Argues that, though many schools have the technological infrastructure required to keep up with advances in educational technology, many of them do not know what to do with it. Suggests that educators define what they want to accomplish and try it out with pilot projects using equipment already available. (NB)

Suggests ways for educational institutions to avoid wasting money on software, including: (1) training staff properly; (2) considering the total costs of owning and maintaining software before purchasing it; and (3) finding out if the software will run properly on the school's hardware and network. Asserts that all of the hardware, connections,…

Addresses the issue of how teachers can conduct more efficient Internet searches in order to find sites that are unbiased, reliable, and accurate. Presents the MarcoPolo Project, a partnership among seven leading educational institutions, as a service that provides teachers with credible content through an easy-to-use Web interface. (NB)

Reviews four key areas of funding development that can be enhanced through Internet use: communication, in particular E-mail; networking through listservs and mailing lists; research, using search engines such as Alta Vista; and promotion, through the creation of Web sites. (JDI)

Discusses the role which computers can play in Catholic education, describing the importance of emerging technologies such as CD-ROM, electronic mail, teleconferencing, and computer networks. Indicates that, in spite of possible financial difficulties, schools should set aside funding for educational computer programming to ensure that students…

Describes the Connections Program at the Catholic University of America, in Washington, D.C., which helps high school students become acquainted with science and technology. Indicates that the program provides participating schools with computing and networking capabilities, allowing them to integrate computer technology into the curriculum. (AJL)

Describes the development of a technology infrastructure at a Catholic school in southeast Dallas. The plan consisted of four phases: (1) updating the computer lab; (2) updating the office and administration; (3) introducing networking and e-mail into the classrooms; and (4) adding Internet access. An advisory council and family members…

Identifies five stages of technology integration in education: (1) obtaining software, hardware, and peripherals; (2) coordinating classroom activities with new technologies; (3) learning how to use the technology; (4) achieving success; and (5) planning for the future. Suggests teachers need more time to reflect on and practice new technologies,…

Describes a value-oriented computer game called "The Healer," which focuses on healing one's enemies and the environment, while maintaining sufficient life force to achieve these objectives. Stresses that collaboration between students and teachers can result in computer programs that are value-driven, appealing to students, and useful…

Discusses the increasing need for technology-based learning within the realm of Catholic education. Poses questions to help the planning and implementation process, including: (1) how does the learning environment amplify the sense of community? and (2) how does technology support the experience of community? (CJW)

Assesses schools' increasing dependence on the videocassette recorder (VCR) as a means by which educational programs, whether originally on film or television, are used in the classroom. Summarizes survey results on the use of educational media in schools during 1982-83. Addresses cost factors and lists video distributors. (DMM)

Argues that developing a long-range educational technology plan requires a network that can support all future technology purchases a school might make. Suggests identifying a consultant to develop a systems blueprint, and presents specific recommendations, including building a wiring closet, checking conduit size, and utilizing a team approach to…

Highlights the microcomputer skills and competencies needed by preservice and inservice teachers (e.g., the ability to select and evaluate software; use computers to revise and edit lesson plans, write to parents, keep records, and prepare tests; access databases; and assume the role of instructional computing coordinator). Lists available…