Focuses on the process of selecting programable automation systems for technology education programs at the secondary level. (Author)

Finds the Sampson et al. guidelines for computer-assisted career guidance systems (CE 521 972) comprehensive and self-explanatory, but states that user judgment is still required. Suggests revision of existing standards to take into account the feature-cost analysis method. (SK)

The framework for an ideal computer-assisted career guidance system is a combination of a decision support system and an expert system. Such a system takes into account individual differences in all relevant dimensions and guides the user to the relevant information in the shortest way. (SK)

Finds the feature-cost analysis method (Sampson et al., CE 521 972) a useful tool, but suggests that users need to determine which criteria are most important to them on the basis of a needs assessment. (SK)

Synthesizes critiques of the computer-assisted career guidance system selection guidelines (CE 521 972) in terms of system and feature effects, qualitative features, benefits, and costs. Presents implications for practitioners, researchers, system developers, and policy makers. (SK)

Proposes a taxonomy to aid decision makers in selecting computer software consistent with their educational values regarding the nature of instruction and the use of information technology, based on beliefs about human development and learning. Characteristics of instruction, properties of software, and the congruence between them are discussed.…