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The Emergency/Service (E/S) Module is designed for the Public Works Departments receiving the Base Engineering Support, Technical (BEST) System. The E/S Module supports all efforts associated with managing an E/S operation. It provides work request processing and data retrieval ability, performs statistical analysis on E/S work orders, facilitates the use of Engineered Performance Standards (EPS), and generates E/S management analysis reports on demand. The Emergency/Service (E/S) Module Users manual describes the special operating constraints, capabilities, and the rules for use of the Emergency/ Service system from teh operator's Viewpoint. Emergency work Usually Requires immediate attention in order ot prevent loss or damage to government property, or is needed to restore essential services and/or eliminate hazards. Service work is generally minor in scope and can be accomplished in 16 hours or less. Based upon input from the E/S work reception desk, the system prints out work orders for the performing shop. The E/S Module supports all efforts associated with managing an E/S operation. It provides rapid work request processing and data retrieval ability, performs statistical analysis on E/S work orders, facilitates the use of Engineered Performance Standards (EPS), and generates E/S management analysis reports on demand.

This monograph provides an overview of computer-based assessment and error analysis in the instruction of elementary students with complex medical, learning, and/or behavioral problems. Information on generating and scoring tests using the microcomputer is offered, as are ideas for using computers in the analysis of mathematical strategies and errors of students. Examples of specific computer applications are included. Issues such as interactive assessment, curriculum-based assessment, and artificial intelligence are also considered. The systems save examiner time, reduce scoring errors, and provide teachers with information that would otherwise be difficult to obtain. More advanced systems will be able to guide the teacher through the necessary steps for the analysis of learning problems, test the student directly where appropriate, analyze student performance data, and prescribe appropriate instructional strategies. A glossary of terms concludes the monograph. (Contains 20 references.) (DB)

A study was conducted in Cuyahoga Community College's (Ohio) Principles of Economics classes to determine: (1) whether microcomputer-assisted instruction using tutorial/drill programs would significantly increase students' learning of economic concepts as measured by pre- and post-tests; (2) the relationship between demographic variables and pre- and post-test results; and (3) the validity of prior achievement in mathematics and reading comprehension for predicting learning. Four intact economics classes were selected for the study; two were designated as the experimental group and two the control group. Each student completed a demographic survey and tests of reading and mathematics achievement. Microcomputer-assisted instruction was given to the experimental group, while the control group experienced traditional lecture/discussion instruction. Significant pre-experimental differences between the control and experimental groups prevented substantive comparisons and conclusions about the effectiveness of the microcomputer-assisted instruction. Demographic variables had very low relationships to learning outcomes, while prior achievement in mathematics and reading comprehension proved to be powerful predictors of economic learning. The demographic survey instrument, the economics pre- and post-tests, the mathematics skills assessment test, and a course outline are attached. (Author/AJL)

A study was conducted in Cuyahoga Community College's (Ohio) Principles of Economics classes to determine: (1) whether microcomputer-assisted instruction using tutorial/drill programs would significantly increase students' learning of economic concepts as measured by pre- and post-tests; (2) the relationship between demographic variables and pre- and post-test results; and (3) the validity of prior achievement in mathematics and reading comprehension for predicting learning. Four intact economics classes were selected for the study; two were designated as the experimental group and two the control group. Each student completed a demographic survey and tests of reading and mathematics achievement. Microcomputer-assisted instruction was given to the experimental group, while the control group experienced traditional lecture/discussion instruction. Significant pre-experimental differences between the control and experimental groups prevented substantive comparisons and conclusions about the effectiveness of the microcomputer-assisted instruction. Demographic variables had very low relationships to learning outcomes, while prior achievement in mathematics and reading comprehension proved to be powerful predictors of economic learning. The demographic survey instrument, the economics pre- and post-tests, the mathematics skills assessment test, and a course outline are attached. (Author/AJL)

