and instruct the students on it use. For example, the proper ways to boot the computer, load the appropriate software, and use that software. This emphasis on computer literacy produced an unwanted attitude among many teachers. This approach treated the computer as something unique and special which made it a source of intimidation to may teachers who imagined their jobs being threatened by these machines. It also resulted in an often unwelcome addition of content to be accommodated in the already cluttered curriculum. However, there were a*lso teachers who viewed the computer as a novelty, and not something to be taken seriously. This was due to the computer’s own physical limitations. In the early 1980’s computers were relatively primitive compared to today’s standards. As has been stated, the Internet, e-mail, and computer networks were yet to be developed for personal computers. Indeed, even the software itself had little to no educational value. For example, this author can remember the introduction of the Apple II e into Acreman Elementary in 1985. The software that was available for the computer was mostly Word Processing, and programs such Paint Shop. Also available were a simple math program, typing tutor, and several educational games. Teachers at the school were initially impressed with the system, but that quickly wore off. For the remained of this author’s stay at Acreman, the computer was used to design banners, and posters school announcements. Our class was never taken to the computer to use it for educational purposes.In the late 1980’s there was a shift in the way computers would be treated in the modern classroom.The late 1980’s saw a growing shift towards computer integration which emphasized the curriculum and not the tool. Its proponents felt that there would be no need to add new objectives; the existing ones would instead be enhanced and students would learn n...
