Discussions of the status of information and communications technology (ICT) in U.S. schools over the past couple of decades too often have had the character of attempts to convince others that ICT has been successful or to argue that it has failed. Just as opponents of the use of ICT often overstate the irrelevance, waste, or harm from the use of ICT in schools, proponents often overstate the positive consequences that have accrued from the use of computers and other technologies in education.

Many of the highly dedicated and capable people who work with


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