A study was conducted in Cuyahoga Community College's (Ohio) Principles of Economics classes to determine: (1) whether microcomputer-assisted instruction using tutorial/drill programs would significantly increase students' learning of economic concepts as measured by pre- and post-tests; (2) the relationship between demographic variables and pre- and post-test results; and (3) the validity of prior achievement in mathematics and reading comprehension for predicting learning. Four intact economics classes were selected for the study; two were designated as the experimental group and two the control group. Each student completed a demographic survey and tests of reading and mathematics achievement. Microcomputer-assisted instruction was given to the experimental group, while the control group experienced traditional lecture/discussion instruction. Significant pre-experimental differences between the control and experimental groups prevented substantive comparisons and conclusions about the effectiveness of the microcomputer-assisted instruction. Demographic variables had very low relationships to learning outcomes, while prior achievement in mathematics and reading comprehension proved to be powerful predictors of economic learning. The demographic survey instrument, the economics pre- and post-tests, the mathematics skills assessment test, and a course outline are attached. (Author/AJL)

A study was conducted in Cuyahoga Community College's (Ohio) Principles of Economics classes to determine: (1) whether microcomputer-assisted instruction using tutorial/drill programs would significantly increase students' learning of economic concepts as measured by pre- and post-tests; (2) the relationship between demographic variables and pre- and post-test results; and (3) the validity of prior achievement in mathematics and reading comprehension for predicting learning. Four intact economics classes were selected for the study; two were designated as the experimental group and two the control group. Each student completed a demographic survey and tests of reading and mathematics achievement. Microcomputer-assisted instruction was given to the experimental group, while the control group experienced traditional lecture/discussion instruction. Significant pre-experimental differences between the control and experimental groups prevented substantive comparisons and conclusions about the effectiveness of the microcomputer-assisted instruction. Demographic variables had very low relationships to learning outcomes, while prior achievement in mathematics and reading comprehension proved to be powerful predictors of economic learning. The demographic survey instrument, the economics pre- and post-tests, the mathematics skills assessment test, and a course outline are attached. (Author/AJL)

The Comprehensive Evaluation System (CES), a comprehensive computer program system designed for the implementation of statewide standards for all schools and school systems in Georgia, is described. The system, mandated by state reform legislation, was conceived as a set of standards ranging from legal adherence through standards of excellent performance, with specified procedures for applying the standards annually in every school and system in the state. At this time, only legal adherence is assessed. The CES was designed to manage data effectively and efficiently using dBASE IV through the following steps: (1) raw data entry; (2) assessment of individual standards and indicators; (3) establishment of databases of evaluation results; and (4) generation of reports at the school, district, or system level. Database files include the name, the code, the validation flag for each school or district, and various compliance flags for each indicator of legal adherence. The system is designed for ease of use and has performed well. Changes will be made as legal requirements change. Three figures illustrate the design of the system. (SLD)

The Comprehensive Evaluation System (CES), a comprehensive computer program system designed for the implementation of statewide standards for all schools and school systems in Georgia, is described. The system, mandated by state reform legislation, was conceived as a set of standards ranging from legal adherence through standards of excellent performance, with specified procedures for applying the standards annually in every school and system in the state. At this time, only legal adherence is assessed. The CES was designed to manage data effectively and efficiently using dBASE IV through the following steps: (1) raw data entry; (2) assessment of individual standards and indicators; (3) establishment of databases of evaluation results; and (4) generation of reports at the school, district, or system level. Database files include the name, the code, the validation flag for each school or district, and various compliance flags for each indicator of legal adherence. The system is designed for ease of use and has performed well. Changes will be made as legal requirements change. Three figures illustrate the design of the system. (SLD)

The Comprehensive Evaluation System (CES), a comprehensive computer program system designed for the implementation of statewide standards for all schools and school systems in Georgia, is described. The system, mandated by state reform legislation, was conceived as a set of standards ranging from legal adherence through standards of excellent performance, with specified procedures for applying the standards annually in every school and system in the state. At this time, only legal adherence is assessed. The CES was designed to manage data effectively and efficiently using dBASE IV through the following steps: (1) raw data entry; (2) assessment of individual standards and indicators; (3) establishment of databases of evaluation results; and (4) generation of reports at the school, district, or system level. Database files include the name, the code, the validation flag for each school or district, and various compliance flags for each indicator of legal adherence. The system is designed for ease of use and has performed well. Changes will be made as legal requirements change. Three figures illustrate the design of the system. (SLD)

