The history of computer use in education as a problem solving tool is briefly traced; suggestions are made for teacher training in the computer sciences. (DT)

Shows how the student is introduced to the use and language of the computer; programmed texts are used in conjunction with the computer, which tests student's understanding of what has been taught. (Editor)

Recommends that a special course in educational data processing be offered by university departments of education. A course description for this teacher training program, suggested textbooks, and class projects are included. (MK)

Describes four one-term computer engineering courses conveying to the student an overall understanding of hardware, software, logic, computer systems and broad scope of computer technology. (IR)

A brief outline of computer systems and computer center management for colleges of various sizes. (RA)

A descriptive overview of computers in education is given, with the computer as an object of and for instruction. A diagram modeling the various uses is included. (MNS)

The most common approach to computer education is the computer literacy model which suggests that students need some basic familiarity with computers to compete in the job market or to become informed citizens. Discusses why this model for computer education should be rejected by professional educators. (JN)

With the production of SBAS, a combination of language and machine allowing for a disciplined and error-free approach to teaching programming is available. Instructional strategies for use with SBAS and basic concepts (decisions, repetitions/iterations, actions/processes) are discussed. Sample flow charts and program listings are provided. (JN)

A light box is an apparatus designed to show the logical states of the User Port Pins of a PET microcomputer. Details of this aspect of computer studies are provided to introduce students to the possibilities of microprocessor control. Details of PET User Port interface and sample programs are included. (Author/JN)

Content/format and instructional strategies used in an adult education computer course are described. Instructions were patient, descriptive, and nonthreatening. Presentations were visual and included hands-on experiences. In addition, grades and examinations were eliminated. (JN)

Offers and discusses three suggestions to capitalize on two developments related to system dynamics modeling and simulation. These developments are a junior/senior high textbook called "Introduction to Computer Simulation" and Micro-DYNAMO, a computer simulation language for microcomputers. (Author/JN)

A six-semester secondary school computer science education program is described. Major program objectives and brief course descriptions are provided. The first course is a one-semester course on basic computer literacy. (Author/JN)