Schools need to press for higher quality software that creatively and richly applies sound educational learning theory in software design. (MD)

Outlines the need for the development of computer-based curriculum in a trial set of courses that incorporates interactive technology. If the trial courses are successful it could lead to a major national curriculum development effort. (MD)

Outlines how the Houston Independent School District established a Department of Technology that successfully implemented computer-based curriculum in the school system. It developed policies, planned for short- and long-term needs, and provided training, administrative support, and staff incentives. (MD)

Outlines how school policies can unintentionally perpetuate gender discrimination in student computer use and access. Describes four areas of administrative policies that can cause inequities and provides ways for administrators to counteract these policies. Includes discussion of a program to balance computer use, and an abstract of an article…

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)

Outlines the technologies that rural schools have available for the development of expanded curriculum opportunities in high schools. They include: audio teleconferencing, videotape lessons, interactive television, interactive video, and computer networks. Includes a discussion of the problems of sharing. (MD)

Describes how four Illinois school districts have dealt with declining enrollments and teacher shortages by developing an interactive system using local cable television systems to broadcast courses that are shared between schools. The evaluation of the first two years of programing has been encouraging. (MD)

Montana State University developed a unique way to solve the problems of the state's teachers who are separated by great distances and lack in service opportunities during the school year for sharing ideas and skills. They developed teleconferencing as a skill teachers used for coaching and supporting each other in new teaching strategies. (MD)

Describes a system for training teachers using videotapes of master teachers in an interactive system that links a computer and videotape player. The computer provides remedial information while a version of the videotape is replayed with excerpts carrying a voice-over pointing out what to look for. (MD)

The nature of the work for which we educate students is changing. Outlines how schools must help students process knowledge in a rapidly changing world. Schools must incorporate interdisciplinary approaches that teach breadth, values, and a global perspective. (MD)

Presents an argument for schools developing a number of curriculum and instruction questions that critically question the place of information technology in school programs. What information is of worth and for what purposes? (MD)

Provides an annotated list of suggested readings relating to schools and computers. (MD)

Criticizes Madeline Hunter's programs that train administrators in teacher evaluation. Asserts that Hunter allows trainers to misuse her work and that she rejects the central tenet of clinical supervision. (MD)

Madeline Hunter replies to the criticism in the previous article. She feels that the current teacher decision-making model is effective. (MD)

Discusses the biases that can be built into preobservation conferences in teacher evaluations. Argues for the elimination of such conferences. Points out that skillful observation combined with analytical feedback in teacher evaluation increases teacher effectiveness. (MD)