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Includes "Foreword" (O'Connor, Fidoten); "Organizational and End-User Information Systems (OEIS)" (Regan); "Curriculum Development" (Bronner); "OEIS Model Curriculum" (O'Connor); "OEIS Model Curriculum: A Template for Implementation" (Moses, Rehwaldt); "Status of Model Curricula Development" (Caouette, Lutz); "Training in Industry and Education" (Hart, Morris, Cochrane); and "Business Process Redesign (Reengineering) Directions for the Next Century" (Regan, Hunt). (SK)

This case study reports on the design and implementation of an experimental summer program aimed at introducing undergraduates to research in computer science. A research component added to a regular course on human-computer interaction based on the summer program is described, and recommendations for providing undergraduate research experience are included. (LRW)

Discussion of performance assessment focuses on a study that was part of the International Evaluation of Achievement of computer education that tested students in grades 8 and 11 on word processing performance tasks. Results are examined to determine the useability, reliability, and validity of the process. (eight references) (LRW)

Examines possible reasons for a gender bias toward males and against females studying computing at the secondary school level in Scotland. Recommendations for improvement are provided for the following areas: (1) access to the curriculum, (2) course design, (3) teachers' attitudes and teaching styles, (4) language, (5) assessment issues, and (6) the role of technology. (GR)

Considers barriers which inhibit the development of information technology in Latin America and the Caribbean. Highlights include research in science and technology; the publishing industry; information transfer; indigenous database development; and options for developing countries, including national information policies, computer education, and links between users and researchers. (Contains 28 references.) (LRW)

Describes the design, implementation, and evaluation of a computer-assisted learning (CAL) package called CLEM (CORE Learning Environment for Modula-2) that was developed in Great Britain for teaching the Modula-2 programming language to first-year college students. Topics discussed include interactivity, flexibility, ease of use, student assessment, and impact on student performance. (Contains 11 references.) (LRW)

Describes experiences with computer-mediated communication (CMC) in a postgraduate information systems course at Central Queensland University (Australia). Highlights include a description of a case study discussion via electronic mail; use by off-campus students; examples of CMC interactions; responses to a student survey, including student attitudes; and future directions. (Contains 17 references.) (LRW)

Discusses computational tools for learning programming and describes a system that was developed to help university students acquire the capability to model computational problems independently of a specific programming language. User-system interaction is explained; and system architecture is described, including specification acquisition, a reasoning mechanism, and a direct implementation component. (30 references) (LRW)

Discussion of how to teach programming skills to novice programmers focuses on the use of a program animator that uses a copies model of recursion to teach the recursive function. Various mental models are reviewed; testing the recursion animator is described; and possibilities for further research are suggested. (12 references) (LRW)

Discusses issues concerning women in computer science education, and in the workplace, and sex bias in the computer science curriculum. Concludes that computing environment has not improved for women over last 20 years. Warns that, although number of white males entering college is declining, need for scientists and engineers is not. (NB)

Computer literacy education has become popular in today's society. This article suggests that computer literacy is unimportant and discusses the enormous appeal of computer literacy despite its unimportance. This phenomenon is shown as an ideological campaign rather than as education. (DF)

Public libraries have vital role to play in introducing computer technology through provision of equipment, programs, and elementary instruction to users of all ages. Creative and resourceful approaches to budgeting and establishing policies and procedures will be required. Canadian public libraries (Oakville, Etobicoke, Aurora, Toronto) provide examples of established programs. (EJS)

Computers present a problem for mathematics teachers that may be solved through teacher education programs. Classroom teachers should be competent in programing languages, exploring software, and understanding the emphasis of computers in the mathematics curriculum. (DF)

This essay discusses the human, social, and political problems associated with the introduction of new information technologies and computer education into existing schools and indicates 10 choices which face educational policy-makers. Teacher training, availability of software, necessary hardware, the role of higher education, and national policy are included. (EJS)

A series of articles about the state of business education, which (1) appeals to business educators to be responsible for computer education; (2) focuses on the role of business education in preparing teachers of machine dictation and transcription; (3) suggests ways to revitalize the curriculum; and (4) challenges teacher educators to return to teaching to get practical experience. (JOW)