This is the third in a series of articles discussing models that can be used to help students visualize the interaction of computer hardware and software. It focuses on a demonstration of how the computer works when the LOGO programing language has been added to memory. (LRW)

Outlines functions of a computer program designed to schedule assigned student usage of available microcomputers. Input and output format, editing, and use of the program to teach programing techniques are discussed. (EJS)

Presents five articles that consider computer keyboarding instruction at the elementary school level. Highlights include keyboard familiarization techniques that do not require a computer; integrating keyboarding skills into the rest of the curriculum; and Type-Right, an inexpensive laptop computer dedicated to teaching keyboarding. (LRW)

Describes how HyperCard software can be used to direct students to databases, applications, and explanations in an online environment. The use of HyperCard with other software is discussed; using HyperCard to set up tutorials is explained; and limitations are addressed, including the amount of memory needed and the speed of the hardware. (LRW)

Describes a study that examined the effects of various computer reinforcement responses, including graphics and/or sound, on students' attentiveness to the program. Implications for educational software design are discussed. (CLB)

Presents two lessons focusing on (1) spreadsheet design and (2) editing and printing spreadsheets. Materials provided include a list of functions for which students need to learn the commands, suggestions for presenting the lesson, three spreadsheet story problems, student exercises in editing, and two reference sheets for AppleWorks. (LRW)

Questionnaires were developed for students and teachers and used with National Council of Teachers of Mathematics Software Evaluation Checklist to compare student and teacher perceptions of computer assisted instruction software. Results indicate that formative evaluation should include feedback from both students and teachers to improve software…

Describes a short computer program written in Logo programing language designed to provide students with new experiences in the study of vectors as they apply to classical physics. Suggestions for introductions, preparation, follow-up activities, and program examples are included. (EJS)

Suggestions offered to improve the quality of instructional computing software created by computer programming instructors cover analysis of the problem, program design, the development of each module, writing and debugging the program, and final testing and development. (EJS)

Outlines competencies for computer education specialists, i.e., individuals working with teachers and students to teach the use of computers for instructional purposes rather than computer science. These competencies were developed from an informal survey of individuals currently working in such positions. (MBR)

Discusses the introduction of one microcomputer into a fourth grade classroom to assist learners in achieving the goals already established by the teacher. Programs used were SPEED DRILL, for drill and practice of basic arithmetic with varying difficulty and speed, and CRITICAL READING, a program for logical thinking and comprehension. (EAO)

Describes various configurations of computer equipment that can be used in public schools. Labs with multiple computers, one computer in a classroom, and minilabs (with three or four computers on a mobile cart) are compared for cost effectiveness, cooperative learning possibilities, instructional effectiveness, usage, security, and flexibility.…

Discusses the development of expert system shells and the use of expert systems as instructional tools, and describes a program which required junior high school students using Macintosh computers to create a knowledge base on topics of their choice. Benefits of such student-created expert systems are discussed. (LRW)

Describes the use of hypertext to enhance the study process by linking related information together. Types of links used in hypertext documents are explained, exploratory hypertext systems are discussed, principles of effective studying are reviewed, and three specific hypertext systems are described as examples of how to enhance student learning.…

Four recent sources of classroom activities written by and for Logo teachers for use with young children are listed, and seven brief lesson plans suitable for introducing first-grade pupils to Logo are provided. Several educational computer games are included. (EAO)