Related to this is a call for better procedures for evaluating computer-assisted instruction software and software evaluation databases that are accessible to individuals. Literature in this area is directed both at professional specialists within the field of educational technology and at individuals who teach. Much of the literature discusses the use of computers and microcomputers by classroom teachers, and it emphasizes the need for teacher training in the area of information technology rather than educational technology or library instruction. This subtle difference is indicative of the gradual blending of educational media and technology with library and information science in the elementary and secondary schools. Interest in distance education is stimulated in part by concerns over equity of access in the face of shortages of qualified elementary and secondary school teachers.
Distance education offers practicable solutions to shortages of resources and teaching personnel.
To prepare material for delivery requires a systematic approach to instructional design and a concern for the individual student rather than for group teaching. Elementary schools use their micros primarily to supplement lessons with basic skills exercises and opportunities for drill and practice. Teachers express interest in having publishers develop software that teaches problem-solving skills and higher order thinking skills. While the literature reflects the growing enthusiasm for school computer use, it also shows continuing criticism of software quality. The apparent preoccupation of educators with computers often overshadows the increasing interest in telecommunications and video.