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This report describes the methodology and findings of the NSOPF:04 field test that took place during the 2002?03 academic year. The NSOPF:04 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2003-04 academic year. The field test was particularly important in this cycle of NSOPF, because of several changes from prior NSOPF data collections. These included: (1) the combination of NSOPF and NPSAS into NSoFaS:04, which had important implications for the NSOPF:04 institution sample design and institution contacting procedures; (2) eliminating the paper self-administered survey mode of response; (3) using integrated web/computer-assisted telephone interviewing (CATI) instruments; (4) shortening the faculty questionnaire; and (5) implementing measures to shorten the data collection period, such as early institution contacting and use of incentives for early response. This field test methodology report is designed to summarize the findings with regard to NSOPF for each of these changes. The methodology and findings of the NPSAS:04 field test are provided in a separate report. Appended are: (1) Technical Review Panel; (2) Facsimile Instruments; (3) Item Crosswalks; (4) Contacting Materials; (5) Training Materials; (6) CIP Code Mapping; and (7) TRP Meeting Summary.

This publication is an introductory guide to the use of computers for the planning and design of educational facilities. After a brief introduction, the first chapter provides a flowchart of the planning and design process for educational buildings. Chapter 2 explains elementary computing concepts such as hardware and software and diagrams the processes of computing. Chapters 3, 4, 5, and 6 describe potential computer applications, respectively, to the macro planning stage, the research and development stage, the micro planning stage, and the implementation stage of educational building design. Chapter 7 delineates considerations for implementation of computer applications, including user requirements, software and hardware selection, and personnel. Chapter 8 provides 12 summary sheets for implementing computer applications at each stage of educational building planning and design. The document concludes with an overview of the prospects for computer use in this field. (TE)

This report explores the use of policy analysis as a tool for setting computer use policy in a school district by discussing the steps in the policy formation and implementation processes and outlining how policy analysis methods can contribute to the creation of effective policy. Factors related to the adoption and implementation of innovations are categorized and used as a framework for discussion. The first category, the climate of change, includes external factors such as social pressure and funding, and district or internal factors. The policy context is the second category; it includes the art of policy setting, a definition of a policy, and how to set policy. Discussion of the final category, the change process, covers procedures for clarifying problems, issues, and needs (PINS); question development; data collection, analysis, and synthesis; and identification of alternative policy options and their implications for implementation. Fifteen references are listed. (LMM)

This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research. Appendices include: (1) Design Effects in Two- or Three-Level Hierarchical Designs With and Without Covariates; (2) Design Effects in Two- or Three-Level Randomized-Block Designs With and Without Covariates; (3) Computing Power in Three-Level Randomized-Block Designs; (4) Multilevel Models Defining Tests for Treatment Effects; and (5) Glossary of Terms. (Contains 5 footnotes and 2 tables.)

