ABSTRACT
School experience, Dewey (1916) argued at the turn of the last century, should weave into its very fabric the values, social order, and processes it seeks to impart and not merely teach about these processes. That is, students do not need to hear about how technology can change the world. Nor should schools focus on narrow approaches to computer literacy that teach about computer mechanics. What schools need to do is help students develop both social and intellectual skills necessary to use these machines to their potential. Students acquire these skills through experience and not lectures, through cooperation not isolation.
