Numerous efforts in higher education and the schools have aimed to make computing an effective tool serving the entire curriculum by helping to make the diverse fruits of academic culture available to students. Despite such efforts, however, computers have yet to prove very useful substantively in education. More often than not, what happens is that the computer becomes the object of study, not a tool for the study of some subject in depth.

We are now heading back in the old formalistic direction, with the insouciant amnesia that has become a hallmark of our educational history. Then, the slogans were "excellence," "mastery," "structure," and "discipline"; and the devices were teaching machines, programmed instruction, and new school curricula prepared by experts in the disciplines. Now, the slogans are "excellence," "basics," "minimum competences," and "standards" and the devices are television and, more particularly, the computer.

The need for some form of computer literacy has come to be accepted as an essential condition of everyday life, now that the computer has insinuated itself into our jobs, our schools, and our homes. As a result, computer-literacy education has become very big business, evidenced by the myriad of computer classes, workshops, and camps available to people of all ages. The purpose of all this training, we are told, is not to make engineers or programmers of everyone; rather, its focus is on a minimal level of instruction that will introduce the masses to the ubiquitous computer and enable them to feel “comfortable," to have “a sense of belonging in a computer-rich society."

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[1] 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.