The author describes how Minnesota's 30 vocational institutes have changed their programs to meet the needs of nontraditional students. These changes have made use of expert systems software. (CH)

Reviews the state-of-the-art in Macintosh microcomputers for the college-level physics laboratory. Discusses the availability of software and software development including programing languages and HyperCard. Describes application softwares including the area of simulations, data sampling and analysis, and instructional lessons. (YP)

Provides evaluation guidelines for information technology resources that were developed and approved by the boards of CAUSE and EDUCOM, two national organizations dealing with information technology issues in higher education. Academic computing, administrative computing, and telecommunications resources are addressed in these guidelines, which…

The author argues that the impact of educational technology has been blunted by a failure to understand what it is and what it can do. He states that educational technology has been misunderstood and oversold. Lessons for the successful application of technology in schools are presented. (CH)

Describes 10 changes in writing instruction (including changes in student attitudes toward revision and changes in the peer editing process) that are directly related to the introduction of the computer into the writing process. (MM)

School districts need a strategic, comprehensive, electronic data processing resources plan that would include the following major elements: (1) systems; (2) hardware; (3) software; (4) staffing; (5) control; and (6) projected budgets. (MLF)

An instructional design approach was used to develop four computer modules and test the effectiveness of computer-assisted instruction versus traditional lecture presentation in a pharmacy nonprescription drug course. The results indicate that computer-assisted instruction is effective. A computer evaluation form is appended. (Author/MLW)

Examines factors related to computer anxiety measured by the Computer Anxiety Index (CAIN). Achievement in two programing courses was inversely related to computer anxiety. Students who had a home computer and had computer experience before high school had lower computer anxiety than those who had not. Lists 14 references. (YP)

Describes two expert programs including "One-Row NIM" and "TIC-TAC-TOE." Provides two programs written with BASIC and the explanations of the program. (YP)

Discussed is the design and construction of a high-tech publishing studio on a low budget. Integrating video, print, and audio media is discussed. Suggestions for 18 multimedia projects are included. (CW)

Provided is an overview and analysis of recent progress in applying electronic information technology to creation of new environments for intellectual work in mathematics. Describes the impact of numerical computation, graphic computation, symbolic computation, multiple representation of information, programing and information, and artificial…

Bright as the state of computerized testing is today, the future holds even more promise. Two areas that show the greatest potential are continuous measurement of student achievement and, eventually, intelligent computerized measurement of achievement. Included is a brief summation of a test administered in Texas. (12 references) (SI)

Critiques some commonly held rationales for having or not having computers in early childhood settings. Highlights issues worth considering with regard to the computer as an early learning material. (BB)

Asks whether the computer is another channel of communication, if its interactive qualities make it an information source, or if it is an undefined hybrid. Concludes that computers are neither the medium nor the source but will in the future provide the possibility of a sophisticated interaction between human intelligence and artificial…

Describes how one school district integrated the use of word processing technology with its developmental writing program. Notes that findings of the pilot program indicated that students using word processors significantly improved the quality of their writing compared with students not using word processors. (MM)