Discusses the "computerphobia" phenomenon, separating the valid reasons for some individual's anxiety about computers from their irrational fears. Among the factors examined are fear of breaking the computer, use of unclear documentation, lack of time for learning how to use the computer, and lack of computer knowledge. (JN)

Describes a school that teaches novice microcomputer users the hows and whys of their complex, new, high-technology world. Courses offered range from basic levels assuming no computer literacy to advanced studies in programming. (Author/JN)

Suggests that microcomputers may be a significant component in solving educational problems. Areas discussed include the nature of the problems, educational software development, computer assisted instruction (CAI), and effects of computers/CAI in primary and secondary schools. Comments from several government officials are also provided. (JN)

Discusses the educational and personal uses of microcomputers by children (as young as 3 1/2-years-old) and the types of programs they use, produce, and enjoy. Includes a list of practical tips on mastering computer literacy. (JN)

Suggests that computer expertise is becoming an irrepressible force in the business environment and that the ability to use a personal computer may be a key to success for young executives in the 1980's. (Author/JN)

Discusses various aspects of what is implied by the term "computer literacy," suggesting that competence with computers comes from using computers as machines, as a clerk doing data entry does; as tools, as a manager doing financial analysis does; and as creative instruments, as a writer or professional programer does. (Author/JN)

Advantages of having children use microcomputers at school and home include learning about sophisticated concepts early in life without a great deal of prodding, playing games that expand knowledge, and becoming literate in computer knowledge needed later in life. Includes comments from parents on their experiences with microcomputers and…

Discusses issues related to how students should use computers in schools. Indicates that using computers as tools leads to further experimentation and new discoveries and that skills learned in the computing process can be used to find innovative ways to solve new problems. (JN)

Addresses various issues in educational computing, suggesting that the real crisis facing schools is not a software shortage but a hardware crunch accompanied by misconceptions about how computers can help children learn. (Author/JN)