Describes a computer art program in a South Carolina school district that helps students become computer literate through the use of computer graphics. (MD)

Describes a structured method for writing and formatting lessons on using computers. Steps include applying the whole-part-whole model, selecting illustrations, and using clear, accurate instructions. (JOW)

The article argues that even extremely young children can be taught to program microcomputers from their very first contact. A teaching strategy is proposed, having more in common with the teaching of language than with the more traditional didactic-reinforcement cycle commonly employed in the text books. (Author/CL)

The computer is a valuable tool for all levels of learning. This article discusses requirements for computer literacy, such as understanding abstract concepts and use of equipment. Suggestions for choosing software are offered. (DF)

Most faculty need help to feel comfortable and competent about their own computer skills before they are willing to work with students in this mode. A multidimensional workshop that can provide information about computers to faculty members is described. (CJ)

Discusses factors to be considered when planning and implementing a local area network (LAN) for personal computers within a school or an organization. Topics addressed include reasons for networking, characteristics of LANs, organizing a LAN, workstations, disk servers, and file servers. (Contains six references.) (LRW)

Suggests ways for educators to become computer literate: (1) admit you don't know about computers; (2) be patient with yourself; (3) read about technology; (4) get a home computer; (5) attend training; (6) experiment; (7) ask for assistance; and (8) talk with others about what works for them. (AEF)

Written in simple language and designed in a large-print format, this short guide is aimed at teaching home economics teachers to use computers in their classrooms. The guide is organized in six sections. The first section covers the basics of computer equipment and explains how computers work while the second section outlines how to use…

Argues that most school systems in the United States fit into one of the five evolutionary stages of computer use: initial experimentation, state legislative involvement, search for software, initial computer integration, and full integration. These stages are described and tips on how to choose the best computer software are given. (MBR)

The author examines ways in which microcomputers can be used with gifted students, addressing the following topics: hardware, educational software, computer literacy, the computer as research tool, the computer and creativity, programing, and computers and the very young. (CL)

Outlines a teacher inservice course which introduces educators to computers. Each of the three-hour sessions provides both instruction and hands-on experience on the computer. A chart detailing the inservice activities is included. (JJD)

Highlights the major differences between software training and reference materials, examines the key features that should be present in both if they are to be effective, and presents a checklist for use in evaluating the documentation that accompanies microcomputer software. (MBR)

Although researchers are only now beginning studies of microcomputer use in classrooms, findings concerning the educational use of mainframe computer terminals indicate educational benefits. The available studies suggest guidelines for classroom microcomputer use. These guidelines include developing administrative procedures for evaluating…

In April of 1984 the Aroostook (Maine) Computer Educators, in conjunction with the University of Maine at Presque Isle, conducted a computer programming contest for county students in grades 4-12. This document describes the structure of that contest, including grade level groupings (4-6, 7-9, and 10-12); rules for team membership; the schedule…

School board computer policies should include letting parents borrow and be trained on the district's computers, having sufficient software available before buying hardware, announcing the kind of computer to be used, and listing for parents the software each course uses and what commercial software is compatible with the district's. (RW)