ABSTRACT

That microelectronic devices and microelectronic-based techniques will affect the lives of everyone by the end of this century now seems beyond doubt. Perhaps the magnitude of the effect is less predictable: some view the changes taking place in the office, factory, shop and home as a natural extension of the process of industrialization that began over two hundred years ago, whereas others believe that the impact of microelectronics' on society will cause a revolution every bit as significant as the industrial revolution in which this country featured so prominently. Only history can decide which view is the right one. In the meantime, we should note that whereas the industrial revolution amplified and emancipated the power of human muscle, the new microelectronic technology is primarily concerned with amplifying and emancipating the power of the human mind. Up until now this has largely been the concern of our educational system, formally and informally: now, suddenly, technology is muscling in on the act. Clearly, this is a situation which our schools and colleges cannot stop, even if they might wish to do so. The essential problem, therefore, is their reaction to it: either they can view the new technology as an intrusion whose effects should be minimized, or they can view it as a rich source of new educational methodologies.