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Computer Pedagogy? Questions Concerning the New Educational Technology

At this point in the “computer revolution” one can do little more than speculate concerning the long-term benefits or detriments that may accompany the extensive use of computers in education. Yet if we are to use this technology responsibly we must not hesitate to frame critical pedagogical and ethical questions concerning the use of this or, indeed, of any new technology in education. Few things are more important for our future than the education of the young, yet in our rush to embrace a new fad we risk overlooking the longterm deleterious effects of what may appear to be a harmless or progressive new technology. I wish to ask a few of what seem to me to be the most significant questions regarding computer-based instruction or education. Yet any such set of questions must be based, explicitly or implicitly, on one’s view of the child and its maturation, emotional and volitional as well as intellectual. In attempting to pose a set of questions responsibly, I will makeexplicit the theoretical framework from which they arise. This article, therefore, falls into two parts. The first summarizes those elements of developmental psychology* that will later, in the second part, act as the matrix within which we may develop questions. The answers, the real answers, must await sensitive and careful research. But then should we not submit each of our educational initiatives to systematic theoretical and empirical scrutiny?