Discusses the use of beginning, intermediate, and advanced databases for instructional purposes. A table listing seven databases with information on ease of use, smoothness of operation, data capacity, speed, source, and program features is included. (JN)

Networks confined to one classroom or several classrooms in one building are called local networks. The nature and uses of these networks, software needed to run a network, software problems, and potential problems are discussed. Information on commercially available networks (including source, cost, hardware/software provided, features, and…

Issues related to the teaching of typing are discussed, focusing on the need for typing skills when using computers. Also compares use of the "QWERTY" to the Dvorak keyboards, considering the advantages and disadvantages of each. (JN)

Some of the most hopeful applications of computers and computer software (particularly as prosthetic devices to aid communication) exist in the area of special education. Several of these applications are discussed. (JN)

Discusses a project using Logo with special needs children--primarily six to 10 year olds who are physically handicapped and/or learning disabled. Indicates that microcomputers should provide motivation and a means of communication, reveal hidden strengths, and empower children to be in control of their own learning. (JN)

Discusses issues related to the use of classroom management software. Also discusses the components of an ideal program: (1) instructions; (2) planning (criteria generator, lesson goals, and lesson plans/editor); (3) evaluation and feedback utility (student profiles and group/class profiles); (4) graphics utility; and (5) report generator. (JN)

Outlines four dual art and computer-art lessons, presenting lesson objectives, activities, and suggested instructional strategies. The lessons focus on the usefulness of shared images, how moving an object affects its shape, creating the illusion of depth on a two-dimensional surface, and the relationship of parts to the whole. (JN)

Discusses how the power and potential of the computer may shape the classroom of the future by presenting a scenario of a classroom in the year 2001. The role of artificial intelligence in this environment is considered. (JN)

Describes how three different levels of students interacted with three different commercially available robots. Considers the educational value of these devices and provides a list of seven robots (indicating their source, computer compatibility, language, current cost, capabilities, and options). (JN)

Provides suggestions for using on-line database systems (CompuServe, The Source, Dow Jones) in the classroom, presenting examples of the kinds of information and services available from CompuServe. Major CompuServe submenus are provided to illustrate encyclopedia searches, use of reference library, news sources, and accessing clubs and special…

Presents preliminary findings from the "Second National Survey of Instructional Uses of School Computers." Areas explored include how many teachers regularly use computers with students, what subjects computer-using teachers teach, who gets to use school computers (boys or girls), and other areas. (JN)

Discusses the use of microcomputers at a middle school in Wayland, Mass., including activities in the computer room and formal computer instruction in grade six. Also discusses rationale for approaches taken, such as working with a variety of microcomputers and computer use in different subject areas. (JN)

Provides results of a 10-item survey which includes data on years in education, salaries, willingness to leave education, attitude toward moving to industry, and computer-oriented areas. Indicates that nearly 70 percent of administrators (compared to overall average of 62 percent) are ready to leave education. (JN)

Joseph Weizenbaum (author of the computer program ELIZA) discusses his views about educational computing, pointing out why he is not convinced that children below the tenth grade benefit from the introduction of computers into the curriculum, and why larger educational issues must be addressed. (JN)

Discusses public and private funding sources for schools that need additional money to fund computer projects, providing a list of 11 such sources (complete addresses included). Also discusses ways to locate successfully funded projects. Suggests getting support from parents, civic groups, and the business community. (JN)