The article reviews the development of computer applications to the instruction of gifted and talented children; considers cognitive and affective benefits; and suggests possibilities of noninstructional benefits as enhancing relationships between students and teachers, identifying gifted students, and developing behavioral objectives. (CL)

Discussed are a number of questions which should be asked about microcomputers in schools before computer assisted instruction is implemented. For example, what dangers are encountered in programs designed for classroom use? (RM)

A day in a learning disabilities resource room with children in grades one through six is described. The teacher used a personal microcomputer and no commercial software. The computer offers many advantages and rewards for children with learning disabilities. (Author/SEW)

A high school computer laboratory is also available for use by community members enrolled in a computer class. Equipment security is obtained by staggering the hours of teacher aides. Faculty and staff can take computers home on weekends. (MLF)

Three computer software packages from Krell, Borg-Warner, and Edu-ware are reviewed in terms of their improving users' vocabulary, verbal analogy, and mathematical skills in preparation for the SATs. Students benefitting most are those who know the subject but do poorly on tests. (MBR)

Explores ways computers and traditional teaching may work together in journalism education. (HOD)

Activities using Logo, a programing language, have been successful in helping severely physically disabled students as well as autistic children express themselves. (CL)

Describes a research project on the role of the instructor in managing microcomputer typewriting instruction. The teachers selected software, familiarized students with the equipment, provided support, monitored progress, helped students establish goals, and provided instructional activities. (JOW)

Surveys the status of computer assisted instruction (CAI) in English. (JL)

Describes some applications of computer assisted learning to language teaching and suggests how the language teaching profession might best profit from them. (EKN)

A computer-assisted instruction study skills program was presented to 88 college students, while a control group did not have access to it. Scores for the experimental group on the Survey of Study Habits and Attitudes increased during the semester, while scores for the control group decreased. (Author/BW)

Identifies commercially available microcomputer systems, briefly reviews the use of microcomputers in education, describes uses of computers in the home, and sketches the role of computers in libraries. Seven references are cited. (FM)

Contends that computer software development has fallen far behind progress in hardware development. Explains how to evaluate courseware critically. (Author/JM)

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer assisted instruction software and the limited supply of hardware. Careful implementation of the strengths of computer technology is necessary. (Author)

A teacher of hearing impaired eight-year-olds describes the use of a microcomputer in fostering students' language and arithmetic skills. Sample programs focus on scrambled sentences, comprehension, sentences, spelling, money value, and story problems. (CL)