Abstract
In less than a decade, we have progressed from the rare situation of a school system having its own microcomputer to at least 85 percent of the schools in the United States having one or more microcomputers (Becker 1983). Although empirical studies supporting successful uses of microcomputers to supplement classroom instruction appear in the literature (e.g., Bradley [1982]; McDermott and Watkins [1983]; Ragosta, Holland and Jamison [1982]; Vacc [in press]), effective use of this new technology to assist with classroom instruction remains a concern. A major problem is inadequate available software. More than 90 percent of the educational computer programs reviewed by classroom teachers hired by a National Education Association foundation were found to be unacceptable (“Flunked Software” 1984), as were 95 percent of the language-arts software reviewed by subject-area leaders attending a meeting of the Association for Supervision and Curriculum Development (Otto 1984).
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