The use of computer assisted therapy (CAT) in the rehabilitation of individuals with brain damage is examined. Hardware considerations are explored, and the variety of software programs available for brain injury rehabilitation is discussed. Structured testing and treatment programs in time measurement, memory, and direction finding are described,…

Offers a selective list of resources, guides, directories, software, and software vendors for social studies teachers. (RKM)

A review of the Writer Rabbit software program details its multiple classroom uses, focusing on language arts activities such as practicing identification and classification of sentence parts, practicing spelling, and inventing stories. (CB)

The article reviews eight math software programs, rating each on ease of use, visual appeal, reliability, documentation, educational value, error handling, and value for money. A narrative section further describes each program. (CL)

Identifies strengths and weaknesses of a computer software package called Rightwriter and concludes that it is easier to learn and costs less than its competitors. (DF)

Outlines the technologies that rural schools have available for the development of expanded curriculum opportunities in high schools. They include: audio teleconferencing, videotape lessons, interactive television, interactive video, and computer networks. Includes a discussion of the problems of sharing. (MD)

Discusses the dissatisfaction of teachers with using computers in the classroom and argues that the problem is not the computers themselves, but rather the deplorable state of educational software. (SRT)

The ability of computers to understand phrases and sentences has implications for future trends in counseling. Examples of computer-person interaction are given. (Author)

A data processing chairperson at a junior high school describes her experiences in teaching special education students computer literacy skills. She notes growth in academic skills as well as in self esteem from the successful experience. (CL)

The process of evaluating computer software is discussed, and a procedure is described which focuses upon ease of use, program content, instructional design and kind of incentive, value conflicts, input/output capacity, teacher management options, built-in authoring systems, and special learning needs. (CL)

A project is described which will design, develop, field test, and refine a computer-based instructional system for remediating problems in memory and metacognition of students with hearing disabilities. The system will focus on fundamental cognitive skills underlying every content area. (CL)

Reviews some computer-assisted language programs now in use. Sees the benefits of computer-assisted instruction as: (1) allowing teachers to structure the students' interaction with the material, (2) allowing the process to be displayed as a process, and (3) providing efficient use of the stored material by various levels of users. (SED)

A program at the Pennsylvania School for the Deaf uses microcomputers to help students initiate communication and play an active role in deciding the topic of communication and the way the lesson proceeds. Preliminary results suggest the program can enhance reading skills as well as broader aspects of language use. (CL)

Describes types of courseware that are available and presents a checklist of evaluation criteria, considering program operation, program content, student outcomes, and pedagogical concerns. (SK)

Describes instructional strategies available for videodisc courseware in terms of the amount of processing intelligence available and locus of sequencing control. The consumer videodisc is compared and contrasted to intelligent videodisc systems. (JEG)