ABSTRACT
It is no simple matter to look beyond preconceptions to see what happens when computers are used in education. Perceptions are shaped by values, and just as in paleontology, there are practical limitations to obtaining evidence. The process of adopting a computer-based innovation is often a gradual one, so that characterizing the use of the innovation requires long-term study. The relevant variables are often unknown in the beginning. And much of what children learn, especially with significant innovations, is not captured by standard assessment techniques, so that new methods of evaluation must be developed.
