ABSTRACT
By 1994, the Office of Technology Assessment predicts that more than 4,000,000 microcomputers will be in the schools. In each of the last 10 years, computing technologies and uses of these technologies have increased in the public school setting (Becker, 1986). Approximately one-fourth of high school science teachers use computers; however, the pattern of use is low at all grade levels and in all subject areas. Surveys conducted by Lehman (1985), Becker (1986), Weiss (1987), and National Science Teachers Association (1987) have shown that most science educational software in use is drill and practice, followed by tutorials, programming, and word processing. Information from these most recent surveys on current uses of microcomputers and software indicated that computer-using teachers perceived that student motivation, student-student cooperation, student independence, and opportunities for high-ability students all increased when using microcomputers (Becker, 1987). Clearly, the appropriate use of microcomputers and educational software can result in desirable cognitive and affective learning outcomes for our science students that are consistent with current goals in science education (National Science Teachers Association, 1989). The challenge for science teachers at all levels becomes one of synthesizing educational technologies and effective instructional strategies to provide optimal learning experiences for all students.
