At this point in the "computer revolution" one can do little more than speculate concerning the long-term benefits or detriments that may accompany the extensive use of computers in education.
No one doubts that computers will play a rapidly increasing role in education. And almost no one doubts that this will be a great boon for students and teachers. But this rush to computerize the classroom has bypassed the basic question: In what areas can computers help and in what areas could the use of computers prove counterproductive? Just what is the proper place of computers in education?
The author discusses computers and the promised revolution in education attendant on the arrival of a promised computer culture. The author wants to expose the utopian fantasies inherent in all talk of computers revolutionizing education and is firmly opposed to the introduction of the computer as a technological device oriented toward changing the very tradition of education.
This article explores how and why the American news media has propagated the belief that computer literacy warrants inclusion in the national educational curriculum.
This project presents a plan for developing and establishing an experimental program of correspondence education in the American Museum of Natural History.
This article will consider briefly some of the legitimate ways in which supervised correspondence study may be used.
There has been no study that has brought out the inadequacy of the small high school more clearly than the study made by Dr. John Rufi of certain high schools in Pennsylvania.
In this commentary, we share what we learned from the experience of having our massive open online course (MOOC) made into a blended course by learners across the globe.