Illustrates different types of opportunities for using computer assisted instruction (CAI) on personal computers in the teaching of economics with four examples of currently available software. Describes the difficulties in providing and supporting CAI, and concludes with an analysis of the difficulties caused by the "public goods character" of…

Describes a variety of computer software. Subjects reviewed include history simulations and wordprocessing programs. Some of the eleven packages reviewed are Thog, North Utilities, HBJ Writer, Textra, Pro-cite, and Simulation Construction Kit. (BSR)

Extensively reviews Hypercard, a multifaceted software package for the Macintosh. HyperCard uses a language called "hypertext" which was patterned after everyday language and designed to allow flexibility in the linking and manipulation of text, graphics, and sounds. Describes one use for Hypercard in an advanced course on Latin American…

Learning about the physical environment from computer simulation models is discussed in terms of three stages: exploration, experimentation, and calibration. Discusses the effective use of models and presents two computer simulations written in BBC BASIC, STORFLO (for catchment hydrology) and SLOPEK (for hillslope evolution). (Author/GEA)

Reviews the uses of DEMOS, a set of demographic computer simulations which can be used to improve instruction in introductory sociology courses. Gives examples of both interactive and noninteractive exercises, concluding that DEMOS is easy to use and enjoyable, with approximately 90 percent of students recommending its continued use. (GEA)

Describes in a tongue-in-cheek manner a new computer software program that offers encouragement to freshman composition students. (NKA)

Presents guidelines for selecting computer equipment and appropriate software for children of preschool and early elementary school age (3- to 6-years-old.) (BB)

Five guidelines are presented for selecting educational courseware. Student behavioral objectives should be stated. Motivational and informative feedback should be provided. The type of student control should be appropriate to the learner and the task. The content should be accurate, and the pedagogical approach should be acceptable to the school…

Summarizes advantages and disadvantages of using computer-assisted instruction for library skills instruction and describes seven steps for developing a program for use in an academic library setting: (1) needs assessment; (2) objectives; (3) program language selection; (4) hardware selection; (5) writing the program(s); (6) feedback and…

Examines the possibility of creating the Russian character set using a "programerless" authoring language, SuperPILOT, which allows a teacher or a learner to produce and use the Russian alphabet with no programing skills. (Author/CB)

Presents observations about the long-range computer plans from three journalism schools, noting varied objectives, the most frequently chosen hardware, and the scarcity of software specific to journalism and mass communications instruction. (HTH)

Discusses the micro-concord, an interactive, keyword-in-context concordancing program that can be run on the Spectrum home microcomputer. The program offers language learners, teachers, and linguistic researchers an excellent tool for investigating learners' writing as well as for replacing more traditional language learning materials. (Author/SED)

Reviews a computer-assisted learning package (available from CONDUIT) which introduces survey and sampling techniques by pretending that the user is a pollster asking one of six questions of a more or less political nature. Documentation and performance are rated fair while ease of use is considered excellent. (JN)

The use of modern technology in education has reached a turning point. Equipment found in schools is increasing, and computer-assisted instruction has been shown to achieve positive results. Learning to use computer utilities and databases should be given high priority. (MD)

The decisions principals make about the uses of technology are critical to the improvement of schools. But school effectiveness won't just happen because technology is used. Technology is a tool that can lead to school improvement if it is effectively combined with productive leadership and management. (MD)