Examines characteristics of the successful computer assisted instruction (CAI) author, including knowledge required and time for planning, developing, and testing. Obstacles to successful teacher-author are described, including need for extensive training and uninterrupted free time. An alternative approach of teamwork between computer…

Three basic kinds of tools exist for computer assisted instruction (CAI): templates, which are often highly user-friendly and require little investment of time but whose potential is limited; authoring systems, which offer a number of options for lesson design and greater variety in approach, but which require more sophisticated input from the…

This paper describes three interactive computer programs used with personal computers to present science learning modules for all ages. Developed by groups of teachers at the Educational Technology Center at the University of California, Irvine, these instructional materials do not use the techniques of contemporary artificial intelligence. (GDC)

This report describes a project undertaken with students in grades 5 through 7 in the Toms River (New Jersey) Regional School District to develop a technique for integrating microcomputers and VCRs (videocassette recorders). Following an overview of the program, a brief review of research on technology in the classroom is presented along with a…

Explains how language teachers can write their own microcomputer-based language programs in BASIC, using an example in German. Commercial software packages are discussed, and step-by-step directions are given for creating student exercises and for determining student scores and grades. (LRW)

Briefly outlines a four-point plan to help integrate microcomputers into foreign language curriculums and discusses two alternative ways to build a software library: use of authoring systems and creating in-house software that teachers can adapt for drill-and-practice and tutorials. (MBR)

Explains a computer simulation on post-revolutionary Russia in which students must make decisions in order to retain power and improve the economy. Decision areas include improving agricultural productivity, increasing industrial productivity, and establishing the production of consumer goods. (LS)

Reflects on the thought and process involved in the development of a series of computer simulations used to help teach a two-semester U.S. history course. Lists common elements in the simulations, describes the simulations, and responds to criticisms. Discusses student reaction to the use of computer simulations in a history course. (LS)

A validated instructional model generated on a large mainframe computer by the military was modified to a microcomputer format for use in programming tutorial computer assisted instruction (CAI) materials, and a simplified, compatible system of generating programs was identified--CP/M and MP/M from Digital Research Corporation. In order to…

Describes and compares 12 microcomputer-based authority languages and systems that are being marketed to elementary and secondary school teachers to assist them in developing their own courseware for computer-assisted instruction. Evaluation criteria are reviewed, and future development and research needs are discussed. (Author/LRW)

Describes the process for developing tutorials for computer-aided learning (CAL) using a programing language rather than an authoring system. The workstation used is described, the use of graphics is discussed, the role of a local area network (LAN) is explained, and future plans are discussed. (five references) (LRW)

Describes a computer simulation based on quarterly models of the U.S. economy during World War I, the Roaring Twenties, the Great Depression, and World War II. Recommends using these simulations to teach facts and knowledge, and as heuristic devices to develop an understanding of complex economic and historical relationships. (LS)

Five part-time adult basic education instructors were trained to develop tutorials for their students by using the SuperPILOT authoring language to insert their own questions, answers, and hints in already existing generic programs. The project involved 18 hours of training and ongoing supervision and review of products. A total of 66 tutorial…

This special theme issue is dedicated to topics related to courseware in higher education. Aspects addressed include faculty development of software; new technologies and their effects on knowledge; microcomputer-based software; courseware publishing; information sharing and software distribution; and future teaching and research projects. (LRW)

Explores the decision-making process that went into producing the Blossom computer-assisted instruction (CAI) materials for French instruction at Pennsylvania State University. Some of the attributes, limitations, and questions concerning the user, validity, and usefulness of CAI materials are also discussed. (Author/SED)