Two groups of 9- to 11-year-olds were asked to find and correct spelling errors, one using a typewritten story and a dictionary, the other viewing the story on a computer monitor and utilizing a spell-checker program. Although error detection rates were higher in the spell checker group than in the dictionary group, efficiency and spelling…

Reviews problems with the use of the computer for science instruction in preschool and primary school classrooms. Describes efforts by educators enrolled in the Iowa Chautauqua Program to adapt appropriate materials for early childhood science instruction. Describes and evaluates specific computer programs which coincide with current goals for…

Describes HyperTales, a computer-based writing application for emergent writers. Discusses principles of developmental literacy approaches which offer guidance for the design of computer-based emergent writing applications. (MM)

Educational microworlds are defined and their potential for developing learners' thought processes is hypothesized to be more realizable than has previously been thought. A structured programing methodology that uses a point-and-click technique and that requires little syntactic sophistication on the part of the participant is presented. (LB)

Compared the effects of LOGO Computer-Aided Instruction (CAI), and a standard curriculum without computer exposure among grade three Zimbabwean children. No significant differences were found between the groups exposed to LOGO and to CAI, but both achieved significantly greater gains that the groups without computer exposure. Results suggest that…

Investigated the effects of developmental and nondevelopmental computer software on four- and five-year-old children's intelligence, creativity, and self-esteem. Also assessed the effect of supplementing developmental software with related activities. Children exposed to developmental software supplemented with activities had gains in more areas…

Examines contributions of computer-assisted reading software (CARS) to current teaching practice. Presented framework for evaluating the technical and pedagogic characteristics of CARS. Described case study using proposed framework to evaluate the use of talking books software in British schools. Cognitive and affective benefits are identified.…

Describes the design of a computer-based problem-solving tool for teaching abstraction and classification to elementary school students. The task involves reasoning with attribute blocks. The software keeps a detailed trace of the student's actions, allowing teachers to provide intelligent feedback to the student. Results of a pilot study of the…

Thirteen 8- to 10-year-old students participated in a Lego-LOGO learning environment, coupling Lego building-block activities with Logo computer programming, to evaluate whether this learning environment was conducive to metacognitive awareness and cooperation. Results suggested positive cognitive and affective outcomes, especially for the younger…

Sixteen at-risk minority children in a preschool program were tested to assess their performance in programming with LOGO Plus software. When programming concepts and the command structure were presented at developmentally appropriate levels, the subjects performed as well as other samples of preschoolers. The minority children did not exhibit any…

Discusses the promotion of language and literacy skills in young children through the use of computers. Describes specific courseware that can be used to develop vocabulary and writing skills. Includes sample lessons that demonstrate how courseware can be effectively integrated into a school curriculum and provides a checklist for teachers to use…

Investigated the effects of group size and exposure time in the use of a commercially prepared tutorial program or drill-and-practice software by 168 fifth and sixth graders. Found that exposure time was related to students' scores on posttests. Results suggested a need to examine allocated time in microcomputer learning situations. (LB)

The purpose of this study was to train and empower computer teacher facilitators through enabling them to introduce technology to children, instruct peers in use of computers for early childhood education, and improve family literacy and computer literacy through parent education. Found significant differences and implications for empowered roles…

Explored responses to interactive multimedia by 3- to 5-year-olds through examination of verbal and facial expressions, use of mouse, body movement, attitudes toward multimedia, and teacher comments. Found great interest in using the technology and little difficulty in adjusting to developmentally appropriate materials, which has implications for…

Examines teaching styles, technology use, and implementation of thematic units among preservice and practicing teachers. Findings indicated that teachers' instructional styles influenced the ways computer technology and thematic instruction were implemented. Suggests that successful integration of technology and thematic instruction requires…