Children's (ages 8-12) interactive social responses to computers were examined. Results showed that students had not considered the social implications of using another's data. When infringements of their rights to privacy took place, students demanded penalties. Students showed preference for group problem-solving strategies. (RM)

Presents a conceptual view of computer-based systems and software applications for three areas of social studies instruction: (1) citizenship transmission; (2) social science; and (3) reflective inquiry. Concludes that software manufacturers must understand the implications of the fractious nature of the current social studies field. (CFR)

The information revolution is making various impacts on social studies. Students are children of this age and are learning social ideas from technology. The information revolution should be part of the social studies curriculum. Unresolved questions (e.g., Who should write computer software?) and some thoughts on the future are discussed. (RM)

Discusses instructional uses for the "Carmen Sandiego" software series to encourage interest in geography. Suggests "Carmen" be incorporated into the curriculum by teacher-directed grouping that adds teacher instruction into cooperative and competitive arenas, curriculum integration linking diverse specialties, and isolated…