This brief paper considers ways in which people with sensory impairments can benefit from the assistive technology available with computers. Assistive technology practitioners are urged not to focus on the disability, but on the individual's abilities and the tasks to be performed. Explanations of the major sensory disability areas precedes descriptions of computing tools that have been used effectively by this population. For visual impairments, these include enlarged monitor displays, screen enlargement technology plus a scanner (to magnify printed text), speech and/or Braille output systems, screen reader software, refreshable Braille displays, and dedicated Web browsing software that incorporates speech and/or large print. For hearing impairments, computer access is simpler but is complicated by system-generated beeps (which can be changed to visual displays) and the increasing use of streaming media. For individuals with loss of sensitivity in hands and/or fingers due to peripheral neuropathy or other causes, suggestions include speech input software. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper describes several computing tools that have been effectively used by individuals with mobility impairments. Emphasis is on tasks to be completed and how the individuals abilities (not disabilities), with possible assistance from technology, can be used to accomplish them. Preliminary information addresses the importance of facility access, furniture (proper seating and flexibility in positioning of keyboards, computer screens, and table height). Suggestions for keyboard access include pointers, use of software settings and functions available in standard software packages, use of a keyguard, alternative keyboards, and virtual keyboards. Also discussed are word prediction programs, alternative pointing systems, switch keyboard and mouse access using scanning or Morse code, speech recognition programs, and reading systems. Uses of low tech tools (such as adhesive Velcro) are also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This report presents tabulations for the 2010 Academic Libraries Survey (ALS) conducted by the U.S. Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. The 2010 ALS population included postsecondary institutions with all of the following: total library expenditures that exceed $10,000; an organized collection of printed or other materials, or a combination thereof; a staff trained to provide and interpret such materials as required to meet the informational, cultural, recreational, or educational needs of the clientele; an established schedule in which services of the staff are available to the clientele; and the physical facilities necessary to support such a collection, staff, and schedule. Some of the findings include: (1) Academic libraries loaned some 11.2 million documents to other libraries in fiscal year 2010 (table 1). Academic libraries also borrowed approximately 10.2 million documents from other libraries and commercial services. Documents from commercial services accounted for about 176,000 of those documents borrowed; (2) The majority of academic libraries, 2,362, were open between 60-99 hours during a typical week in fall of 2010 (derived from table 2). Another 564 academic libraries were open 100 or more hours per typical week; (3) In fiscal year 2010, academic libraries conducted approximately 34.6 million information services to individuals, including computer searches (table 3); (4) At the end of fiscal year 2010, there were 227 academic libraries that held at least 1 million or more books, serial backfiles, and other paper materials including government documents (table 4); (5) Academic libraries held approximately 158.7 million e-books and about 1.8 million electronic reference sources and aggregation services; (6) Academic libraries reported 88,943 full-time equivalent (FTE) staff working in academic libraries during the fall of 2010 (table 7); (7) Just under half of academic libraries, 1,739, had total expenditures of $500,000 or more in fiscal year 2010 (derived from table 8). Another 581 academic libraries had total expenditures under $100,000 (derived from table 8); (8) During fiscal year 2010, academic libraries spent about $3.4 billion on salaries and wages, representing approximately 50 percent of total library expenditures (table 9); (9) Academic libraries spent approximately $152.4 million for electronic books, serial backfiles, and other materials in fiscal year 2010 (table 10). Expenditures for electronic current serial subscriptions totaled about $1.2 billion. During fiscal year 2010, academic libraries spent approximately $142.7 million for computer hardware and software (table 11); (10) In fall of 2010, about 41 percent of academic libraries reported providing documents digitized by staff (table 12); (11) Over half (54 percent) reported providing technology to assist patrons with disabilities in fall of 2010 (table 12); (12) During fiscal year 2010, some 72 percent of academic libraries reported that they supported virtual reference services (table 13); and (13) During fiscal year 2010, about 32 percent of academic libraries reported that they utilized instant messaging applications (table 13). Appended are: (1) Technical Notes; (2) Glossary; and (3) Survey Questionnaire and Instructions. (Contains 37 tables and 1 footnote.)

As a way of helping states and districts interested in laptop initiatives, the Northeast and the Islands Regional Technology in Education Consortium (NEIRTEC) has reviewed lessons learned to date from many laptop initiatives around the country and has prepared this guide. Drawn from articles and reports about current and past programs (see references at the end of the paper), as well as conversations with policymakers, this guide can be of practical help to emerging initiatives. But it is important that this information not be perceived as a "recipe." What is necessary or appropriate for a particular laptop initiative will depend on its specific goals, circumstances, and needs. Nonetheless, these lessons are intended to increase information sharing across laptop programs and help leaders and stakeholders build on existing knowledge. Because large-scale laptop initiatives are so new, there is still much to be learned. The lessons are presented in five main categories: Planning, Training & Professional Development, Managing Change, and Monitoring & Evaluation.

A symposium with four major presentations centering on the topic of computer-based information retrieval. Also highlighted are several features of the Wisconsin Information System for Education (WISE-ONE) and the Educational Resources Information Center (ERIC) system. The first paper in the series discusses the development, current capabilities and future directions of the WISE-ONE system and the second analyzes the history and present status of ERIC. The third paper focuses on file search strategies for the WISE-ONE information retrieval system, comparing various search algorithms used in information retrieval programs and leading to an in-depth consideration of the hash coding scheme used in WISE-ONE. The final paper treats the development of search strategies for effective computerized literature searches of the ERIC data base. The use of the ERIC thesaurus and of the logical operators AND, OR, and NAND is stressed and details are provided relating to a demonstration search supported by a UNIVAC 1108 computer. (PB)

