“An examination of computer use in schools today reveals that students’ interactions with computers are largely teacher-directed, workbook-oriented, for limited periods of time, and confined to learning about the machines themselves or about programming languages. Further, computers are located in separate labs and are not integrated into the standard curriculum. “Doing computer” in school is thought of as an exciting activity in and of itself. This separation is reflected in the often asked question: “Does what children learn with the computer transfer to other work?” The present separation of computers from other curricular areas is reflected too in arguments about whether computers might even be bad for children.”
Papert, S. & Frantz, S. (1988). Computer as Material – Messing About with Time in The Teachers College Record. Spring 1988 (Volume 89, Number 3). NY.
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