ABSTRACT
For the past 30 years, the computer revolution in education has been eagerly anticipated, but never realized (Cuban, 2001). As the cost of computers has decreased and as computers have become commonplace in homes and businesses, the numbers of computers in America's schools have steadily grown, with a 1998 estimate of 69 computers in every elementary school (see Becker, 2001). Yet computers remain largely separate from core instruction in classrooms. They are typically used by students for word processing, enrichment, skill practice, remediation, or reference, all applications that have little role for the teacher (Becker & Ravitz, 2001).