The aim of this guide is to alert persons with an operational interest in scientific communication to new ideas, techniques, and equipment in the field of communication media and publications. The focus is on the dissemination of scientific information via the technical journal or its equivalent. Secondary dissemination of information such as bibliographies, data bases, and services are treated incidentally. The guide is organized into five sections: innovations in conventional journal and monography publishing, print-on-paper alternatives, non-print-on-paper and mixed media innovations, trends and prospects, and innovations needed. Each section is subdivided into individual entries describing particular processes or innovations. This guide has been designed as an "idea book" to help small scientific societies, journals, and publishers as well as to increase general awareness of innovations and stimulate development of new ideas. (CH)

Noting that computer instruction for teaching composition is generally limited to the component skills of spelling, punctuation, and grammar, this paper proposes a program that can help elementary school students use computers to generate ideas for descriptive writing. The first section of the paper provides orientation procedures designed to familiarize students with computer operations. The second section outlines three lessons that rely heavily on computer graphics as stimuli and describes the branching that occurs in response to students' input. The third section explains how lessons are terminated. (FL)

This paper describes ergonomics and the need to adapt worksites and technologies for individuals with physical or sensory disabilities. It provides suggestions for how to design an appropriate setup, design considerations, environmental considerations, chairs, monitor height, ambient noise, light, and electricity. Recommendations include: (1) interview users about their specific needs and learn about the latest ergonomic design characteristics; (2) assess the physical and sensory abilities of the individuals, including his or her posture, arm and hand placements, backrest, and lumbar support; (3) review illumination, space and time; (4) provide adjustable desktops to allow adjustments for adults and students of all sizes and physical impairments; (5) allow users to pick a chair that best fits individual needs; and (6) reduce noise from printers, fans, and air conditioning, system cooling, and power supply units. Hazards such as pesticide oxidation and ozone emission are also discussed. Web site information is provided for four organizations that have information on topics related to ergonomic design. (CR)

This paper describes how San Jose State University installed adaptive and accessible computer workstations for students with disabilities. It begins by discussing factors crucial to the installation of such workstations, including the importance of understanding legal and budgetary constraints, applying standards which meet diverse disability needs, and obtaining appropriate technical help to correct hardware and software malfunctions. The adoption of a multi-year plan for access to technology to provide equal facilitation of information resources to students with disabilities is highlighted and specific features of the workstations are described, including: (1) the use of MAGic, a screen magnification program for students with visual impairments; (2) the selection of JAWS as the standard screen review application, which works with SoundBlaster 16, so a separate speech synthesizer is not necessary; (3) the use of Galileo by Robotron as a reading machine; (4) a table height design of 30 inches from the floor with a 29 inches clearing beneath the top to the depth of a least 20 inches and a minimum width of 36 inches to allow leg space for the seated individual; (5) use of ergonomic keyboard, chairs, and keyboard trays; and (6) the use of Dragon NaturallySpeaking for voice recognition. (CR)

This paper examines ways to make World Wide Web browsers accessible for individuals with disabilities, and through them, gain access to the information on the Web. It discusses which browsers can be made more accessible and evaluates different types of input. Mouse access, keyboard access, and voice input are reviewed. Processing aids, such as word prediction and abbreviation expansion programs, spell checkers, and text-to-speech programs, are described. The last section discusses how the output of a computer can be adapted by modifying the visual output, supplementing the visual output, or replacing the visual output. (CR)

This paper describes programs and resources that focus on access of postsecondary students with disabilities to computers and other forms of technology. Increased access to technological devices and services is provided to students with disabilities under the Technology-Related Assistance for Individuals with Disabilities Act (Tech Act). Section 508 of the Rehabilitation Act as amended by P.L. 99-506, may also have an impact as it requires that electronic office equipment used by the federal government be usable by persons with disabilities and may increase accessibility in other markets as well. Special programs have been developed at several colleges and universities to provide computer access for individuals with disabilities. These programs train students in use of large print terminals, adaptive keyboards, computerized braillers, talking computers, and other aids to independence. Seven publications that discuss financial support for purchasing adaptive technology are described, along with two organizations offering financial support. Several resources that assist with accessing computer technology are also described, such as the inLarge screen enlarging program, the SpeechViewer II software and accessories package, the IBM PC User Group, the Unicorn Smart Keyboard, and a journal titled "Technology and Disability." (JDD)

