Refutes Seymour Papert's premises because they: (1) maintain that computer criticism goes through developmental stages; (2) overlook the fact that the computer's newness in education affects the way people speak of computers; and (3) deny the necessity that teaching LOGO, like other pedagogies, should be accountable to experimental research. (PS)

Agrees with Seymour Papert that conventional experimentation has shortcomings when used to study effects of educational programs. Cites three research methods that, in combination, can compensate for the shortcomings of both conventional research and the computer criticism suggested by Papert. (PS)

Discusses a software package that allows the user to solve mathematical problems, analyze data, plot graphs, and to examine mathematical models. Presents the attributes of the program and the available mathematical functions. Provides an example of pH calculations. (MVL)

Reviews three computer software programs: (1) "The Children's Writing and Publishing Center"--writing and creative arts, grades 2-8, Apple II; (2) "Slide Shop"--graphics and desktop presentations, grades 4-12, Apple II and IBM; and (3) "Solve It"--problem solving and language arts, grades 4-12, Apple II. (MVL)

Reviews two CD-ROMS and one computer game: "Explore Yellowstone," science activities on CD to earn badges toward becoming a ranger; "Oval Office: Challenge of the Presidency," in which students role play presidential responsibilities such as proposing budgets; and "Strategy Games of the World," in which students match their skills against game…