Experiences and suggestions from a teacher using computers in a grade five-six classroom are given. (MNS)

Current instructional uses of computers primarily involve an individualized approach which requires assigning one student per computer. However, the computer can also serve as an "electronic chalkboard" in small and large group instruction in the middle school. The equipment required for the electronic chalkboard include: (1) the…

This paper discusses the potential for the use of microcomputers as an aid in the teaching of statistics, and reviews five of the approaches that have been taken: (1) CAI question and answer dialogs; (2) statistics as a tool in the teaching of a computer language; (3) the computer as a computational tool; (4) computer generated tests and homework;…

Work with microcomputers should be included in the preservice teacher education program. Broadening students' horizons by making them aware of the scope and diversity of worthwhile uses of computers, questions to help them become discriminating, and modeling positive attitudes are each discussed. (MNS)

A microcomputer for use in industrial education programs is described. The system has wide application and does not require programing skills. Graduate students may purchase disks formatted to do word processing and statistics then proceed to do the thesis or dissertation final copy at the keyboard of the terminal. (CT)

A description is given of some of the ways personal computers could be used in the classroom and the benefits of these uses. (MK)

Discusses a computer simulation (Energy Search) in which students manage their own factories. Provides an example of typical classroom interaction and comments on the nature of good computer simulations (those that teach skills and create an environment encouraging students to work together toward a common goal). (Author/JN)

In an interview, Dr. Alfred Bork (Director of the Educational Technology Center at the University of California, Irvine) discusses computer-assisted learning and its unique benefits for today's students. Includes comments on "Tribble Families," a program which deals with attributes. (Author/JN)

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)

The suggested program is designed for mathematics teachers. It concerns the solution of systems of linear equations, but it does not complete the job on its own. The user is the solver while the computer is merely a computing assistant. (MNS)

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)

Offers suggestions for making good use of a single microcomputer in classes with large numbers of students. Strategies described include in-class demonstrations, laboratory station activities, group activities, enrichment activities, and data collection techniques. Diagrams of room arrangements to accomplish the strategies are included. (BC)

Issues about computer use are addressed by a discussion activity designed to help students think about situations and understand various points of view. Four situations are given, each presented from the viewpoints of four persons. (MNS)

Discusses the feasibility and advantages of using microcomputers for teaching newspaper page design and layout. (HTH)

Reports that by using several features of the PLATO computer aided instruction system, students in Illinois and Hawaii who were taking similar courses were able to communicate with each other and conduct topical discussions through computer conferencing. This technique has a variety of applications and is available at different sites. (DC)