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The role of federal policy in stimulating appropriate use of computers in elementary-secondary schools

The conventional wisdom in conceptualizing the role of federal policy in stimulating increased use of computers at the elementary-secondary level is that the federal government should focus on providing funding for the acquisition of large amounts of equipment. In addition, the argument runs that greatly increased use of technology is in the national interest in terms of improving math and science education and that such federal policy would reduce the growing disparity in availability of computers among rich and poor districts. Unfortunately, such a perspective may lead to winning the battle at the expense of losing the war. Dumping large amounts of equipment on school districts at the present time would ensure little more than that the public schools would end up in several years with large amounts of unused, obsolete equipment. The computer is such a relatively new tool in elementary-secondary schools that the culture, norms, and research evidence of the relative effectiveness of computer use have yet to be established.