A trend analysis statistical package and additional programs for the Apple microcomputer are presented. They illustrate strategies of data analysis suitable to the graphics and processing capabilities of the microcomputer. The programs analyze data sets using examples of: (1) analysis of variance with multiple linear regression; (2) exponential and higher order regression; (3) orthogonal tests of trend; and (4) the use of dummy variables to handle categorical variables. Microcomputer benefits and limitations are highlighted with the exploratory analysis techniques. An example of a traditional analysis of variance test is presented which illustrates the microcomputer data entry procedure. Graphic displays of program statements and diagrams are included with an appendix of sample programs. (CM)

Geologists in exploration need to be able to determine the mineral composition of a given outcrop, and then proceed to another in order to carry out the process of geologic mapping. Since April 1984 researchers have been developing a portable microcomputer-based imaging system (with a grey-scale of 16 shades of amber), which were demonstrated during the November 1984 GSA field trip in the field at Yerington, NV. A color-version of the same technology was recently demonstrated. The portable computer selected is a COLBY 10-Megabyte, hard disk-equipped repackaged-IBM/XT, which operates on either 110/220 VAC or on 12VDC from the cigarette lighter in a field vehicle. A COMPAQ PLUS or an IBM Portable will also work on modified software. The underlying concept is that the atmospheric transmission and surface albedo/slope terms are multiplicative, relating the spectral irradiance to the spectral color of the surface materials. Thus, the spectral color of a pixel remains after averaged log-albedo and log-irradiance have been estimated. All these steps can be carried out on the COLBY microcomputer, using 80 image lines of the 128-channel, 12-bit imagery. Results are shown for such an 80-line segment, showing the identification of an O-H bearing mineral group (of slightly varying specific characters) on the flight line.

Contents of the "STUDENT DATA DISK" included with "Using IBM Microcomputers, 4th Edition" by Kelko Pitter and the Mitchell McGraw-Hill publishing company.

Contents of the "STUDENT DATA DISK" included with "Using IBM Microcomputers, 4th Edition" by Kelko Pitter and the Mitchell McGraw-Hill publishing company.

Contents of the "STUDENT DATA DISK" included with "Using IBM Microcomputers, 4th Edition" by Kelko Pitter and the Mitchell McGraw-Hill publishing company.

Contents of the "STUDENT DATA DISK" included with "Using IBM Microcomputers, 4th Edition" by Kelko Pitter and the Mitchell McGraw-Hill publishing company.

The setting for this study was a basic education component of a summer youth program designed to increase chances of high risk adolescents, mostly minorities, whose ages ranged from 14-18, to experience more positive academic and employment outcomes. The instructional program used in both experimental and control classrooms emphasized mastery learning of a selected set of mathematics and reading/language arts objectives. Pretests and posttests based on the objectives were developed using the Academic Instructional Measurement System. Of the four sites used, only one was the experimental site where the mastery learning program was implemented using the microcomputer. Quantitative assessment of the experimental program was provided by comparing the effect sizes of the experimental group with the effect sizes of the remaining three sites. Observations were made of the instruction given in the experimental classroom as well as one of the other program sites. The results provide additional evidence of the effectiveness of mastery learning techniques with high risk and minority students. Students at each location made sizeable gains in both mathematics and reading/language arts during a fairly short time period. Although the quantitative results did not show the computer setting to be more effective than the non-computer setting, the qualitative analyses of these two settings revealed educational benefits for high risk students in the computer environment that may not be reflected in a measure of academic achievement. These students demonstrated an increased sense of social integration and bonding, factors that may help to reduce dropout. (16 references) (GL)

