The study evaluated the role of instructional design in the field test and revision process for a computer-assisted instructional program with 26 secondary resource room students. Scores significantly favored students receiving the revised program. (Author/DB)

Criteria for software resource centers drafted by the International Council for Computers in Education focus on the responsibilities of: (1) centers, which should serve as links between publishers and educators; (2) software publishers, who should assist educators in previewing instructional software before purchase; and (3) schools, which should…

Five guidelines are presented for selecting educational courseware. Student behavioral objectives should be stated. Motivational and informative feedback should be provided. The type of student control should be appropriate to the learner and the task. The content should be accurate, and the pedagogical approach should be acceptable to the school…

Describes the inadequacies of the current software for computer-based instruction, and presents a framework of instructional components to guide the design of such software. A taxonomy of design considerations is then discussed, including instructional context, strategies, and technical capabilities that can be used to enhance instruction. (4…

Reviews the principles of the behavioral model of learning and discusses the need to incorporate these principles in the development of educational software programs. Criteria for evaluating software programs based on their inclusion of behavioral principles are provided, and the evaluations of six available programs based on these criteria are…

Suggests international cooperation for educational software development could be achieved by adoption of a common operating system; international definition and development of an educational shell; common development language acceptance; and development of an educational dissemination and cooperative framework. Rationale for common operating…

Education must become more productive in its work and more responsive in its programs without losing its perspective. The development of good teachers and good teaching technology must be enhanced. Examples of teaching with technology are included, and problems of software development and constraints on use are discussed. (MT)

Raises critical management issues and proposes guidelines for technical management of large-scale development of courseware with complex content. Discussion covers the technical management of such a project as it relates to organizational structure; leadership shifts throughout the design process; prototype development; and the systematic process…

The goal of excellence in subject matter applications of computers is still distant. More often than not, the computer becomes the object of study rather than a tool for the in-depth study of a subject. Discussed is what needs to be done to have knowledge-based systems of pedagogically excellent software. (MT)

Reviews instructional design research and theory and relates it to the design of computer-based instructional materials. Instructional design guidelines are offered to aid software developers in making design decisions on three macrolevel and four microlevel of instruction. (Author/LRW)

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)