ABSTRACT
By its nature, technology changes constantly. Technology in education is no different. At the time the original version of this chapter was prepared, the Internet was still the exclusive province of academic and a few educational enthusiasts; distance education was a clumsy congeries of TV broadcasts, correspondence, and the occasional e-mail discussion group; discussions of inequalities in howeducational technologywas used focused mostly on the mechanics of distribution of and access to hardware; perhaps most saliently, the developing wave of constructivist notions about education had not yet extended far into the examination of technology itself.
