ABSTRACT
Computers and instructional technology hold remarkable promise for the work of teachers. Despite this fact, their implementation and use in the schools over the last twenty-five years has involved a great deal of trial and error. During the late 1970s and much of the 1980s, there was often more emphasis on using the technology for its own sake, than actually using it as a tool to support and improve instruction. This was an exploratory period. Educators were learning the basics about computers and how they might be helpful in their work in the classroom.
