Presents evaluation guidelines for educational software for educators with limited knowledge of computers. (MD)

Examines the relative merits of using computer networks (several computers linked together and sharing a single disk drive) and stand-alone systems (self-contained units operating independently) in Australian primary school classrooms. Advances several arguments favoring stand-alone systems, which improve accessibility and enhance individual…

Dicusses Modesto City (California) Schools' successful planning process for integrating a computer education program into the curriculum. Planning focused on six basic questions the district asks about any curriculum area reviewed. Generic skills needed for decision-making and other academic and occupational pursuits were targeted. (MLH)

Using an Oklahoma intermediate school program as an example, this article advises a laboratory approach to teaching computer literacy. Suggests nine-week minicourses linking computer and curriculum basics and wider student access to computers. (MLH)

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)

Since LOGO was introduced at a 1981 National Council of Teachers of Mathematics conference, this computer language has spread through the schools and spawned Young People's LOGO Association groups throughout the United States and Canada. Teaching LOGO like other languages might alienate youngsters already at home with computer technology. (MLH)

The advantages of microcomputer networks include resource sharing, multiple user communications, and integrating data processing and office automation. This article nonetheless favors stand-alone computers for Australian secondary school classrooms because of unreliable hardware, software design, and copyright problems, and individual progress…

Describes one previously "computer illiterate" teacher's experiences in taking a beginning course in computer programming and notes the teacher's resulting sense of achievement, growth in self-confidence, and ability to use the computer to tailor educational computer programs to individual student needs. (PGD)

The concerns of how personal computers can be used to increase the overall effectiveness of education are addressed. Topics discussed include: availability; teacher use; word processing; calculators; class use; computer-assisted-instruction; and simulations. Thorough faculty inservice on computer enhanced education is suggested before implementing…

The future of computers in education today will be similar to that of television in education 30 years ago, unless educators begin to play a major role in bringing computer technology into the schools to stay. (MD)

Answers teachers' hypothetical objections to computers in the classroom, especially their concerns about programing skills, time limitations, software, suitability, and proper usage. Compares future societal impact of computers to that of earlier technological advances like automobiles, telephones, and mass communication systems. (MLH)

A study assessed the effectiveness of a microcomputer-assisted instructional program using graphics, color, and text in simulations to enhance pharmacy students' knowledge of microbiology and antimicrobial agents. Results indicated high short- and long-term retention of information presented and higher levels of knowledge and comprehension among…

Previous work assessing the effectiveness of computers in education has gone no further than acknowledging a network of interconnected variables (comprising a system) which contribute to computer impact and describing its component parts. An impact systems model developed by Glasman and Bibiaminov (1981) has been adapted to facilitate measurement…

This summary reports the highlights of a survey on microcomputer usage in institutions of higher education which was sponsored in part by EDUCOM. Software issues are emphasized, including assistance in evaluation, integrating software into the curriculum, and policy and procedures concerning illegal access and duplication. (LRW)

Broken Arrow Public Schools (Oklahoma) planned and implemented a successful computer education program for students at elementary, middle, and high school levels within a modest budget. After resolving four basic questions concerning goals, integration, responsibility, and implementation, the district developed overlapping programs in computer…