The author discusses advantages and disadvantages of computer-based training. She covers the search for high quality courseware, computers' effects on cognitive processes, the difference between classroom and computer-based training, using simulations, control of the learning experience, and the value of repetition. (CH)

Reviews basic principles of effective instructional design, then evaluates instructional computer programs in relation to how well the characteristics critical for effective self-instruction are incorporated into educational software. Includes a checklist for use in evaluating the design of educational software. (MD)

Critiques the Henry Levin and Gail Meister article on cost effectiveness, pointing out that differences in computing the costs of computer-assisted instruction (CAI) yield different results. Also describes problems with other data in the study. Includes two tables. (MD)

The use of modern technology in education has reached a turning point. Equipment found in schools is increasing, and computer-assisted instruction has been shown to achieve positive results. Learning to use computer utilities and databases should be given high priority. (MD)

The decisions principals make about the uses of technology are critical to the improvement of schools. But school effectiveness won't just happen because technology is used. Technology is a tool that can lead to school improvement if it is effectively combined with productive leadership and management. (MD)

Presents a computer program written in BBC BASIC to create fractal patterns. Discusses program modifications and gives graphic examples of changes. (JM)

Briefly discusses current views of the way anxiety decreases students' learning from instructional software and describes ways software designers might compensate for the learning problems of anxious students. (MBR)

Before schools purchase computer hardware and software, the district should set goals for their use, establish effective teacher training, and determine a realistic schoolwide implementation plan.(MD)

Instructional materials are mediocre and inflexible because (1) education agencies leave important decisions to materials producers; (2) students, parents, and teachers lack influence; and (3) schools depend excessively on such materials. Cites research supporting this view, and suggests broad criteria and actions to improve textbooks. (MCG)

Presents seven computer coordinators' opinions of 123 microcomputer programs for teaching computer skills, driver education, foreign language, language arts, math, music, problem solving, science, social studies, and typing at preschool, elementary, and secondary levels. Each program listing contains manufacturer information, program description,…

Addresses the question of what parents can do to help their children get a better education by using computers at home. The age span covered ranges from preschool to high school. Sources of educational software catalogs and list of educational computing magazines with applicability to home use are included. (JN)

Discusses the results of a questionnaire sent to experts in the field of computer assisted language learning. Covers such topics as: 1) points to consider before buying a microcomputer; 2) recommended brands and peripheral equipment; 3) software; 4) utilizing programming languages; and 5) literature and contact organizations. (SED)

Presents an approach to microcomputer courseware design that follows the engineering systems model and discusses areas of expertise needed by courseware designers, key courseware design questions, the accompanying teacher's guide and its components, and evaluation criteria teachers need to remember before purchasing instructional programs. (MBR)

Reviews possible sources of reinforcement in computer assisted instruction and systematic utilization of these sources in courseware design. Sources reviewed include reinforcement from the machine itself; from the content of the instructional modules and its arrangement in a learning sequence; and from sources external to the modules. (MBR)

The future of computers in education today will be similar to that of television in education 30 years ago, unless educators begin to play a major role in bringing computer technology into the schools to stay. (MD)