Stresses the importance of teaching "structured programming," and gives examples of good and bad programing styles and suggestions for teaching good programing techniques. The language used is BASIC, and numerous examples are provided. (EAO)

Describes the design of a BASIC computer program which enables students to learn BASIC in the context of top-down structured projects and discusses a specific example which uses a program to teach students about double-scripted variables and data structures. (MBR)

Discusses approach to integrating computer programing into a calculus-based physics survey college course which stresses three major uses of computers: data reduction, calculation, and simulation. An initial programing exercise and practical constraints--time a student can allot to course and student's level of confidence--are mentioned. (EJS)

Suggests approach to teaching definitions and concepts of computer programs to learners at all age levels by using words (string manipulations) rather than numbers. An outline of a possible sequence for introducing the BASIC programming language is given. Two references are cited. (EJS)

Describes step-by-step procedures for taking apart a disk drive on an Apple microcomputer for a student demonstration. Lesson preparation is discussed, the use of small groups of students is recommended, and suggestions for teaching the lesson are given. (LRW)

Describes several situations in which elementary and secondary school students successfully use adult level software in learning situations. Suggestions on how to teach students to use adult level software are presented and the advantages of such use are discussed. (MBR)

Briefly describes a multimedia resource package entitled Microcomputers in Education, which is designed to facilitate and enhance the quality of inservice teacher training programs on computer literacy. Teachers' opinions of the package, elicited after its use at an inservice workshop, are summarized. (MBR)

Ahl's questions about computers are investigated to determine if items could be used as scale to measure student beliefs about computers. Based on results of two samples--31 college students majoring in computer science and 109 students taking biology course--a 17-item scale was developed. Eight references are listed. (EJS)

This document consists of a compilation of nine articles, on computer literacy, that have been extracted from the 1984-1985 issues of the journal "The Computing Teacher". The articles include: (1) "ICLEP (Individual Computer Literacy Education Plan): A Powerful Idea" (David Moursund); (2) "Computers, Kids, and Values"…

Presents two lessons focusing on (1) spreadsheet design and (2) editing and printing spreadsheets. Materials provided include a list of functions for which students need to learn the commands, suggestions for presenting the lesson, three spreadsheet story problems, student exercises in editing, and two reference sheets for AppleWorks. (LRW)

Description of Northwest Council for Computer Education's efforts to develop computer education guideline competencies to aid in developing teacher training programs. Discusses stages of information gathering; issue identification and definition; and formulation, evaluation, and dissemination of competencies. Competencies for elementary and…

Provides guidelines for building self-instructional training packages to teach beginning microcomputer skills at any age level. Five steps are explained: outline curriculum and objectives, structure one lesson, produce the instruction, package the materials, and manage the lesson. (MBR)

Outlines competencies for computer education specialists, i.e., individuals working with teachers and students to teach the use of computers for instructional purposes rather than computer science. These competencies were developed from an informal survey of individuals currently working in such positions. (MBR)

Indicates that although computer science has been free of male domination, the stereotype of computers as male machines is emerging with increasing growth in microcomputer use by children. Factors that account for this development and some strategies teachers can adopt to equalize computer use by boys and girls are presented. (MBR)

Presents questions to be asked when evaluating the efficacy of audiovisual products designed to increase computer literacy of students in classroom situations and suggests that continuing research is also needed to fully evaluate these products. (MBR)