Course evaluations of a business writing class that used the IBM personal computer with WordStar word processing software revealed students' enthusiasm for the microcomputer's word processing capabilities. A number of students commented on how much the computer simplified the processes of composing, revising, and editing. In addition to the speed and relative effortlessness of making corrections, word processing also made writing seem less messy and more efficient. Several students noted the microcomputer made them feel more relaxed about writing and more willing to take risks. Some students noticed that using the computer had an effect on their writing style. Almost immediately their writing became less stilted and labored and more conversational. Almost all of the students said they found themselves more willing to revise and edit their compositions on the computer than they had been before the course using conventional writing methods. One of the complaints mentioned involved the extra time required to complete an assignment. Others complained about the time restrictions on the computers--having to use them in the lab and only at certain designated hours. Despite these inconveniences, however, the students clearly felt the experience with word processing was worthwhile and many thought word processing should remain in the course. (HOD)

Prepared as an address for educator groups, this paper provides a theoretical perspective for thinking about problems and prospects for integrating microcomputer uses in school activities. Six major aspects of the perspective are defined: (1) the computer as general-purpose symbolic device; (2) the importance of developmental studies of children's understanding; (3) the importance of teachers and instruction; (4) the need to make computer-based learning purposive; (5) the aim of meeting educational goals effectively; and (6) the guidance of computer use by educational values. Current innovative uses of school technologies in the following areas are discussed: simulations, art and music instruction, writing skills, software for conceptual dexterity, integrated media for math and science learning, and programming languages. A list of references is included. (Author/THC)

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in large science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in large screen interactive demonstrations would promote more positive student attitudes towards computers, a questionnaire was administered to two groups of students (experimental and control) on a pre- and post-test basis. Students exposed to computer instruction (the experimental group) included 78 in engineering courses, 57 in chemistry, 47 in physics, and 18 in computer science. The control group consisted of 148 students enrolled in a non-microcomputer biology course. Part 1 of the questionnaire was a 17-item "Beliefs about Computers" scale designed to reflect students' general attitudes toward computers. Part 2 consisted of 12 items concerning the use of computers for instructional purposes. Statistically significant differences were found between the experimental and control groups on post-test belief scores supporting the notion that exposure to the microcomputers in classroom demonstrations fosters more positive beliefs about computers. Analysis of Part 2 items showed positive mean pre-post attitude changes on all 12 items, while a positive attitude change was noted for the control group on only one item. A list of six references and author biographies are provided. (JB)

Based on the experiences of using computer-assisted reading instruction in middle schools, this pamphlet proceeds from the conviction that the use of a computer helps middle school students improve their reading. Following an introduction, the booklet is in seven sections: (1) Why Use Computers in Middle School Reading? (2) Software--The Heart of the Matter; (3) Managing Computer-Assisted Instruction in the Reading Classroom; (4) The Reading/Writing Connection: Word Processing; (5) Using Computers for Middle-School Remedial Reading; (6) Some Other Computer Considerations; and (7) Resources. (SR)

An examination of the value of using more sophisticated computer programs in the language arts program led to the design and development of "Thinking Networks," which provide the teacher with a new tool for teaching through nonverbal representation. Using microcomputers to improve reading and writing instruction can incorporate the holistic approach to language learning, which emphasizes (1) the comprehending and composing of words, sentences, and paragraphs within the context of a complete discourse; (2) the synthesis of thinking; and (3) the use of language within real social contexts. The "Think Network Program" consists of software with which students can interact and, in keeping with the newest efforts to enhance the development of problem-solving, uses a graphic approach leading students to understand how a text is organized. It also ensures that students read complete stories or content area selections before booting up the disk. The comprehension work completed during network building shows students how the major and minor ideas of a reading selection are related. Other emerging holistic software programs are also requiring students to deal with whole units of text and to use decision-making, evaluation, and synthesis skills. (JK)

