Presents a model for schools based on the transmission of algorithms (a set of problem-solving procedures) through computers. Sample lesson series are provided, as well as a description of special teacher qualifications required and the benefits of such a program. (Author/WD)

Defines and briefly discusses CBE (computer based education), CAI (computer assisted instruction), CMI (computer managed instruction), and CSLA (computer supported learning aids). CMI and CAI are compared in terms of diagnostic and prescriptive functions, cost-effectiveness, time on learning, and effects on learner attitudes. (JD)

Provides a format whereby the reader can become an effective director of a CAI music program in a relatively short period of time. Included are guidelines for planning, financing, and operating a CAI program within the context of a complete music curriculum. (Author)

Describes the successful introduction of computer literacy as a requirement in a teacher training program at a private college in rural Iowa. (LLS)

Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

Describes the adaptation for a PET computer of a program originally written for the TRS-80 to help students with dyslexia improve their reading skills. (CMV)

Briefly outlines computer-assisted and computer-managed instruction. (IRT)

Provides a few examples of the use of the microcomputer in the classroom, emphasizing the advantages of the small machine. Notes the availability of tools to create instructional materials on the microcomputer. (Author/IRT)

Indicates that both videodisc and videotape have independent interactive applications. Videotape is an excellent means of pacing and reinforcing instruction in "motion picture" presentations. Videodisc is effective when the video segments are less interdependent or when still frames are to be employed. (Author)

Discusses what microcomputers are, what they can do, some of the problems surrounding their use, and how educators can control their introduction and use in schools. (TJ)

Nomothetic and idiographic approaches to the study of individual differences and individuality are discussed. It is argued that traditional nomothetic and idiographic perspectives are limited and alternative perspectives are offered. Computer simulation is proposed as a methodology for examination of these alternative perspectives. (Author/JKS)

The rationale and need for including a component on the management of learning systems in a graduate program is discussed. The major components associated with managing learning systems are described to provide ideas for the content of a graduate degree program. (Author)

Online training through computer networks allows the provision of emotional support, privacy, objective performance evaluation, and resource sharing. Trainers must learn new presentation and advising skills. Trainees need to be self-motivated and computer literate. (SK)

Educational uses of personal computers have progressed from basic early applications to professional commercial software to multimedia. The telematics industry as yet serves no educational objective and is not part of a long-term vision, and teachers lack skills in information technology. Telematics could learn from 15 years of educational…

Examines how instructors in traditional classrooms can equip their students to take part in a culture saturated with and negotiated by technology. (TB)