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Abstract
This paper contains guidelines for setting up instructional computing and computer literacy programs in schools and colleges. Consideration will be given to typical problems. Decision making strategies with respect to planning, modes of computer use, hardware selection, hidden costs, conceptual and physical location of computers, and faculty development will be discussed.
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Notes on contributors
Frederick H. Bell
Frederick H. Bell earned a B.S. degree in mathematics education from Clarion State College, Clarion, Pennsylvania, in 1959, a M.S. degree in mathematics from Kent State University in 1961 and a Ph.D. degree in mathematics education from Cornell University, with most of his course work being in mathematics and computer science. Since 1970, he has been director of mathematics education programs in the School of Education at the University of Pittsburgh, where he is also a professor of mathematics education.