Offers suggestions for English teachers to use in selecting the best microcomputer for their needs. (FL)

Discusses the main categories of instructional software, including drill/practice, tutorials, simulation/problem solving, games, and management, along with factors involved in their design. (Author/MBR)

A computer-assisted instructional unit (written for 32K Commodore PET microcomputer) was developed to identify four food groups outlined in Canada's Food Guide, place specific foods in correct groups, and identify food not belonging to the four groups. Animated color-coded keys are used to represent the food groups. (JN)

The authors suggest that students with learning disabilities can profit from instruction via microcomputers. However, adaptation of the keyboard design, promotions of higher interaction levels, and emphasis on an auditory link may be necessary. The PLATO system allows auditory presentation of instructions and feedback and response via a…

Described and compared are three computer programs designed to teach typing skills: Microsoft's Typing Tutor, Hayden's Microtyping, and Level IV's Touch Typing. (KC)

Use of the LOGO System, a computer based learning environment, allows for individualized instruction of many types of handicapped students and emphasizes process over product in the solving of problems. (CL)

Elements of the ideal match between adult learning and the computer are discussed: (1) autonomy, (2) utility, (3) integration, and (4) security. (CT)

Presents a model for schools based on the transmission of algorithms (a set of problem-solving procedures) through computers. Sample lesson series are provided, as well as a description of special teacher qualifications required and the benefits of such a program. (Author/WD)

Defines and briefly discusses CBE (computer based education), CAI (computer assisted instruction), CMI (computer managed instruction), and CSLA (computer supported learning aids). CMI and CAI are compared in terms of diagnostic and prescriptive functions, cost-effectiveness, time on learning, and effects on learner attitudes. (JD)

Provides a format whereby the reader can become an effective director of a CAI music program in a relatively short period of time. Included are guidelines for planning, financing, and operating a CAI program within the context of a complete music curriculum. (Author)

Describes the successful introduction of computer literacy as a requirement in a teacher training program at a private college in rural Iowa. (LLS)

Suggestions for writing computer-assisted instructional programs are offered through an examination of the goals and structure of these programs. Discussed are problems one may encounter in creating such programs. (RAO)

Describes the adaptation for a PET computer of a program originally written for the TRS-80 to help students with dyslexia improve their reading skills. (CMV)

Briefly outlines computer-assisted and computer-managed instruction. (IRT)

Provides a few examples of the use of the microcomputer in the classroom, emphasizing the advantages of the small machine. Notes the availability of tools to create instructional materials on the microcomputer. (Author/IRT)