Focuses on the advantages of using the microcomputer rather than the minicomputer. Descriptions of the programing process and system components for the microcomputer are followed by a list of 11 types of computer programs that can be processed at this time, and a brief discussion of research goals. (RAO)

This study compares the expectations of educators, parents, and business leaders regarding computer uses in education with their conceptions of what is actually being done. Respondents saw microcomputer use for recordkeeping, determining instructional needs, and instruction as important potential uses but felt that more should be done. (MBR)

INSTAN, a computer program designed to aid in appropriate media selection for classroom teaching, comprises three interrelated sections which focus on instructional objectives, the instructional environment, and instructional material selection. INSTAN is not described as an all-inclusive media selection model, but as a paradigm for further…

Discusses attributes which are offered as set of standards to judge instructional software--those unique to design of microcomputer courseware and those included in design of all instruction. Curriculum role, modes of interaction, computer managed instruction, graphics, feedback, packaging, and manuals are noted. Fourteen references are included.…

Discusses use of the computer (which could be a word processor, mini-, or microcomputer) in the area of written composition and revision of text. Implications of this new writing tool are highlighted, including benefits in composing and revision strategies. (EJS)

Describes an in-house project run by students and local school staff studying the feasibility of microcomputers for school management, computer assisted instruction, computer literacy, computer programing, and community services. Hardware tested, rationale for system choice, and hardware problems, are also discussed. (RAO)

Clarifies often misconstrued distinctions with regard to microcomputers, minicomputers, and maxicomputers. Criteria for educational use of microcomputers are examined, including its potential for language and peripheral expansion, and its communication capabilities. (MER)

Reasons for the general lack of active planning for a programmatic approach to this new technology are presented, gaps in current microcomputer use are identified, and data collected from public school districts in Florida are analyzed. (Author/MER)

Examines the application of microcomputer statistics in social studies, and computer access and simulations in middle school environments. An interdisciplinary framework of curricula among social studies, science, and mathematics teachers with equal access to microcomputers and software programs is encouraged. (MER)

Describes the use of a microcomputer system (ECHO) which permits greater access to student thought processes. Initial piloting indicates that self-reports can be unobtrusively solicited from students during ongoing instruction. Research background, data collection approaches, and a description of the ECHO system are given. (MER)

Reports on uses of microcomputers at the University of Michigan including word processing, extending laboratory experience, simulation, games, tutorial uses, and building skills in computing. (RAO)

Acquaints the reader with the personal computer, emphasizing its use as an aid in the learning process; considers the types of hardware available and software related to educational uses; and offers advice to those just entering this area. (Author)

Discusses some prominent applications available today for most microcomputer systems, including: teaching computing to all students, the computer as a problem solving tool, games, drill and practice, simulation, and testing. (Author)

Presents a survey of user needs for microcomputer software in elementary and secondary schools. Approaches to software development are highlighted and the future of microcomputers is discussed. (RAO)

Presents a technical description of Radio Shack's TRS-80 microcomputer system. Storage and memory are discussed, as well as limitations of the system and a sample program for coding and scoring true-false questions is given. (RAO)