Most computer terms are viewed as understandable if approached with common sense. Five sources for the terms are noted. The glossary is not viewed as comprehensive, and suggestions of more complete dictionaries are made. "Computerese" and "cybercrud" are two terms noted to describe the jargon associated with computer technology use. (MP)

Computers are both understandable and controllable. Educators need some understanding of a computer's cognitive profile, component parts, and systematic nature in order to set it to work on some of the teaching tasks that need to be done. Much computer-related vocabulary is discussed. (MP)

A descriptive overview of computers in education is given, with the computer as an object of and for instruction. A diagram modeling the various uses is included. (MNS)

Presents a program listing and asks students what the program does. Also challenges them to draw a heart in LOGO (listing is included) and to match LOGO repeat statements with eight geometric shapes. Suggests using a power strip to turn off all microcomputers and monitors in the classroom. (JN)

Provides tips to help primary-aged students with computer keyboarding skills (suggesting the use of color codes and listing currently available software). Also describes (and lists) a program which helps test students' understanding of IF-THEN statements and illustrates some hazards of "spaghetti programming" (debugging). (JN)

Presents a problem to produce a chart in which a driver can look up the time in seconds it took to travel one mile and find out how fast the car was traveling in miles per hour. Several programs to solve the problem are listed and discussed. (JN)

Ten activity cards, designed to introduce students in upper elementary grades to programing in BASIC, are presented. The concepts and skills involved are thought to correspond to the pupils' knowledge of mathematics and aid in reinforcement. The cards represent a total of about one hour of computer time. (MP)

Teaching ideas that focus on reading data generated by a computer, input media with emphasis on one type of punched card, flowcharting, and simple program writing to solve word problems are provided on worksheets designed for classroom use. (MP)

Mathematics teachers should be teaching computer science and using the computer to enhance their teaching of mathematics. Furthermore, the computer mandates curricular reform in mathematics. (MNS)

A minicourse designed to teach fourth and fifth graders about computers included decoding computer cards, a "race" against the computer, a field trip, flow charting, and writing computer programs. The course was limited by the students' ability to understand abstract mathematical concepts. (MP)

Preservice elementary teachers need to be introduced to computer use first and then applications should be integrated across the curriculum. A program of computer education for elementary school teachers and computer specialists is presented. (MNS)

An elementary school project using computers to enhance the teaching of basics in mathematics, language arts, and early learning is described. (MP)

A framework for a computer literacy module is detailed, through a description of one that has evolved in schools in Fairport, New York. It is noted that the availability of computer-literacy instructional materials is increasing substantially, but a specific curriculum is sorely lacking. (MP)