Abstract
The introduction of computer technology into the agricultural economics classroom is not a recent phenomenon. Babb and Eisgruber's 1966 book, Management Games for Teaching and Research, outlines the use of computerized management games for classroom applications. The computer has been a part of agricultural economics teaching activities for fifteen years in several schools across the United States. Why, then, this sudden increase in awareness and interest in the impact of computer technology in the profession? Three reasons come to mind. They are (a) the availability of computers, (b) the need and/or demand for computer skills by employers of agricultural economics students, and (c) increased computer capabilities for classroom activities.
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