School districts can integrate computers into the curriculum by accounting for the following variables in their planning: (1) revision of district learner goals, (2) adjustments in instructional priorities, (3) selection of hardware and software, (4) staff development needs, (5) expected technological advances, and (6) systematic review of the…

Introductory article in a new column that will provide a vehicle for educators to share experiences and ideas on how computers or other forms of technology affect themselves and their schools. (MLF)

A K-8 computer literacy program in Alexandria, Virginia, schools calls for the use of computers in language arts, mathematics, science, and social studies. The history, concepts, process, and applications of computers are taught. Teachers also receive training in computer literacy in a course taught within the school system. (MLF)

The steps of policy analysis are similar to those of any research project; however, they focus on problems, issues, and needs. Using the introduction of microcomputers in a school district as an example, these steps are explained. (MLF)

Educational administrators need to become sufficiently computer literate to ask programers the necessary questions, to know and use the full range of computer capabilities, and to increase the computing capabilities of their schools. (MLF)

Highlights from research on electronic learning indicate that computers can improve learning, motivate children, and increase socialization among children. Computer software will continue to be developed in ways that will help students learn. (MLF)

Schools should anticipate unavoidable problems when implementing a technology plan, project, or program. Technology programs should be built around curricular needs, not gurus. Programs are costly, software remains problematic, and (large) size matters. Blending laptops and desktops is feasible. Faculty consensus helps, and upgrades are…