A description is given of a training program for bank tellers using computer-based instruction. The results of a pilot test are reported. (MP)

Examines ten factors that people selecting and using computers in the classroom should consider if the system is to be most effectively utilized as a teaching tool. Topics include personnel, materials, services, and equipment. (DC)

Describes a project at Honeywell Information Systems that uses Computer Assisted Instruction (CAI) to train employees to make more effective use of computers. Notes that industry is leading the way in Data Processing (DP) training and may be evolving solutions to public education's shortage of DP training resources. (MP)

Discusses how the Bell System Center for Technical Education uses computerized instruction to meet five goals. (DC)

Recommends Computer Assisted Instruction (CAI) as an effective method to teach basic skills to elementary students in developing nations if managerial problems can be overcome. Presents results from two studies using CAI mathematics materials. (DC)

Describes the use of computers in special education to provide new learning opportunities and better teaching strategies for handicapped students. Indicates that computers can teach cursive writing, test the effectiveness of a teaching method, and simulate systems such as tune-composing and sentence generating. (DC)

Describes six basic steps in designing the instructional content of computer assisted instructional materials. (DC)

The Computer Intensive Classroom project is described including its foundations, coalition, design, and project evaluation. Levels of computer literacy are highlighted. (CW)

Discussed are the uses of the service, securities market simulation, win-win scenario, and technology transfer. The advantages of using this online service over traditional teaching methods in economics are discussed. (CW)

Discusses a conference organized by The Association for the Development of Computer-Based Instructional Systems titled "Children, Computers and Education" held in the Soviet Union. Describes the use of computers and the computer labs in Soviet schools visited by the conferees. Notes many schools still lack computers. (MVL)

Summarizes the sources, statistical methods, and general findings from the review. Poses findings on specific questions of research. Gives implications of past research for the future. (MVL)

Presents an overview of computer use in education and other realms. Concludes that the true computer revolution in education may not be the use of computer assisted instruction but rather the combining of computers with other electronic devices for the advent of widespread decentralized education. (Author/DC)

Outlines a study procedure for directors, administrators, and managers of large-scale training or education functions to determine if computer-based instruction is cost effective for their organization. Plan includes data gathering, alternatives, recommendations, and implementations. (DC)

Discusses a computer assisted learning system for engineering statistics based on personalized system of instruction methods. Describes the system's network, development, course structure, programing, and security. Lists the benefits of the system. (MVL)

Discusses a 10,000 student district which has chosen to acquire and use technology in all phases of instruction and administration. Notes application in basic skills, business and vocational classes, interactive video, library management, and administrative uses. (MVL)