Abstract:
In 1985, I had the opportunity to visit, across four states of Australia, twenty primary schools interested in using computers as part of the school curriculum. In eighteen of these schools the children had been using computers for a year or more; in two, although they were interested in utilising computers they were still at the early stage of deciding what computer to buy. Discussions with the teachers who were already involved led me to the realisation that there are differing viewpoints about many of the issues. In this climate it is very difficult for the schools just entering into the field to make the best decisions about some of the fundamental issues involved.
Journal issue: