ABSTRACT
Computer education has had more than its share of trendy, fashionable applications. Most of these have failed to live up to the unreasonable expectations set up by well-meaning advocates who indulged in extravagant claims concerning benefits to be derived. A less exotic example of this cultural phenomenon within the subculture of schooling, is the chalkboard. The chalkboard has acquired such subcultural momentum that no one asks principals or teachers whether or not they need one. When schools are built, they are included without debate-seemingly without thought. Hardware is another difficult problem. Most multimedia, interactive multimedia, or hypermedia presentations run only on relatively sophisticated hardware. In general, the schools do not have such equipment, and still rely heavily on first generation computers.
