About a century ago, electronic technologies entered the classroom. The hype surrounding each promised that teachers would have access to the world beyond the classroom and the library. Teachers would have engaging tools that turn on students to what had to be learned. And students would be able to learn more, faster, and better.

The policy question driving these entertainment-oriented devices was: How can these new media help teachers do better what they ordinarily do in conveying to students new knowledge and skills?

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