A description is provided of a program developed at Moraine Valley Community College (MVCC), in Illinois, for providing word processing instruction in the library, including recommendations for program development based on MVCC experience and results from a survey of program participants. The first part of the paper discusses a model development process based on the steps used at MVCC to develop their word processing instruction program. First, instructional objectives were established for the program workshops, including instruction in keyboard function keys, formatting diskettes, and using a spell checking program. Next, an adequate word processing program was chosen and six workshops were scheduled at different day and evening times throughout the semester. Student newspapers, staff newsletters, memos, and posters were used to publicize the workshops and an enrollment form was prepared to avoid overenrollment. Last, effective teaching methods were chosen, including team teaching and awarding certificates of completion. Appendix I provides the instructional guide to MVCC's library microcomputer workshops, covering the following topics: (1) logging-in to the computer network; (2) formatting a data disk; (3) starting the program; (4) practicing with a text; (5) saving files; (6) exiting the program; (7) retrieving documents and files; (8) editing files; (9) using the program dictionary; and (10) printing. Finally, Appendix II presents results from a spring 1992 study of 33 workshop participants. Findings, based on 19 usable responses, indicated that 84% thought the workshop was well paced, while 68% had used the software at least once after the workshop. The document also includes comments to open-ended questions. (BCY)

This paper discusses the issue of providing equitable access to computer equipment for disabled students in postsecondary education. Potential access problems may exist in the areas of input, output, environment, and documentation/support/training. Five checklists are provided that focus on generic strategies to fully or partially cover the needs of the majority of users with disabilities. The first checklist covers team preparation for development of campus adaptive computing services, while the other four cover different levels of implementation (low cost/short implementation time measures, moderate cost/moderate implementation time measures, annual budget measures, and long-term planning measures). For students requiring equipment that is highly individualized and specialized, it is recommended that a contingency fund be created to acquire necessary adaptations and that funds be pooled among a number of institutions and equipment acquired be made available to each institution. Appendixes list sources of general information, computer access guidelines information, product information, and alternative funding information, as well as disability-related organizations and organizations/conferences relating to computers and disability. (JDD)

Intended for geography students who are enrolled in, or who have completed, an introductory course in remote sensing; for geography researchers; and for professors; this publication focuses specifically on those general issues regarding the organization and presentation of land use information derived from aerial imagery. Many of the ideas presented were developed in teaching geography to university undergraduates. There are seven chapters. In chapter 1, the practical significance of land use information is illustrated and modern land use surveys are discussed. Chapter 2 discusses concepts and definitions of land use, the applications of remote sensing, and the advantages and disadvantages of aerial imagery. Historical examples of land use inventory are provided in the third chapter. Chapter 4 examines principles and conventions for preparing land use maps. Manual interpretation for land use mapping is the focus of the fifth chapter. Chapters 6 and 7 deal with the machine processing of remotely sensed data and accuracy assessment, respectively. (RM)

Teachers' centers, the basics, computers, classroom management, and Educational Resources Information Center (ERIC) are topics of the sections of this collection of resource articles for teachers. The usefulness of this collection is not limited to Wyoming. In the section on teachers' centers are articles on the roles and responsibilities of teacher consultants (teachers who assist other teachers) and strategies for their success, profiles of Wyoming teacher consultants, brief recommendations for the professional development of teachers, and ideas for collecting inexpensive classroom materials. The "basics" section has research-based suggestions in question-and-answer format for improving pre-reading, reading and mathematics instruction; an opinion paper on the need to combine futurism with the basics; and methods, terminology and goals for futuring and future studies instruction. In the computers section are discussed the need for teachers to accept computers, the progress that has been made in Wyoming in computer literacy programs, and concepts that should be included in computer literacy programs. The articles in the classroom management section describe the characteristics and techniques of effective classroom managers, provide practical suggestions for discipline, and list brief classroom tips and motivation ideas. The document concludes with an explanation of ERIC and testimonials to its effectiveness. (DC)

