If the computer is so powerful a resource that it can be programmed to simulate the instructional process, shouldn’t we be teaching our students mastery of this powerful intellectual tool? Is it enough that a student be the subject of computer administered instruction—the end-user of a new technology? Or should his education also include learning to use the computer (1) to get information in the social sciences from a large database inquiry system, or (2) to simulate an ecological system, or (3) to solve problems by using algorithms, or (4) to acquire laboratory data and analyze it, or (5) to represent textual information for editing and analysis, or (6) to represent musical information for analysis, or (7) to create and process graphical information? These uses of computers in education cause students to become masters of computing, not merely its subjects.
"Should the computer teach the student, or vice-versa?" Originally a 1972 talk. In The Computer in School: Tutor, Tool, Tutee New York: Teachers College Press, 1980. Repr. Contemporary Issues in Technology and Teacher Education, 2(3), 389-396. Posted online at http://www.citejournal.org/vol2/iss3/seminal/seminalarticle1.pdf, accessed 20120417.