This book provides an introduction to using a computer for Computer-Assisted Instruction (CAI) and Computer-Managed Instruction (CMI). In the Preface the authors state that the goal of the book is "to provide a classroom teacher with a systematic approach to the design of educational materials for the microcomputer." Notwithstanding some minor reservations discussed below, they have accomplished their goal.

A brief summary of each chapter follows. Chapter 1 provides a good, unintimidating, factual introduction to computers in geneal and microcomputers in particular. Chapter 2 discusses the potential of the computer for CAI, CMI, and some adjunct classroom roles. Though it was good at getting across and stimulating ideas, the chapter could have used more examples. It would have been useful for the authors to distinguish between the potential for using the computer in the classroom to deliver lessions to the class and using it in the laboratory to deliver lessons to an indivdual. In Chapter 3 the authors introduce their systematic framework for developing instructional materials for the computer. The emphasis on proceding the programming and the running of the program with instructional design is consistent with what we know about effective computer application design. Chapter 4 presents the first phase of instructional design, defining lesson purpose. Instructional goals, lesson objectives, and learning maps, taken from traditional teaching methods, are discussed in light of the courseware development required in CAI. Chapter 5 discusses objective-referenced tests, comparing one student’s performance with one objective, and the validity, reliability, and performance levels for these tests. Chapter 6 presents the third phase of instructional development, the processes of instruction. Achieving efficiency and effectiveness of a lesson is explained. An example lesson using the framework developed in Chapters 3-6 is presented in Chapter 7. Learning theory provides the basis for the expansion of the framework presented in Chapter 8. Chapter 9 discusses the three functional elements of CMI: giving tests, recording performance, and diagnosing performance and prescribing instructional activities. This chapter also discusses the integration of CMI and CAI. Chapter 10 presents a sample CMI system. The novice reader will have trouble distinguishing what part of this example would be the responsibility of the instructor and what could be part of an authoring system. Chapter 11 reviews programming and language alternatives. It is perhaps not heavy-handed enough in warning against "recreating the wheel." Chapter 12 provides a comprehensive method for evaluating completed or developing courseware.

My overall impressions of this book are quite positive. It is very well laid out and quite readable. Each chapter begins with an instructional content containing chapter goals and objectives and a knowledge prerequisite section suggesting the background necessary to effectively read each chapter. Each concludes with a good summary. These features permit an efficient reading of the book.

Except for a few pages in Chapter 1 explaining microcomputers, this book is not about the classroom microcomputer. The concepts presented can be applied in any computerized learning environment. It might be true that micros are being used extensively for CAI and CMI, but it is not necessary that a micro be used for such purposes. Thus, it is not necessary that a reader intend to use a micro for instruction to find this book useful.

The books’s real strength is the authors’ insistence that learning objectives and lesson design be considered and concluded prior to any programming work. Any instructor not prepared to know and recognize the importance of this will not get much out of this book since the book stops short of how to program the lessons.