Comments on the conclusions of the Carnegie Commission on Higher Education's report, The Fourth Revolution: Instructional Technology in Higher Education,'' and advocates effort in exploiting the new technology and in assessing the possible adverse effects. (AL)

Examines issues related to educational computing. Indicates that although teachers and software makers say that home computers will transform schools, problems of equity and quality of courseware remain unresolved. Points out that 80 percent of educational programs have gone on the market with little or no research or testing. (JN)

Discusses the relationships of educational objectives and societal aims to the problems and perspectives in assessing the costs, benefits, and effectiveness of educational technology, which is seen as a systems approach to instruction, not merely educational media. (AL)

Describes the PLATO computer-based teaching system that provides individualized instruction to many students simultaneously. Includes examples of PLATO lessons and costs of implementation. (MLH)

Discusses the computer's role in schools comparing past expectations with present status. Summarizes the constructionist approach and an opponent's claim. Provides eight examples of innovative approaches for using computers in school. (YP)

Describes the current states of artificial intelligence in education and assesses probable future developments and problems. Reviews the National Science Foundation's strategy to aid research in the area. (JM)

Presented is the background, history, and development of the National Science Foundation's national computer network NSFNET. The growth of the system and the development of new features of the system including high speed communications are discussed. Examples of current uses are provided. (CW)