Explains how computer-based instructional techniques are being used to individualize general chemistry instruction. After describing the computer equipment and language used, author describes simulated experiments and computer programmed drill exercises. Outlines fifteen topics programmed for instruction. Comparisons were made between experimental…

Discusses a project in which classroom teachers in daily contact with students are successfully authoring computer assisted instruction programs. (LS)

A superintendent of schools tells of the value he has found in introducing primary school children to computers. (LS)

Discusses the "dehydrated manner of producing writing which is fostered by English teachers' evaluation standards; prompted by an examination of a research report, "The Analysis of Essays by Computer (University of Connecticut, Storrs). (Author/SW)

Examines myths and fears about computer-based training (displaces trainers, dehumanizes learners), lists what computers cannot do (analyze needs, formulate objectives, act as subject experts), and what they can do effectively (handle knowledge transfer, provide simulation). (SK)

Reviews several objections to the use of computers in the English classroom, then describes three English programs. (FL)

Summarizes the different ways that computer systems can help us communicate; examines the social impact of computers, especially in education; and suggests that computers can enhance rather than hinder the interactions between people. (MP)

Explains the function of computer programing languages, noting the difference between high and low level languages, and describes the concept of authoring systems which enable nonprogramers to develop computer-assisted instructional materials. Eight programing languages and their educational applications are listed. (EAO)

Looks at a number of features to consider when choosing a computer for classroom use. (FL)

Gives five major reasons why the widely-predicted "computer revolution" in education will not occur: (1) economic considerations, (2) difficulties of producing adequate software, (3) lack of teacher preparation, (4) nature of educational system, and (5) limiting nature of the technology itself. (EKN)