The number of educational software packages on today's market is growing steadily. A large percentage of them are found to be of poor quality in terms of instructional and/or technical design. Arguing that a microcomputer in the classroom is only as effective as the software used with it, the first part of this digest provides an overview of the…

Designed to aid teachers, school administrators, and parents in selecting excellent education software for grades K-12, this guide reports the results of over 7,800 evaluations of educational software programs and lists the 250 selected as the newest education software winners. In addition to these programs, this 1986 edition has added software…

This guide lists favorably reviewed microcomputer software for K-12 student instruction. It is not intended for use as a buying guide, but as an aid to educators in locating commercially available software they may want to preview to determine its suitability for their instructional program and students. Each annual edition of this guide is an…

This document consists of 80 microcomputer software package evaluations prepared by the MicroSIFT (Microcomputer Software and Information for Teachers) Clearinghouse at the Northwest Regional Education Laboratory. Set 15 consists of 27 packages; set 16 consists of 53 packages. Each software review lists producer, time and place of evaluation,…

This document consists of 68 microcomputer software package evaluations prepared by MicroSIFT (Microcomputer Software and Information for Teachers) Clearinghouse at the Northwest Regional Education Laboratory. There are 26 packages in set 13 and 42 in set 14. Each software review lists producer, time and place of evaluation, cost, ability level,…

This document consists of 170 microcomputer software package evaluations prepared by the MicroSIFT (Microcomputer Software and Information for Teachers) Clearinghouse at the Northwest Regional Education Laboratory. Set 11 consists of 37 packages. Set 12 consists of 34 packages. A special unnumbered set, entitled LIBRA Reviews, treats 99 packages…

Cites selected resources on teaching economics in the social studies classroom. Documents listed concern economics projects, activities and courses, software to aid economic instruction, economic education materials, and global economics instruction. (AEM)

Proposes guidelines to enable the consistent and thorough review of instructional interactive video packages. Presented in outline form, the evaluation criteria include package information, documentation and support materials, role of the computer in instruction, role of video and audio in instruction, and the computer videodisc mix. (CLB)

After evaluation, three software programs were chosen and used by fifth-grade pupils to tutor third graders in grammar rules. Setting up the tutoring programs, developing games for it, and describing the results are covered. Sources for the software packages are listed. (MT)

Three programs for teaching kindergarten and first-grade students mathematics are described. They are Number Farm, Math Rabbit, and Math and Me. (MT)

Discusses the importance of training for information technology trainers. Describes the team approach used by the Mobay Corporation to overcome the problem of matching trainers' skills to the task of developing training programs. (JOW)

Strategies developed by teachers for using word processing software in writing programs for grades K-6 are presented. These strategies will work with just one computer in a classroom. Two software programs are described. (MT)

Presents a set of guidelines for the display features and content of information that should be given to the learner in a computer-generated error message. Examples of common errors and suggested message displays are given. (8 references) (CLB)

The author provides 30 questions that teachers or instructional materials selectors should consider when choosing keyboarding courseware for classroom use. (CH)

This research examined whether software for preschool and kindergarten children, which was designed in accordance with certain cognitive-developmental principles, would result in better learning compared to software teaching the same content but which did not incorporate such principles. Results are discussed. (Author/MT)