This study tested for differences in the effects of computer and teacher assisted instruction on the numeral recognition and cardinal counting skills of 53 kindergarten children. Results are presented. (Author/MT)

Describes how Elisa, a widely known computer program which simulates the responses of a psychotherapist, can be used as a teaching aid in undergraduate clinical psychology classes. Provides information on conducting the exercise, integrating it into the course syllabus, and evaluating its impact on students. (JDH)

The article reviews eight math software programs, rating each on ease of use, visual appeal, reliability, documentation, educational value, error handling, and value for money. A narrative section further describes each program. (CL)

Identifies strengths and weaknesses of a computer software package called Rightwriter and concludes that it is easier to learn and costs less than its competitors. (DF)

Outlines the technologies that rural schools have available for the development of expanded curriculum opportunities in high schools. They include: audio teleconferencing, videotape lessons, interactive television, interactive video, and computer networks. Includes a discussion of the problems of sharing. (MD)

Since Learning Assistance Centres are natural places for the use of computers, Learning Assistance Teachers should become familiar with the new developments and possibilities afforded by computer-assisted instruction and should also provide critical evaluations of use in Learning Assistance Centre programs. (Author/CL)

John R. Tkach looks to future computer applications for gifted education, predicting advances in such areas as microcomputers, data storage and transmission, and artificial intelligence. (CL)

The examination of computer applications in instruction describes a model for studying effects of using microcomputers with mildly handicapped learners and discusses effects of microeducational environments for mildly handicapped and nonhandicapped elementary pupils. (CL)

Discusses the dissatisfaction of teachers with using computers in the classroom and argues that the problem is not the computers themselves, but rather the deplorable state of educational software. (SRT)

Computer-assisted instruction (CAI) has demonstrated effectiveness in some situations, but alternative research directions are needed. Research on the technology, learning in general, and individualized learning for a specific child is needed. The crucial question is how special education teachers can be prepared to use this technology…

Discusses the use of microcomputers in language teaching by addressing two questions: (1) What can computer-based techniques do that cannot be done by any other technique? (2) Is it desirable or necessary to do so? Concludes that computers are capable of creating learning environments with which the learner can interact. (SED)

Defines computer-based learning terminology. Describes six modes of computer-assisted instruction (tutorial, drill and practice, instructional game, modeling, simulation, problem solving); three modes of computer-managed instruction (testing, prescription generation, recordkeeping); and computer-supported learning resources (information storage…

The ability of computers to understand phrases and sentences has implications for future trends in counseling. Examples of computer-person interaction are given. (Author)

Five mildly retarded students (11-13 years old) were taught to use picture prompts to help them access and terminate a microcomputer program. Results indicated that the program was successful in teaching the microcomputer skills to the students. In addition, all students were able to maintain their skills over a seven-day interval without access…

A data processing chairperson at a junior high school describes her experiences in teaching special education students computer literacy skills. She notes growth in academic skills as well as in self esteem from the successful experience. (CL)