Instructional Technologies in Schools

Abstract

Abstract Some predictions made by the author 20 years ago, in the first issue of Computers in the Schools, are revisited. The author explains how he didn't see some trends that developed and how he predicted things that never came to pass. A distinction is made between empirical and ideological arguments for using technology in the schools. Numerous problems associated with relying on empirical evidence to make the case for educational technology are iterated. Ideology, not empirical evidence, drives most of the debate on whether technology can improve teaching and learning, and various ideologies are discussed.