For nearly three decades, I have written about teacher and student access to, and instructional use of, computers in schools. In those articles and books, I have been skeptical of vendors’ and promoters’ claims about how these ever-changing electronic devices will transform age-graded schools and conventional teaching and learning.
Predictions about future use of computers are often made by projecting existing trends into the next decade. This tactic embraces a conservative view of the future since it is rooted in the here-and-now. And that is what I do.