Computers and instruction: Implications of the rising tide of criticism for reading education

Abstract

As the implications of computer applications in reading education have become clear, an increasing variety of objections have been raised. Computers were initially uncritically accepted in classrooms due to a popular misunderstanding of their potential. Lack of theoretical and research knowledge about the reading process on the part of school administrators contributed to the confusion in initial introduction of computers into reading instruction. In fact, many of the reasons used to support computer‐based education have no basis in fact. This article surveys a variety of criticisms targeted toward some aspects of computer‐based instruction in reading in an effort to direct attention to the beneficial implications of computers in the classroom.