Describes how, at the University of Denver's technology services office, electronically savvy students solve problems from sticky keyboards to lost passwords. (EV)

Describes how George Mason University is using a high-tech building to lure professors into expanding their use of technology in teaching. (EV)

Describes how many colleges plan for information retrieval after a disaster, but that for some small ones the cost is prohibitive--and not all professors keep copies of their work. (EV)

Describes how colleges are taking advantage of bargains on fiber-optic lines to build regional computer networks; some envision a national network for academe. (EV)

Describes a new support model created to address the need for improved technology integration opportunities--Whole-Context, Instruction-Driven Support for Higher Education Technology (WISE)--and its initial pilot. (EV)

Discusses effects of introducing children to computers, including effects on children's sense of time and potential negative effects on children's play. Concludes that the trend toward computer technology in the classroom cannot be turned back and urges that teachers insure that the technology is not used repressively. (RH)

Explores the technology which enables humans to speak directly to computers without the use of a keyboard. Suggests not only that dictation skills be emphasized in the classroom, but also that experimental research be undertaken to explore the processes involved in speaking rather than writing words. (MM)

A random sample of 79 secondary agriculture instructors in Kansas was asked about microcomputer use and their perceptions of conditions inhibiting the implementation of microcomputers. High use was indicated, especially of telecommunications. Lack of time and funding for equipment were inhibiting factors. (JOW)

Discusses the findings of the National Assessment of Educational Progress 1985-86 survey of American students' computer competence, focusing on findings of interest to reading teachers who use computers. (MM)

Discusses an activity in which computers with color monitors can be used to demonstrate light blending with relative ease. (MKR)

Describes and defines the relationship between and capabilities of World Wide Web (WWW) and Mosaic, a software interface program. The uses of hypertext and hypermedia and possibilities for educational use of Mosaic are mentioned. A sidebar includes information on recommended material on the WWW and Mosaic. (JKP)

Discusses reasons for the failing of the computer in schools and universities, including: hardware emphasis, little focus on learning, little focus on students, software-based failure (elitist programs and weak interaction), the "idea of the moment," relation between information and learning, failure of teacher education, lack of empirical…

Computer bulletin board systems, commercial services, technical services, and academic/professional networks are described. Directions on how to get started using these types of networks and examples of ways they can be used are provided. (KR)

Argues that electronic mail and other forms of computer networking do not ensure equality. Explores the kinds of exclusions that still occur on synchronous networks. Describes certain kinds of network discourse as "classroom terrorism." Provides examples from actual classroom settings. (HB)

Considers potential of personal computers, comparing development of computer today to that of cars in the 1920s. Examines recent changes in communications, university publications, and cultural habits. Explores technological issues, looking at modems and fiber optic cables, better screens, and CD-ROM and optical magnetic drives. (NB)