ABSTRACT
This paper argues against a dominating design philosophy of CAL: the attempt to replace the teacher with technology. This is an example of the wider societal process of deskilling and recent research in CAL and allied areas suggests that it may be counterproductive if improved teaching and learning is the goal. In developing CAL packages for use in higher education teaching we need to identify what teachers are good at: giving lectures, explaining complex ideas, communicating with large numbers of people, having in-depth knowledge of specific areas. CAL should be used to enhance these skills by providing flexible learning tools rather than seeking to replace or deskill them.
