Education has recently come to recognize the need to set professional standards and to measure professional performance. The superintendent of a large western school district analyzes the role high technology should play as school administrators take steps to implement accountability measures. (JN)

The article presents an overview of research on teacher use of microcomputers. Emotional responses to microcomputers are compared with those that accompanied the advent of previous technological innovations. A discussion of research deficiencies follows, and suggestions for further research are provided. (Author/CL)

The author asks 16 questions regarding the use of microelectronics in special education. Areas addressed are the overall contribution of microelectronic aids; a framework for thinking about microelectronics in special education; teacher training, information, and equipment; communication aids; and priorities. (SBH)

The author considers the value of microcomputers as a link between research and classroom teaching styles, and describes programs in which microcomputers are used with handicapped children. (SBH)

A review of the technological and psychological literature suggests the existence of two psychological constructs that severely impact on teachers' use of new technology, especially computers: Technophobia and Computerphobia. The review explores some suggestions for avoiding, overcoming and general coping with these problems by both the teachers…

Special educators should become involved with the development of interactive technology for educational applications so that the computer's power is not misused and its full benefits to special populations are recognized. (CL)

Reviews the use of handheld computers and mobile imaging devices for teaching and learning. Highlights include features of handheld computers to consider for use in elementary and secondary education; graphic calculators as part of local area networks; digital cameras; and portable scanners. (LRW)

The need for developing a technology of teaching that equals current sophistication of microcomputer technology is addressed. The importance of principles of learning and behavior analysis is emphasized. Potential roles of stimulus control and precise error analysis in educational program development and in prescription of specific learning…

This study examined computer use in southeast Texas schools in 1997. The study population included 110 school districts in Education Service Center Regions IV and VI. These centers serve 22 counties of southeast Texas in the Houston area. Using questionnaires, researchers collected data on brands of computers presently in use, percent of computer…

Presents an eight-step model for introducing computers into an educational program. Emphasizes advance planning, which includes developing a theoretical basis, specifying a mission, defining measurable outcome, refining evaluation criteria, preparing a program, and implementing, evaluating, and recycling the results. (MLH)

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)

Describes several ways in which microcomputers have been adapted to needs of the handicapped. One system consists of a Dynatyper (solenoid driven array of plastic plungers sitting above typewriter keyboard), Braillewriter, and Apple II microcomputer which produces hard-copy braille. (JN)

"Technology talk" among progressive administrators includes more than just computers and VCRs. New telecommunications developments (in satellites, fiber optics, electronic bulletin boards, electronic mail, and two-way interactive instructional delivery) are "hot topics" that both principals and teachers must learn about. Peer interactions and…

Current resources in microcomputer use in special education are identified. Names and addresses of producers of hardware, peripherals, software, reviewers, and information exchange systems (both human resource networks and electronic networks) are listed. (CL)

The authors describe the impact on education of the severely retarded of three major areas of technologic intervention--microcomputer assisted assessment, nonvocal communication, and information prosthetics. (SB)