Presents and discusses results (based on data from 1,082 microcomputer-using schools) which suggest that where schools locate their microcomputers has an impact on how they are used. Locations examined include classrooms, laboratories, libraries, special rooms, and mixed locations. (JN)

This report describes the sample of over 2000 schools, presents initial results about the number and primary uses of microcomputers in schools today, and notes topics to be covered in later reports. Teachers' reactions to microcomputer use are also included. (MNS)

Reports on how teachers organize their classrooms when they have more students than microcomputers available to them. Indicates that seatwork is the primary activity of students in a classroom when other students are engaged at the computer. Other findings (based on data from 1,082 microcomputer-using schools) are reported and discussed. (JN)

Presents data on how schools have changed the way they obtain microcomputers and how they organize their use by students. Also shows that how schools obtain their microcomputers and who is responsible for implementing them is indicative of which students use them, for what purposes, and with what consequences. (JN)

Presents results of a survey on numbers of students and teachers using microcomputers in elementary and secondary schools, number of hours per week that microcomputers are in use, and the amount of time that each student-user has with the machine, both in general and for specific learning activities. (JN)

Presents comparable data on microcomputer ownership and use for schools in different regions of the country and in cities, suburbs, and rural locations; for middle/junior high schools compared to elementary and high schools; and for schools serving White and minority low-income families versus those serving high-income and middle-income families.…

Data collected for the International Association for the Evaluation of Educational Achievement (1989) within U.S. secondary schools revealed that computer usage more than doubled from 1985. Discussed are the regular and systematic uses of computers in the classroom and laboratories, the types of software used, and the goals for teachers using…