Outlines a set of criteria for use by teachers in selecting and evaluating educational software. (FL)

This essay on the management of microcomputer use in organizations highlights problem areas associated with the central issue of control: acquisition of hardware and software, compatibility, security, data integrity, training, documentation, and the isolation factor. Establishment of a microcomputer information center for education, promotion,…

Discusses software developed to organize and retrieve electronically stored data, examining structure of the databases in which information is stored and the physical structure of the storage medium. Hierarchical and relational databases, unordered files, B-trees, and storage/software for specific purposes (such as weather, stock market, and…

Computer software for process control has the primary function of communicating with and governing physical devices. The structure of such software, process-control systems, multitask systems, message passing, problems of deadlock, distributed computer systems, and protection against failure in process-control systems are among the areas examined.…

Evaluates 25 software packages (consisting of more than 40 individual programs), all aimed at one or another facet of mathematics learning. Title, source, current price, and detailed review (indicating the educational quality of the package) are included for each entry. (JN)

Presents 12 points to consider before buying computer software and includes an annotated list of software for use at the secondary school level. (HOD)

Offers guidelines developed by the Computer Technology and Reading Committee of the International Reading Association that encourage the effective use of technology in reading classrooms. (HOD)

Nonlinear least squares computer programs are extremely valuable in fitting complicated equations to experimental data. They are easy to use and free students and teachers from the tedium of trying to derive linearized forms to complicated equations. The use of these programs (available for most medium/large scale computers) is discussed. (JN)

The computer can be an effective mathematics teaching tool when combined with concrete learning materials. To be used properly in the classroom, the computer should emphasize thinking skills rather than repetitive drill and practice. (DF)

A workable solution to the problem of how to test out an interactive video program before paying for videotape production and editing involves creating a videotape template of the computer program's flowchart to reproduce the actual interactive experience and thus check for program accuracy. (MBR)

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)

Asks whether students who create computer programs with LOGO and those who use reading software with speech synthesis profit more than they would with a teacher. (CRH)

An overview of interactive video is presented and applications for faculty and staff development, student educational programing, and clinical practica in communication disorders are offered. The use of the videodisc combined with microcomputers is explored in terms of hardware and software. (CL)

A review of the literature and of currently available computer programs for the use of log-linear models in analysis of qualitative data is presented, and two types of log-linear models and procedures for investigating both types are outlined. (MSE)

Artificial intelligence programing for computers is advancing rapidly. The translation of databases into an institutional research knowledge base is explored, including the heuristic knowledge of institutional research experience. (Author/MLW)