Part I

Two major obstacles are responsible for the delay in getting good educational software into schools. First, software implementation is a complex process that many schools are simply not prepared to un-dertake. Second, there is very little empirical re-search available on the specific factors that make educational software effective, leaving it extremely difficult to separate good from poor quality soft-ware. We will describe a basic plan for implement-ing educational software into classrooms, incorpo-rating a research design that permits educational researchers to measure the effectiveness of the soft-ware. Part I of this series of two articles presents a basic plan for implementing educational software into classrooms. Part II, to appear next month, ex