Discusses the need for researchers to determine what should be tested and how when evaluating educational computing programs, describes efforts of Educational Testing Service's National Assessment of Educational Progress (NAEP) to measure the impact of computers on achievement, and concludes that it will not be easy to evaluate computers' effects.…

Discusses essential commands of the BASIC programing language to help secondary school English teachers develop an understanding of the language and enable them to create programs to supplement English lessons. A core program that can be easily modified by teachers for developing a series of programs is described in detail. (MBR)

Concepts and symbols of the language of information techology are examined, including the concept of a technological revolution, a literacy crisis, the presumption of a moral and ethical dilemma, orientation toward the future, the promise of productivity, the image of an elite using an unintelligible language, and the symbol of the infallible…

Looks at three areas in which college administrators should ensure that computers are available for faculty use (i.e., instruction, personal scholarship, and administrative tasks). Suggests ways of overcoming faculty resistance to computers and steps in a carefully planned and managed process of improving computer literacy. (DMM)

Describes causes of the gender gap in the use of computers in school programs. Provides seven suggestions for policy enactment by school boards to address the problems of sex equity in school computer use. (MD)

Presents a validation procedure for the Computer Literacy Examination: Cognitive Aspect, a test assessing high school students' computer literacy levels. Steps in the test's construction process are explained, data collected during its validation phase are analyzed, and conclusions on its validity and reliability are discussed. The final test…

The strategy used by St. Olaf College to integrate computing into a liberal arts curriculum is discussed. Faculty computer literacy was developed first, followed by the use of computing in a wide variety of courses. Computer science, problem analysis, symbol manipulation, and information processing are discussed. (Author/MLW)

Argues that a needs assessment model that is comprehensive and accounts for both cognitive and affective factors would be important to understanding the role of microcomputers in learning environments and describes a study that sought to design a computer literacy curriculum in response to real teachers' needs. (MBR)

Argues that, while software for preschoolers does not use the potential of the computer as effectively as it might, observations with children using the LOGO language with simplified graphics suggest gains may be made in the areas of cognitive development, problem solving, creativity, and social and language skills. (Author/KS)

Reports views of six professionals--a psychologist, an educator, an administrative assistant at a medical college, a chemist, and a labor lawyer--who conduct their own online searching. The uses of microcomputers and online databases, costs, time involved, information needs, and satisfaction with the accuracy of search results are discussed. (EJS)

Fictional account of changes in educational technology between 1985 and 2005. Focuses on appropriate uses for and teaching about computers, the need for developing thinking skills in students, and the need for developing policies regarding educating for an age of biotechnology. (PGD)

Outlines the principal areas in which computers have the potential for improving learning. These include: math remediation, vocabulary and language arts, enriching learning opportunities, helping the handicapped, and computer literacy. Includes discussion of areas to consider when planning basic computer programs. (MD)

Presents six scenarios to provide predictions for the place of computer literacy in education in 1993. These include computer literacy as Black studies/women's studies, as library instruction, as "computing across the curriculum," as critical literacy, as an extracurricular activity, and as communication. (JN)

Discusses the future of information technology in academic institutions and strategies Carnegie-Mellon University has adopted to take advantage of changes the "information explosion" is bringing about. Concludes by stressing the interdependence of public and private institutions in creating an information-rich society. (JN)

Examines ways in which educational policies which seek to meet challenge of new information technologies have emerged and are emerging in three educational systems in United Kingdom. Curriculum, funding, strengths and weaknesses of the British approach, and the strategy paper of the Microelectronics Education Programme are highlighted. References…