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Abstract
The role of technology in education has mystified the contributors to Theory Into Practice (TIP) during its 50-year history. In the first issue of TIP, CitationGuba (1962) was confident that “teaching machines are here to stay” and would help education, but raised various practical concerns, such as costs, programming resources, and acceptance by the education communities. CitationHowell (1968) was confident that new technologies would change education, but not directly without educators understanding their potential and having a commitment to use them wisely. CitationCaldwell (1980) emphasized the need to reconceptualize the use of computers in education by shifting the emphasis from mere information delivery and testing systems to facilities that assist students in meaningful active learning, inquiry, and thought.
Notes
1. The research on was supported by the National Science Foundation (ITR 0325428, REESE 0633918, ALT-0834847, DRK12-0918409, DRL-1108845) and the Institute of Education Sciences (R305A080594, R305G020018). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of these funding sources.