Many initiatives spurring the development and use of new computing technologies are beginning to appear in numerous higher educational settings. National recognition, the need to maintain or increase student enrollments, the increased availability of industrial grants and gifts, and persistent national forecasts of computing-skilled labor shortages are all apparent motivating reasons for the initiatives. However, in the public presentations and debates of these educational computing initiatives, a number of unsettling dilemmas appear which threaten the success of the initiatives, as well as raise the possibilities of significant social costs that may also be likely outcomes. This analysis draws upon studies of the production and consumption of computing technologies within a variety of organizations in the United States to help understand these dilemmas. Attention is directed at first to understanding some of the problems of performing analyses supporting the formulation of national computerization policies. Second, a number of fundamental barriers that impede the diffusion and adoption of new educational camputing technologies are examined. Next, a discussion of the problematic aspects of computerization policy action precedes an examination of the role government agencies may pursue to manage both the causes and consequences of computerization efforts. Last, conclusions drawn from the analysis describe the need to develop a research agenda for educational computing policy that provides strategies for confronting the fundamental barriers to large-scale educational computing projects, as well as the limitations in the supporting policy analysis.
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Difficulties in realizing large-scale educational computing projects
Scacchi, Walt
Follow ACM SIGCUE Outlook
, Volume 18 (2-4)
Association for Computing Machinery – Jan 1, 1986
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