Provides several reasons to include the microcomputer in the marketing and distributive education curriculum. Also suggests a method for adapting an existing curriculum to include the microcomputer. (CT)

Recommends that business educators (1) make administrators aware of the importance of a keyboarding course, (2) sequence a microcomputer course directly after the typing course, and (3) teach the microcomputer course themselves. (CT)

Describes a structured method for writing and formatting lessons on using computers. Steps include applying the whole-part-whole model, selecting illustrations, and using clear, accurate instructions. (JOW)

Describes the use of microcomputers to develop a comprehensive K-12 science curriculum. Claims that the use of computer-assisted curriculum development reduces the cost of designing original curriculum. (JK)

Discusses the major reasons why microcomputers have not yet become commonplace in the arts and describes how the College of Communications and Fine Arts at Southern Illinois University (Carbondale) researched, planned, and implemented a college-wide computer technology program. (GEA)

Schools are being encouraged to include more technology, but planning is an essential step in integrating technology into the curriculum. Provides a description of a successful approach to curriculum development taken in Minnesota. (MD)

The author describes a model for microcomputer education designed for gifted students from primary to secondary grade levels. The program incorporates three levels--computer awareness, computer literacy, and computer programing. Each of the three levels is explored. (SW)

Discusses cautions for educators, microcomputers in the curriculum, matching children and the curriculum, the role of play, economic issues, teacher education, administrative uses of microcomputers, and future ideas. (BJD)

Discussed are a number of questions which should be asked about microcomputers in schools before computer assisted instruction is implemented. For example, what dangers are encountered in programs designed for classroom use? (RM)

Discusses microcomputer instruction as an addition to the accounting curriculum and various elements to consider: equipment configuration needed, instructor training, adapting the microcomputer to the classroom, and outcomes of microcomputer use. (CT)

A survey of businesses (n=42) determined hiring practices and job responsibilities of entry-level accountants and found out the course content, computer application requirements, and qualities needed. Results indicate that beginning accounting employees need to be technically literate, strong communicators, and problem solvers. (JOW)

Computers are integrated into science education when they are used as the most appropriate tool or delivery system to support the goals of science education. The goals of science education can be condensed into two general areas. One area concerns the preparation of a science-literate citizenry; the second area concerns understanding the…

Argues that technical writing teachers must understand desktop publishing. Discusses the strengths that technical writing teachers bring to desktop publishing, and the impact desktop publishing will have on technical writing courses and programs. (ARH)

Described is the computer science program at the Harbin Shipbuilding Institute in Harbin, China. Required courses are listed, facilities are described, and observations are provided. (MNS)

Various elements of microcomputer technology are examined: word processing, microcomputer applications in school curricula, and communications. The author also discusses ethical use of software, the importance of teaching students procedures for good records management, and a view of the "office of the future." (CT)