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This paper discusses educational technology and the structural changes that society must make to accommodate it. The paper begins by examining technology trends, including the exponential rate of change in the information industry, the growing ubiquitousness of computers, inequities in U.S. schools, and technology characteristics (e.g., the open source movement and globalization). Dreams of transformed education are then considered. These consist of: new tools, including literacy tools, design tools, tools for concepts, tool scaffolding, and the new textbook; and online courses, including online courses for students, online courses for teachers, and metacourses (i.e., online courses about online courses). It is concluded that schools need to undertake major changes to fully exploit technology. Includes an author biography. (MES)

This article looks at ways technologies are likely to change education as a whole and then discusses what implications this has for students with disabilities. Five applications to watch are identified and include enhanced literacy education, conceptual math and science, scaffolding and universal design, online courses, and new dissemination channels. (CR)

This study analyzed the extent to which oppportunities created by computer technology addresses the needs in school science and mathematics instruction and determined what the appropriate microcomputer responses might be to those needs. Information was gathered by obtaining descriptions of most available software; reviewing published software evaluations, grant-supported software development projects, and a broad selection of software; and by consulting experts in the field, school personnel, and software developers. Findings are reported as they relate to the state-of-the-art (considering software development, availability, topic coverage, evaluation, information dissemination, and acquisition and use) and to software potential (examining software for increasing learning, for greater achievement, and for improved teaching productivity and reduced costs). Three findings are these: although software development is expensive and risky, software production is high; schools allocate inadequate resources for software acquisition; and software can increase the range of science and mathematics successfully covered. Recommendations based on these and other findings focus on teacher training and support, software development (particularly software that promotes problem-solving skills), classroom implementation, research, and ways to disseminate information about software (such as microcomputer resource centers and software reviews). The report concludes with an extensive bibliography followed by three appendixes: (1) a list of names and addresses of math and science software vendors, (2) a paper by Harold G. Peters entitled "The Future of Computers in Science Education: An Imaginary Dialogue," and a directory of sources of software information. (JN)

Recent technological advances and new software packages put unprecedented power for experimenting and theory-building in the hands of students at all levels. Microcomputer-based laboratory (MBL) and model-solving tools illustrate the educational potential of the technology. These tools include modeling software and three MBL packages (which are described in this paper): (1) The Bank Street Laboratory, a large hardware, print, and software package which enables students to perform a wide variety of experiments involving light, temperature, and sound; (2) Exploring Heat, an MBL unit developed with special attention to the needs of mildly learning disabled late elementary school students; and (3) Experiments in Chemistry, a secondary/college-level package for recording, graphing, and analyzing pH, electromotive force, and temperature data. MBL and dynamic modeling software are important to science education because they complement each other. In addition, students do science, activities become more student-centered, and software has applicability to many grade levels. Extensive in-class testing shows that the desirable characteristics for the successful educational use of both MBL and dynamic modeling software include ease of use, fast feedback, the computer's computational ability, and use of graphical output. (JN)

Reviews all netcourses for teachers in mathematics and science, highlights the advantages of netcourses, and discusses the differences between conventional and network-based courses. Uses this analysis to predict the early emergence of netcourses for the professional development of teachers. (12 references) (JRH)

Describes the hands-on learning approach and materials developed by TERC (formerly Technology Education Research Centers) for teaching science and mathematics to elementary and secondary students, including software for microcomputer-based labs, networked learning, and data analysis; teacher training workshops and curriculum development tools; and playground equipment that facilitates the learning of elementary physics. (19 references) (KRN)

The 3-month study of the role of microcomputers in schools described in this report focuses on the six New England States and New York State. The report covers (1) instructional software available for the most frequently used microprocessors (including samples from several regions); (2) production of a resource listing of instructional courseware according to computer type, program language, grade level, objectives of the instructional program, location, cost, and source (see appendices for software bibliography); (3) examples of current school applications and the roles of microprocessors within the seven participating states; (4) identification of at least 10 locations where schools have successfully integrated the use of "personal computers" in the K-12 curriculum; (5) identification of policies or program procedures being used by various states to control or assist in the purchase of hardware; and (6) the development of a data bank of educational software and user evaluations of software on a commercial time-shared system. Included in the appendices are a software bibliography, a description of hardware available to schools, sample programs, addresses of organizations concerned with microcomputers and education, state survey reports, and program listings. (BK)

Discusses the nature of electronic spreadsheets and their educational applications. These applications focus on rule guessing, functions, the binomial series, slopes, functions of functions, difference equations, simultaneous equations, and two-dimensional fields. (JN)

The game paddle inputs of Apple microcomputers provide a simple way to get laboratory measurements into the computer. Discusses these game paddles and the necessary interface software. Includes schematics for Apple built-in paddle electronics, TRS-80 game paddle I/O, Commodore circuit for user port, and bus interface for Sinclair/Timex, Commodore, and TI99/4A. (JN)

Describes "Experiments in Chemistry," in which experiments are performed using software and hardware interfaced to the Apple microcomputer's game paddle port. Experiments include temperature, pH electrode, and EMF (cell potential determinations, oxidation-reduction titrations, and precipitation titrations) investigations. (JN)

Discusses trends and changes in hardware production. For example Sinclair/Timex has stopped mass marketing its computers while others (such as the IBM junior) has finally made its appearance. Strongly advises schools to re-evaluate their hardware purchasing programs in light of these and other changes. (JN)