The instructional response to microcomputers has been uneven due to two unresolved pedagogical issues surrounding software: (1) we do not know how to use software to integrate and extend the economics curriculum, and (2) we do not know how to structure software instruction to support different ways students learn. To address these issues requires a much clearer link between software design and instructional efficacy and a much better understanding of student learning styles. Keywords: computer-assisted instruction, learning effectiveness, learning styles, microcomputer, software, teaching effectiveness.
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