Despite a history of achieving only marginal benefits from using technology in education, many schools and other educational organizations are investing heavily in computer technology. This paper examines common criticisms of educational computer use, considers how society and schools have reacted to previous technological trends, and outlines relationships between diverse approaches to computer use and the ensuing outcomes that can be expected. Two approaches to media use, representational and generative, are described in an attempt to identify instructional approaches that improve educational quality.
All Science Journal Classification (ASJC) codes
- Arts and Humanities (miscellaneous)
- Human-Computer Interaction