The curriculum guide is designed to provide students with realistic training in computer technology theory and practice within the secondary educational framework and to prepare them for entry into an occupation or continuing postsecondary education. Each unit plan consists of a description of the area under consideration, estimated hours of instruction, behavioral objectives, a module outline, a list of useful curriculum materials and resources, laboratory activities, and laboratory materials. The computer technology curriculum covers the following topics: computer careers in perspective (orientation), data preparation (media and forms), preparing paper tape, preparing mark-sense cards, preparing punched cards, computer familiarization, computer software, computer operation, computer programing, writing BASIC, other computer languages, systems analysis, systems programing, and computer center management. The document concludes with the facility layout of a suggested computer laboratory. (BP)

This secondary unit of instruction on data processing is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the job and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

This research-oriented document is designed to give teachers insights into many of the causes of instructional problems in mathematics and to enable teachers to plan instruction which will be more responsive to identified needs. Individual chapter authors synthesize mathematics research findings, which provide three functions: (1) to describe what has been; (2) to find out what exists; and (3) to find out what is possible. Chapters in many cases have "counter-point" responses from well-known researchers in mathematics education. Topics covered include: (1) The Value of Mathematics Education Research; (2) Curriculum; (3) National Assessment; (4) Children's Thinking; (5) Teacher's Decision Making; (6) Process-Product Research; (7) The Sex Factor; (8) Problem Solving; (9) Computers; and (10) Calculators. (MP)

This mini-course and article are presentations from a workshop on computer-aided drafting. The purpose of the mini-course is to assist drafting instructors in updating their occupational knowledge to include computer-aided drafting (CAD). Topics covered in the course include general computer information, the computer in drafting, CAD terminology, CAD hardware, CAD software, CAD benefits, CAD drawbacks and limitations, and approaches for implementing CAD instruction in the classroom. The article reports on a survey of drafting instructors in Florida to determine their specific questions about computer drafting. Questions identified by the instructors as being of concern to them and the answers that were provided for them by sources in business, industry, and education are presented. These 18 questions include: What is computer drafting?, What types of drafting can be done with a computer?, Who develops the programs?, What specific computer-related skills will drafters need?, What topics should be included in a computer drafting course?, How can the drafting instructor best update skills to prepare to teach CAD?, and How can funding be acquired to cover the cost of purchasing a computer drafting system? Four sample drawings are provided. (YLB)

This publication describes applications and/or research involved with computer use for professionals in leisure, parks, and recreation. Papers presented are: (1) "Software in the Eighties: Information Exchange and Clearinghouse Applications" (Jeff A. Stuyt); (2) "Microcomputer Applications for the Manager of the Future" (Christine Z. Howe); (3) "Computer Applications in a Therapeutic/Outdoor Recreation Setting" (Alan Ewert); (4) "Introducing the Professional Office System" (International Business Machines); (5) "Taking Computers into the Field or How Long Is Your Extension Cord?" (Thomas S. Catherall); (6) "Computer Consciousness and Leisure Services" (Karla Henderson and M. Deborah Baileschki); (7) "Computerized Instant Scheduling: 'Having Your Cake and Eating It Too'" (Brian M. Haderlie); (8) "RDECIS: A Recreation Management Decision Simulation" (Robert T. Watts); (9) "Computerized Team Sports Scheduling" (Richard Chris Duke); and (10) "Computerized Meet Scheduling Utilizing Three Variables" (Thomas T. Gushiken and Joel B. Worra). (JD)

This document is designed for use as a resource and reference guide for Air Force instructional managers who are considering the adoption or expansion of computer-assisted instruction (CAI) at some future time, and also as a decision aid for an instructional manager currently involved in the CAI decision process. The contents are intended to be helpful where CAI systems are already available to the trainers, as well as in those cases in which the adoption of CAI requires new system acquisition. The handbook is divided into five sections: (1) Introduction and History of CAI; (2) Understanding CAI; (3) Critical Factors for Adopting CAI; (4) Decision Aids for Considering the Adoption of CAI; and (5) Resources. The section on decision aids includes worksheets for use in evaluating the need for CAI, identifying configurations most closely matched to instructional needs and practices, and estimating the feasibility of initiating CAI implementation. Resources listed include a glossary, an extensive bibliography, and lists of related associations and periodicals. (THC)

