Abstract
Since the introduction of the use of computers in education in the 1960s, its terminology has continuously evolved. Some contributors to the new field adopted the term computer assisted instruction for a specific approach, either focusing on a type of program or a type of instructional process. Also related terms are being used, such as computer-based instruction, computer-based education and computer assisted learning. Often these terms focus on a broader conceptualization of different kinds of computer use in education. Watson (1994), for instance, used the term computer assisted learning for the whole variety of ways in which the computer is used for learning. The rather confusing terminology is partly due to rapid technological changes. At the introduction of computers in education big mainframe computers were still in use. Computers were conceived as being able to realize programmed instruction and to replace teachers. At the start of the 21st century computers are personal and networked. Particularly the increasing integration of computers with communication systems and with audio and video technology changes the potential for education. Due to the enormous impact of ICT our society is in transition towards an information society. The term computer technology is replaced by information technology [IT] (in North America) or information and communication technology [ICT] (in Europe). The latter term — ICT — will be used throughout this chapter.
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Voogt, J. (2004). Consequences of ICT for Aims, Contents, Processes, and Environments of Learning. In: Curriculum Landscapes and Trends. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1205-7_13
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DOI: https://doi.org/10.1007/978-94-017-1205-7_13
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