-computer classrooms work. Suggestions include making sure the teacher masters the computer, managing computer time, using keyboarding strategies (such as photocopied keyboards for practice), and using time-saving techniques (e.g., previewing programs, pooling resources, and treating computers with care).…