Computer integration in the curriculum: promises and problems

This discussion of the integration of computers into the curriculum begins by r "viewing the results of several surveys conducted in the Netherlands and the United States which provide insight into the problems encountered by schools and teachers when introducing computers in education. Case studies of three secondary and two elementary schools in the Netherlands are then presented. The discussion of these studies leads to the conclusion that there are two important types of problems in addition to those usually cited: lack of teacher involvement; and difficulty in integrating available software into usual classroom practice. Implementation strategies drawn from the literature on educational change are discussed, and a recently developed conceptual plan for the implementation of new information technology in the Ontario (Canada) schools is described, with the focus on implications for designers of courseware. Twenty-three references are listed. (MES) ***************************************************************g******* Reproductions supplied by EDRS are the best that can be made from the original document. ***************************************************************g******* U.S. DEPARTMENT OF EDUCATION Office 01 Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ATrus document has been reproduced as reCenred frOm the demon or organization originating it C, Minor changes have been made to improve reproduction duality Points of view°, opinions stated in this docu ment do not necessarily represent official OERI position or policy Computer integration in the curriculum: promises and problems Tjeerd Plomp and Jan J.H. van den Akker University of Twente Department of Education