The substance of a commentary (SE 539 500) is a criticism of the over-generalizations by authors of computer-assisted instruction papers at the 1985 annual meeting of the National Association for Research in Science Teaching. This reaction attempts to examine the validity of the criticisms made in the commentary. (JN)

Presents preliminary findings from the "Second National Survey of Instructional Uses of School Computers." Areas explored include how many teachers regularly use computers with students, what subjects computer-using teachers teach, who gets to use school computers (boys or girls), and other areas. (JN)

Presents algorithms for the simulation and motion display of the three basic kinematic devices: (1) four bar linkages; (2) the slider crank; and (3) the inverted slider crank mechanisms. The algorithms were implemented on a Commodore-VIC 20 microcomputer system with 6500 bytes of available memory. (Author/JN)

The growing awareness and availability of business application software at small business prices and the creation of a unique national computer training consortium has motivated one community college district to promote more non-credit, short-term training opportunities in accounting software. Rationale for and development of these opportunities…

Examines how resource sharing works to bring the promise of high technology to the poor, considering whether it will increase disparities (particularly in the areas of education and employment) or it will be a tool to enhance the learning process and provide additional avenues for job seekers. (JN)

Educators may have many questions about the values and uses of microcomputers in the school environment. Cost, versatility of software available, and amount of computer literacy desired are issues that may be encountered during computer selection. (DF)

Explains how school planners can use microcomputers to create electronic spreadsheets that reduce the time required to calculate educational specifications. (MLF)

Describes how a Minnesota high school developed the use of microcomputers throughout every facet of the school during the past decade. (MD)

Short descriptions are provided of several sessions of the Computer Education Group (CEG) Biennial Conference held at Nottingham University in April 1982. Sessions noted include the introduction, a presentation on teacher training, the development of examinations, and a question-and-answer session. (MP)

Describes phenomena that can be effectively illustrated using microcomputers, techniques used to create these illustrations, and techniques used for displaying them in regular classrooms and over an instructional television network. Also describes microcomputer features required to apply the techniques, providing comments on the suitability of…

Describes a computer program which allows students to specify rather arbitrary sets of poles and zeros for the transfer function of a linear system. The computer evaluates/plots the systems impulse and step responses individually and displays them in reduced form along with the pole-zero plot. (JN)

Relates experiences in using computers and microcomputers in teaching history. Reviews the value of the computers in testing, record keeping, reporting, and advising. Cites benefits for instructors and students. (DMM)

Discusses the impact of the presentation of data on the educational effectiveness of computer assisted learning systems, describes some of the existing systems for controlling the display of instructional data on CRTs, and outlines a project undertaken at the University of Western Ontario to exploit the capabilities of microcomputer color…

The proliferation of personal computers in home/schools and use of computer chips in educational toys has led to a rethinking of ideas about education and fun, and ways the two can combine to provide youngsters with enjoyable and profitable learning experiences. Provides examples of commercially available computer-oriented educational toys/games.…

Different ways to use a microcomputer in mathematics instruction are examined. The first part deals with the kinds of prerecorded programing resources available, and how these can be used effectively. The second part briefly looks at some simple programing activities that can be used within the context of mathematics instruction. (MP)