By P. R. Smith
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Extra resources for Advances in Computer Assisted Learning. Selected Proceedings from the CAL 85 Symposium
5) Applicability of programs to the curriculum A concern often expressed by teachers relates to the fragmented approach to the use of microcomputers in the educational setting. Hofmeister emphasised the need for highly co-ordinated software which may reduce such fragmentation, provided the curriculum material is not out of sequence with the regular curriculum. The use of additional materials can help to reinforce the skills introduced in microcomputer programs and can be used to provide information not covered in the content of the programs but necessary to complement the existing school curriculum.
Technol. p. 9 (Jan. 1983). 4. Steffin S. , A suggested model for establishing the validity of computer-assisted instructional materials. Educ. Technol. pp. 20-22 (Jan. 1983). 5. Steinberg E. , Reviewing the instructional effectiveness of computer courseware. Educ. Technol. pp. 17-19 (Jan. 1983). 6. Hannaford A. , Microcomputer software for the handicapped; development and evaluation. Exceptional Children 49, 137-142 (1982). 7. , Watt D. and Weiner C , Practical Guide to Computers in Education, pp.
10, N o . 1, pp. 00 Pergamon Press Ltd DESIGNING MICROCOMPUTER PROGRAMS FOR DISABLED STUDENTS DENISE L . O. A. 5009, Australia Abstract—The microcomputer can be used by disabled students both as a communication device and a learning tool. The potential advantages of this new technology have been somewhat offset however, by the paucity of commercial software which complements the school curriculum and provides for the needs of the disabled. This paper identifies factors which need to be considered when evaluating software to be used in instructional settings and describes additional criteria which must be considered in the evaluation of software to be used by disabled students.
Advances in Computer Assisted Learning. Selected Proceedings from the CAL 85 Symposium by P. R. Smith