An examination of the value of using more sophisticated computer programs in the language arts program led to the design and development of "Thinking Networks," which provide the teacher with a new tool for teaching through nonverbal representation. Using microcomputers to improve reading and writing instruction can incorporate the holistic approach to language learning, which emphasizes (1) the comprehending and composing of words, sentences, and paragraphs within the context of a complete discourse; (2) the synthesis of thinking; and (3) the use of language within real social contexts. The "Think Network Program" consists of software with which students can interact and, in keeping with the newest efforts to enhance the development of problem-solving, uses a graphic approach leading students to understand how a text is organized. It also ensures that students read complete stories or content area selections before booting up the disk. The comprehension work completed during network building shows students how the major and minor ideas of a reading selection are related. Other emerging holistic software programs are also requiring students to deal with whole units of text and to use decision-making, evaluation, and synthesis skills. (JK)

117 pages : 28 cm

117 pages : 28 cm

117 pages : 28 cm

Network computing and multiprocessor computers are two discernible trends in parallel processing. The computational behavior of an iterative distributed process in which some subtasks are completed later than others because of an imbalance in computational requirements is of significant interest. The effects of asynchronus processing was studied. A small existing program was converted to perform finite element analysis by distributing substructure analysis over a network of four Apple IIe microcomputers connected to a shared disk, simulating a parallel computer. The substructure analysis uses an iterative, fully stressed, structural resizing procedure. A framework of beams divided into three substructures is used as the finite element model. The effects of asynchronous processing on the convergence of the design variables are determined by not resizing particular substructures on various iterations.

Network computing and multiprocessor computers are two discernible trends in parallel processing. The computational behavior of an iterative distributed process in which some subtasks are completed later than others because of an imbalance in computational requirements is of significant interest. The effects of asynchronus processing was studied. A small existing program was converted to perform finite element analysis by distributing substructure analysis over a network of four Apple IIe microcomputers connected to a shared disk, simulating a parallel computer. The substructure analysis uses an iterative, fully stressed, structural resizing procedure. A framework of beams divided into three substructures is used as the finite element model. The effects of asynchronous processing on the convergence of the design variables are determined by not resizing particular substructures on various iterations.

Network computing and multiprocessor computers are two discernible trends in parallel processing. The computational behavior of an iterative distributed process in which some subtasks are completed later than others because of an imbalance in computational requirements is of significant interest. The effects of asynchronus processing was studied. A small existing program was converted to perform finite element analysis by distributing substructure analysis over a network of four Apple IIe microcomputers connected to a shared disk, simulating a parallel computer. The substructure analysis uses an iterative, fully stressed, structural resizing procedure. A framework of beams divided into three substructures is used as the finite element model. The effects of asynchronous processing on the convergence of the design variables are determined by not resizing particular substructures on various iterations.

Network computing and multiprocessor computers are two discernible trends in parallel processing. The computational behavior of an iterative distributed process in which some subtasks are completed later than others because of an imbalance in computational requirements is of significant interest. The effects of asynchronus processing was studied. A small existing program was converted to perform finite element analysis by distributing substructure analysis over a network of four Apple IIe microcomputers connected to a shared disk, simulating a parallel computer. The substructure analysis uses an iterative, fully stressed, structural resizing procedure. A framework of beams divided into three substructures is used as the finite element model. The effects of asynchronous processing on the convergence of the design variables are determined by not resizing particular substructures on various iterations.

36 pages : 18 cm

36 pages : 18 cm

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

xv, 266 p. : 28 cm

This booklet outlines the use of computers in elementary and secondary science classrooms. Chapters and their topics are: (1) "A Computer-Enriched Science Learning Environment" (an introduction); (2) "Computer-Assisted Learning" (lesson formats for drill and practice programs and tutorial programs, and several example programs); (4) "Computer-Enhanced Laboratory Instruction" (laboratory interfacing and reviewing several programs); (5) "Computer-Assisted Classroom Management" (grade records, test generation, equipment inventories, and the use of databases); and (6) "Emerging Technologies" (telecommunications, videodisks, and CD-ROM). A list of software sources is appended. (YP)

