ABSTRACT
Recent technological excursions in the classroom reflect not so much the use of technology in the service of education as the usurpation of education in the service of technology. While new technologies, most notably computers, are increasingly viewed as tools in the service of education, it is rarely noted that education itself is now conceived, ideally, as a tool, a sophisticated supply system of human cognitive resources, in the sendee of a computerized, technology-driven economy. Attempts to wed education to advanced technology, as in computer-based education (CBE), have not been driven, in the final analysis, by the real and pressing needs of education. Instead, forces external to education, but integral to technological development, have forged this coupling, remolding education in the process.
