Discusses the differences between computer-mediated communication (CMC) and print or oral communication. Describes advantages and problems of using electronic mail in a business context. Recommends research and teaching of CMC in the business writing classroom. (MM)

Recasts and expands the working assumptions of the National Writing Project to make explicit their applicability to technology-related issues. Discusses levels of involvement, levels of use, the Writing Project/Technology Project Alliance, and the futures of new technologies in the writing classroom. (RS)

Suggests that instruction and research that combine the humanities and computer science should be conducted by people skilled in both fields. Argues against dividing such work between idea and technical people. Describes a neural network approach to the study of metaphor that reflects the connectionist method. (SG)

A study investigated the incorporation of computer use in the applied business statistics program by 669 American Assembly of Collegiate Schools of Business members. Results showed that approximately one-fourth of the schools did not have computer applications as a requirement and approximately one-fourth did. (JOW)

Seymour Papert's brainchild LOGO is present in at least one-third of American classrooms and has expanded internationally to enhance learning in small Latin American towns and rural Soviet schools. His latest project involves teaching 18 Boston public school teachers to program and helping students learn in a computer-rich environment. (MLH)

Explores reasons for newspaper staff to write their own computer manual and provides 13 step-by-step instructions for getting started. (MG)

Offers ideas and activities of teachers who have successfully used computers with high school English students. Shows that (1) extensive equipment is not always required; (2) computers can be used by all students; (3) computers can help show the best sides of students; (4) computers can give access to the world; and (5) there is life beyond word…

Gives examples of multimedia applications in junior and senior high school programs. Provides a list of producers of multimedia information and products. (SK)

Technologies described include multimedia, CD-ROM, touch screens, printers, laptop computers, imaging, robotics, computer-assisted design, Windows, and telecommunications. (SK)

Reviews the current status of computerized test generators, which can assist teachers in the development and writing of good tests. Provides comparative strengths and weaknesses of 11 major test-generating programs. Shows how word processors and database programs can also assist the production of tests. (HB)

Describes three main uses of computers for writing as a social activity: networking, telecommunications, and project work. Examines advantages and disadvantages of teaching writing on a network. Argues that reports in the literature and the example of an English as a foreign language writing class show that project work shares most of the…

Describes Direction 2000, a high school holistic school improvement project based on the American Library Association's Presidential Committee on Information Literacy Report (1989). Despite scarce funds, students need more time to learn through discovery, evaluation, and application of information sources. Libraries must be an integral part of…

Reviews five properties of the brain that are central to dividing educational tasks between minds and machines and creating curricula to help students understand the complementary relationships between the brain and supportive machinery. The curriculum should focus on knowledge, skills, and values that most characterize and enhance our brain's…

Describes the purpose and functional operation of new computer-driven technologies such as computerized axial tomography, positron emissions transaxial tomography, regional cerebral blood flow monitoring, magnetic resonance imaging, and brain electrical activity mapping. Outlines their current contribution to the knowledge base. Speculates on the…

Discusses questions campus leaders need to address when considering automation of student financial aid. The presentation of nontechnical information is intended for campus executives who have to decide about, or financial aid officers who need to advocate for, an initial computer purchase or the enhancement of an existing system. (Author/NB)