An exploratory study of the factors underlying vocational teachers' attitudes toward using microcomputers to supplement inservice education found that two factors (the teachers' belief in the educational value of microcomputers and their confidence in using the computers) accounted for about 44 percent of the variance in their attitudes. Data were collected by mailed questionnaire from a computer-generated random sample of 350 vocational teachers drawn from a frame of 1,341 vocational teachers in central Ohio. The return rate of usable questionnaires was 72 percent. The questionnaire consisted of 37 items to which the subjects could respond on a 5-point Likert-type scale. (Abbreviated examples of the items are as follows: "Microcomputer use should be encouraged"; "Microcomputers create problems"; "I wouldn't want to use microcomputers"; "Using microcomputers adds interest"; "Microcomputers can help individuals acquire knowledge"; "Microcomputers are too complicated to use"; "I'd be willing to send electronic messages"; and "I know about commercially produced computer programs.") Factor analysis of the data was conducted. The researchers recommend that teacher educators planning inservice education programs ensure (through practical examples and application of microcomputer use for teaching and learning activities) that teachers understand the value of microcomputers and that they reinforce the teachers' confidence in computer use by demonstrating how microcomputers can be used in computer conferencing and electronic mail. (Contains 20 references.) (CML)

A pilot project involved off-campus (distance education) students creating their assignments on Macintosh computers and "mailing" them electronically to a campus mainframe computer. The goal of the project was to determine what is necessary to implement and to evaluate the potential of computer communications for university-level distance education courses, specifically at the University of Saskatchewan. Some anticipated outcomes (more rapid turn-around of assignments and greater ease on the part of students in creating and editing assignments) were accomplished to varying degrees. Others (student use of specialized writing tools such as spelling checkers, and student-student electronic interaction) were not accomplished to any appreciable extent. A number of organizational and technological lessons were learned. Some had only local implications, but a number of them are generalizable to other institutions. The print-based instructional materials used by the students are included as an appendix. Also appended are the original proposal for the project, a "contract" used with regional colleges participating in the distance education network, a list of topics taught in orientation workshops for college supervisors involved in the project, and a supervisor's trouble-shooting guide. (Author/GL)

This report documents a general non-linear regression program for fitting data to non-linear models. The program is based on an algorithm which uses a least squares criterion to calculate successive improvements to an initial set of parameter estimates. The program is written in the BASIC language common to most microcomputers, because it is easy to use and to transport between machines from different manufacturers. The majority of inexpensive microcomputers do not offer matrix operations as part of their BASIC interpreter. The program presented here, therefore, supplies subroutines in BASIC for the zeroing, transposing and inverting of the required matrices, to make it compatible with most microcomputers available today. The report gives examples and program output based on a demonstration data set involving antigen- antibody complexation in solution. Two derivations of function subroutines are given to assist the user in developing his own functions. A complete listing of the necessary programs is given along with a section on program cautious.

From the bitsavers.org collectio n, a scanned-in computer-related document. components :: motorola :: appNotes :: AN-0991 Using the Serial Peripheral Interface to Communicate between Multiple Microcomputers

One of the most valuable uses of microcomputers and word processors in composition instruction is in the teaching of writing revision. A number of activities can be carried out with these tools; for example, (1) after appropriate instruction on revision, students can be given prewritten text and asked to revise it on the word processors; (2) after a student has composed a text, the microcomputer can suggest that revisions be made; and (3) after a student has composed a text, the microcomputer can look for specific kinds of errors in the writing, mark the place where the errors occur, and require the student to correct them. Microcomputers and word processors may also be used to teach students sentence combining and how to generate and arrange content. (LLS)

One of the most valuable uses of microcomputers and word processors in composition instruction is in the teaching of writing revision. A number of activities can be carried out with these tools; for example, (1) after appropriate instruction on revision, students can be given prewritten text and asked to revise it on the word processors; (2) after a student has composed a text, the microcomputer can suggest that revisions be made; and (3) after a student has composed a text, the microcomputer can look for specific kinds of errors in the writing, mark the place where the errors occur, and require the student to correct them. Microcomputers and word processors may also be used to teach students sentence combining and how to generate and arrange content. (LLS)

