Needs of college of education faculty for computer literacy are discussed. A definition of computer literacy is first given, followed by an example of how it was developed in the College of Education at the University of Minnesota. (MNS)

A mathematics laboratory is described that plays a central role in an undergraduate and graduate teacher education program. The laboratory allows students to relate mathematics content with teaching methodology and instructional planning systems. (MP)

A special banking unit is described which is devised to get students actively involved and give realistic experiences in dealing with situations in everyday life. The material is viewed to involve a great deal of work for teachers, but a tremendous amount of learning and fun is projected for pupils. (Author/MP)

Describes various teaching programs in year 11 science at Para Hills High School in Australia, including a system which allows the students to use half of their science time in individually programmed studies. (MLH)

Describes a classroom organized as a self-contained closed spaceship which provides an opportunity for individualized learning based on student interests and a chance to wrestle with the problems that would arise on an interstellar journey in a spaceship. (BR)

The implementation of a computer education program in a Hawaiian school is described. The use of the LOGO programing language is central to the program, and teachers' comments on student behaviors and reactions are included. (MNS)

The "Moore Method" of teaching students through having them do proofs is described, and problems in its use are noted. A presentation of a Modified Moore Method is promoted that has worked well with undergraduates. It is felt that the principles applied can be translated to other subject areas. (MP)

Describes a career education program for elementary school children which uses an interdisciplinary approach to integrate science with creative arts in developing career units in each class. Activities include writing and performing playlets which depict what people do in different careers. (MLH)

Details are provided of a seminar conducted at Loyola University on the construction and criticism of proofs. The seminar is geared towards sophomore mathematics and computer science majors. It is felt that the approach fills an important need in the mathematics curriculum. (MP)

The combination of dramatics with mathematics is promoted. The script of a play "Even Nothing is Something" is presented in full. The material is used to convey mathematical concepts through the use of plays and skits. It is noted that students who struggle with daily work sparkle in the plays. (MP)

Examined is the teaching of mathematics for six to eight year olds in one classroom in Denmark. Examination is made of the textbook; discussion; activities; workcards; supplementary exercises; topic work; and games. Evaluation is designed to help students improve. (MP)

Describes an individualized multi-activity, lab-oriented science course designed for the junior high that remedies the problem of equipment and material shortage as well as providing maximum student and teacher involvement. (BR)

Described is a biochemistry program designed for highly motivated secondary students entering their junior or senior years. The course was organized around lecture-discussions, laboratories, and a research project. Student course achievement and evaluation feedback appear to imply that the biochemistry program was successful. (Author/MA)

Some procedures for an inservice education program on computers are proposed. The program goal is to bring teachers to understand the microcomputer as a tool-making technology that asks people to learn how to teach it to do something. An inservice syllabus is presented in the form of a program. (MP)

Topics urgently needed in the preservice teacher education curriculum are discussed: computer literacy, hardware, software, classroom management, and the changing teacher-pupil relationship in a computer usage setting. (MNS)