The issue of equal access to and use of computers by boys and girls is reviewed and evaluated from the perspective of social studies content, skills, and goals. Material is arranged in four sections, each introduced by a topic question. The first section discusses the problem of sex equity in computer education. Results of four research studies and surveys are presented. The second section examines the causes of girls' avoidance of computers and related technologies. A male bias in the culture of computers, the educational context in which computers are used (chiefly science and mathematics classes), and peer influences are cited as the major causes of girls' avoidance. The third section places the issue of sex equity within the context of social studies education, examining the implications of unequal access to computers for future citizenship participation, career training, and the study of social roles and social stereotypes. A final section outlines what social studies teachers can do to address the problems of sex equity in computer education. A 13-citation bibliography concludes the paper. (LP)

This volume consisting of state of the art reviews, suggestions and guidelines for practitioners, and program descriptions deals with the current and potential applications of computers in the delivery of services for vocational rehabilitation (VR). Discussed first are current applications of computer technology in rehabilitative service delivery. The next chapter focuses on the potential applications of electronic mail, computerized data banks, computer-based education, distributed data processing, and decision supportive systems in VR service delivery. Also provided are suggestions for developing counselor and client information systems. The next three chapters review available computer hardware and software as well as their potential use by VR staff, present organizational approaches to planning and introducing new technology into the VR service delivery system, and suggest factors to consider before increasing the degree of automation in an existing VR delivery system. Concluding the volume are a glossary and a bibliography. Appendixes to the guide include descriptions of the Pennsylvania Bureau of Vocational Rehabilitation Automated Information System, the Occupational Information Systems, and the Oregon Issues Identification and Tracking System as well as papers dealing with computer graphics in vocational rehabilitation, uncomplicating software acquisitions, and computer acquisition and operation. (MN)

This curriculum guide is intended to train trade and industrial education students in the hands-on aspects of the occupation of data processor. Included in the guide are course outlines that address the following topics: developing job descriptions; performing power-on and power-off procedures; loading the operating systems, programs, files, and databases; running tests on programs; copying data; loading paper into a printer; changing ribbon in a printer; preparing job instructions for key operators; setting up work stations; troubleshooting equipment; correcting and recovering data; preparing printouts; terminating operations; coding applications; analyzing computer input and output; and developing documentation narratives. Each course outline contains some or all of the following: a duty; a task statement; a performance objective and performance guide; suggested learning activities; a list of recommended resources; student evaluation criteria, including answers to any evaluation questions or exercises provided; a lesson test; test answers; and attachments (including handouts, forms, and transparency masters). Appendixes to the guide include definitions of terms, a tool and equipment list, a bibliography, a duty and task list, and written evaluation questions and answers. (MN)

This book discusses computer coordinator responsibilities and suggests necessary qualifications. The need for computer coordinators is discussed and responsibilities of a building-level computer coordinator are identified to help distinguish this position from that of a computer teacher. A more detailed analysis of the types of activities that might involve a computer coordinator provides an overview of computers in instruction and discussions of the computer coordinator as a computer scientist, a learning specialist, and as a computer-integrated instruction specialist. A summary of computer coordinator responsibilities and planning and implementation is included, as well as a categorization of possible qualifications for a coordinator; a list of technical qualifications for a masters degree in computer education; discussion of the nature of many computer coordinator positions and how these are filled; an examination of some of the problems currently faced by computer coordinators; an analysis of the importance of educational goals in relation to educational computing; and interviews with six computer coordinators. Five references and two periodicals are listed, and two editorial reprints from The Computing Teacher are provided: "The Two Percent Solution" (edited) and "Back to Basics." (LMM)

Written in the form of a workshop transcript for participants to take with them, this booklet is designed to present new ideas, reinforce ideas covered in the workshop, suggest applications of workshop content, and encourage participants to use the applications. The concept of "problem" is defined; key ideas in problem solving are considered; roles of computers in problem solving and building on previous work are discussed; effective procedures for problem solving are explored; and conclusions and recommendations are presented. Exercises and debriefing activities for participants are included throughout the text, applications and activities are listed at the end of each chapter, and references are provided. A brief Guide to Active Listening is appended. Numerous humorous illustrations are inserted throughout the text. (KM)