One of the most valuable uses of microcomputers and word processors in composition instruction is in the teaching of writing revision. A number of activities can be carried out with these tools; for example, (1) after appropriate instruction on revision, students can be given prewritten text and asked to revise it on the word processors; (2) after a student has composed a text, the microcomputer can suggest that revisions be made; and (3) after a student has composed a text, the microcomputer can look for specific kinds of errors in the writing, mark the place where the errors occur, and require the student to correct them. Microcomputers and word processors may also be used to teach students sentence combining and how to generate and arrange content. (LLS)

One of the most valuable uses of microcomputers and word processors in composition instruction is in the teaching of writing revision. A number of activities can be carried out with these tools; for example, (1) after appropriate instruction on revision, students can be given prewritten text and asked to revise it on the word processors; (2) after a student has composed a text, the microcomputer can suggest that revisions be made; and (3) after a student has composed a text, the microcomputer can look for specific kinds of errors in the writing, mark the place where the errors occur, and require the student to correct them. Microcomputers and word processors may also be used to teach students sentence combining and how to generate and arrange content. (LLS)

One of the most valuable uses of microcomputers and word processors in composition instruction is in the teaching of writing revision. A number of activities can be carried out with these tools; for example, (1) after appropriate instruction on revision, students can be given prewritten text and asked to revise it on the word processors; (2) after a student has composed a text, the microcomputer can suggest that revisions be made; and (3) after a student has composed a text, the microcomputer can look for specific kinds of errors in the writing, mark the place where the errors occur, and require the student to correct them. Microcomputers and word processors may also be used to teach students sentence combining and how to generate and arrange content. (LLS)

A study examined the planning, implementation, and evaluation of a curriculum designed to teach 60 college level developmental reading students to use microcomputers (Apple) as learning tools and to improve their content area reading ability. The textbook from a biology course in which all but three of the subjects were enrolled was the source for development of vocabulary and reading exercises used in the study. The microcomputer aspect of the course consisted of (1) training in use of the computer as a learning tool, (2) personalized microcomputer vocabulary development, (3) evaluation of effectiveness of microcomputerized content vocabulary drill programs, and (4) speed reading and comprehension drills. Initial training in the use of the computer appeared to be satisfactory for success in the class assignments. The subsequent word processing lecture/demonstration proved disappointing--only two of the subjects began immediately to learn to use the word processor, largely due to mid-term demands on student time. The results of the vocabulary development indicated that instruction in the mechanics of operation must occur as closely as possible to the time of actual performance of those mechanics, as those who received the lecture two days earlier required constant monitoring and had several false starts or were found to have typed incorrectly large amounts of text. (HTH)

This report includes a collection of workshop materials which address ways microcomputers can be used in evaluation and assessment and what basic information should be covered in introducing newcomers to the use of microcomputers. It is designed for use by experienced trainers with microcomputer experience but with few workshop support materials. The following major types of program are described: word processing; database management; electronic spreadsheets; special uses of microcomputers in evaluation and assessment (instrument generation, data collection and test scoring, statistical analysis); graphic tools; communication tools; and networking. Descriptions include a discussion of the concepts related to each program type, a sample of representative commercially-available programs, and a list of references for more information. A final chapter discusses planning for microcomputer use and outlines a three-step process to serve as a guide from the consideration of capabilities to the selection of a microcomputer system. Also included are criteria for review of professional software, a hardware specifications worksheet, hardware evaluation worksheet, and a list of families of microcomputers by software compatibility. (LMM)

The paper describes three strategies featuring a microcomputer to promote the integration and acceptance of students with disabilities among their nondisabled peers. The first strategy is a cross-age tutoring program in which disabled, learning disabled, emotionally disabled, or mildly retarded students demonstrate computer use to nondisabled kindergarteners. Positive outcomes are noted for the special class students as well as for the kindergarten students. The second strategy involves an integrated primary class working in pairs on a simple data base management program. Positive interactions are reported. In the final strategy, a seventh grader with cerebral palsy using a word processor as a prosthesis was able to participate in a mainstreamed English class. Decreased isolation of the disabled student resulted as did a more realistic view of individuals with cerebral palsy. Software information is appended. (CL)