The Wisconsin System for Instructional Management (WIS SIM) was evaluated on three dimensions (functioning, utilization, and effects) and the information gathered was classified into three types--actual, perceptual, and judgmental. The test demonstrates that a system supportive of an individualized system of education can be designed, developed,…

Computers have a role in managing instruction rather than in teaching. (IRT)

The aim of the computerized grouping procedure was to facilitate the management of individualized programs of instruction by grouping students in accordance with a large number of teacher- and school-specified factors more efficiently than would be possible manually. (Author/IRT)

A description is given of the development, implementation, and evaluation of the Curriculum Management System (CMS), a computer managed system that utilizes input from research findings on effective schools. The goals and objectives of instruction are clearly delineated and effectively communicated to students and their parents. Each student,…

Lists ways that computer-managed instruction can help teachers, especially teachers using "outcome-based learning" methods. (Author/JM)

This paper describes the effectiveness of the WICAT (World Institute of Computer Assisted Teaching) instructional system at three schools in Dearborn, Michigan. The focus of the WICAT student achievement evaluation plan at Salina Elementary and Junior High Schools centered upon 1-year and 3-year student achievement in reading and mathematics.…

Computer application of Curriculum-Based Measurement is presented as a methodology capable of linking student performance and instructional decision making. A case study with a fifth grade learning-disabled student and mathematics illustrates how CBM with computerized feedback systems can be used to systematically implement effective teaching…

Describes a program, involving individualized instruction and classroom management techniques, that has increased the reading skills of one district's students. (IRT)

The computer's role in matching instructional content and method to the learning disabled student's individual cognitive style is examined for the four phases of instructional delivery: assessment, prescription, evaluation, and instruction. (DB)

Microcomputers can be an asset for the physical educator in dealing with special education students. Factors to keep in mind when exploring the use of computers in the classroom are offered. (DF)

In four chapters, this research report on computers in education examines computer hardware (the machinery) and software (or courseware, programmed instructions that tell the hardware what to do), classroom uses of computers, ways of bringing computers into the schools, and four districts that have successfully introduced computers into their…

Four systems for computer-assisted instruction are explained and compared here: the PLATO, the TICCIT, the TRS 80, and the Apple II. (JM)

The introduction to the special section on microcomputers in special education reviews the trend toward increasing computer use, raises such issues as the need for special educators to provide leadership in the use of computers for individualized instruction, and summarizes remaining articles in the section. (DB)

Although three curriculum-delivery systems which use terminals to download curriculum software from a super microcomputer offer advantages of individualized instruction over several grade levels with individual student progress reports and updated software, the expense of the initial installation makes it difficult for them to compete with…

Much is being written about children's learning styles and using computers to accommodate student variability. Although the computer can support instruction for various learning styles, its use in the classroom should be in the best interests of all children, each of whom may be affected by physical, emotional, sociological, and environmental…