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Microcomputers have become fixtures in most schools. It would be a rare elementary, middle, or high school which did not have a microcomputer lab, and many teachers now have at least one micro available in the classroom itself. With the proliferation of the microcomputer and its attendant software have come many potential uses in content areas (Blanchard & Mason, 1985). Vocabulary instruction is perhaps one of the most accessible and versatile areas in which the microcomputer can be a significant adjunct to content teaching.

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