Reviews sources of information on materials for teaching reasoning with a microcomputer. Suggests microcomputer magazines, catalogs of commercial materials, CONDUIT (a nonprofit organization devoted to educational computer use), and local microcomputer users groups. Lists Apple II software for strategy games with reasoning applications. (DMM)

It is evident that the economy, science, education, and the computer are interdependent and closely related. The key to success, given interdependence, lies in adopting new educational methods that make computers an integral part of the learning process from kindergarten through the university, so that computers are used daily. (Author/BRR)

The advantages of using microcomputers, particularly with learning-disabled (LD) students, are pointed out; and an example of a successful program utilizing computers at the Johns Hopkins University is described. (SW)

Compares design of instructional system with that of data processing system, noting similarities (needs analysis, definition of required outputs, identification of inputs, need for design processing, development of procedures, testing, implementation); structured design techniques; and advantages of structured instructional system design. Warnier…

Discusses educational applications of computer simulation and model building for grades K to 8, with emphasis on the usefulness of the computer simulation language, micro-DYNAMO, for programing and understanding the models which help to explain social and natural phenomena. A new textbook for junior-senior high school students is noted. (EAO)

Computers have become complex enough to be both reliable and simple to use. As a result, it is less important for teachers to understand computer hardware than educational software. At bottom, computers are merely devices that allow teachers one more (albeit highly flexible) way of presenting information to students. (PGD)

Humorous suggestions are offered about how to teach children about computers. A satirical list of activities are suggested which require no physical contact with computers and which will spare teachers "the inconvenience of excited kids eager to learn how to use the new technology." (PP)

Describes a self-paced, computer-managed Advanced Learning System (ALS) developed at Western Illinois University for teaching economics. Results of a study comparing ALS student comprehension and information retention to student achievement in conventional economics classes is included. (AM)

This review of four different computer-assisted instruction algorithms concludes that current authoring guides are more concerned with "user orientation" than with instructional principles, and advocates the application of a design model based on Gagne's information processing model of instruction. Nine references are listed. (MER)

Describes a study which investigated the feasibility of different controlling structures in programing languages (e.g., GOTO vs IF THEN ELSE) in the process of learning to construct algorithms and the effects of cognitive style on the learning process. A 10-item bibliography is included. (CHC)

Shows teachers who use language experience activities in their classrooms how to use microcomputers efficiently to increase students' reading and writing experiences. (RL)

This article provides a systematic review of three innovative educational technologies (IETs): two-way TV, the educational telephone network, and computer-assisted instruction. Reviews the instructional limitations of IETs, teaching activities, sources of content, methods of evaluation, and other types of IETs. (CT)

Describes development and implementation of Individualized Instruction programs for foreign languages through a grant at the Ohio State University. Program emphasizes four-skill approach including proficiency in basic skills of reading, writing, listening and speaking. Believes computer assisted instruction program in German adds to high test…

Microcomputers offer medical educators a chance to explore the opportunities of computer-based instruction in their classrooms and curricula. Faculties have expressed some reservation about entering the field because of the new technology and the lack of supporting evidence for the value of this teaching modality. (Author/MLW)

Describes college level introductory course in human geography built around five computer projects. No previous computer experience is required. The course enables the student to realize that the computer is a fundamental intellectual resource. (Author/KC)