The paper explains how interactive video can be used to create a special type of software that combines the best features of videotape (motion and color) and computer-assisted instruction. A rationale for interactive video is provided, and a sample lesson described. (Author/CL)

Compares "computer based learning" in Europe with "computer assisted instruction" in the United States, noting that, in spite of the connotations of the names, the teacher is the primary beneficiary of software in Europe while the student is the primary beneficiary of software in the U.S. (HTH)

Describes the use of two computer simulations in a journalism class to help teach information-gathering techniques and information evaluation. (HTH)

Of the 342 surveyed programs, 82 percent responded, and 51 percent used microcomputers as an instructional tool. Results indicate a critical need for a software exchange among programs for hearing-impaired students, as well as in-service training and information-sharing programs. The survey information indicates the need for increased support for…

Presents evaluation criteria for reviewing foreign language microcomputer teaching programs. Areas covered include accuracy and authenticity of the language, documentation of the program's goals and uses, presentation of information which embodies sound methods of language instruction, packaging which fosters student interest, and the ease with…

The paper describes the development of an interactive computer training program (COMP-TREX) that uses microcomputer technology in a nonthreatening way and that has proven successful in classroom applicants with learning disabled students. Use of the Super Pilot software system in language processing is discussed. (CL)

Several eras of computer-assisted language instruction are outlined, and it is suggested that the multiplicity of templates, or mini-authoring systems, currently available can be very helpful to language teachers. The PROMPT template designed for two types of reading comprehension is described. (MSE)

Proposes a programing design curriculum based on three conceptual areas: process, symbolic representation, and methods of interpretation; and describes computer games and simulations in which design skills of simple and conditional sequencing, rule or constraint specification, hypothesis testing, and modeling are employed. (Author/CMV)

Offers a checklist to help adult educators make intelligent software selections. Stresses the need to try products before buying them, to have a grace period to test them with students, to look for reviews, and to get a detailed list of hardware requirements. (JOW)

Presents research in physics education whose main aim is to design hypermedia software dedicated to science teaching on the basis of learning hypotheses related to the knowledge to be learned. Includes a theoretical framework; design principles; and an example of the application of the framework. (Author/LRW)

Explores possibilities of animated pedagogical agents to enhance the use of support tools in open learning environments. Constructs a typology to describe and compare different pedagogical agents from an instructional design perspective; analyzes currently available pedagogical agents; and reviews empirical research on pedagogical agents in…

Describes a study that investigated the usefulness of an interactive computer program in eliciting children's reports about an event. Compared results of interviews by computer with interviews with humans with children aged five through eight that showed little benefit in computers over face-to-face interviews. (Author/LRW)

Presents arguments for and against computerized integrated learning systems. Despite developments in problem-solving exercises, illustrated stories, and simulations, integrated systems offer fewer learning opportunities than the spreadsheets, word processors, and multimedia applications typical of independent software. Tips are provided for…

Surveys computer use and the changing role of teachers in the development of computer applications by looking at manuscripts published in "Teaching of Psychology" from 1974 to 1988. Notes that although more teachers are developing software, many teachers do not have the time required for such development. (KO)

Presents microcomputer programs and programing techniques and demonstrates how these programs can be used by teachers to explain economics concepts and to help students make judgments. Each microcomputer application is supplemented by traditional graphic and mathematical analysis. Discusses applications dealing with supply, demand, elasticity,…