Abstract
It has become part of accepted educational wisdom that the computer by itself cannot fundamentally change either what is learned or how, and that issues of learning and teaching are dependent on more than the simple presence of the computer in the learning situation. This does not prevent a substantial majority of educational research from treating the computer as a thing-to-be-researched, or policy makers from viewing the mere provision of hardware as a determinant of educational change.
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© 1996 Kluwer Academic Publishers
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Noss, R., Hoyles, C. (1996). Tools and Technologies. In: Windows on Mathematical Meanings. Mathematics Education Library, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1696-8_3
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DOI: https://doi.org/10.1007/978-94-009-1696-8_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-4074-4
Online ISBN: 978-94-009-1696-8
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