Chapter 2: R_X For The 80S: Microcomputers and Problem Solving

The simultaneous increase in capacity with reduction of cost has led to a virtual computer revolution. For public schools and for the nation as a whole this revolution represents an opportunity to involve computers in education. There is serious doubt, however, as to whether we can seize this opportunity or whether, as with educational television, the opportunity will be wholly or partly wasted. One authority (Molnar, 1978–79) refers to the present situation as “The next great crisis in American education.”

We can take it as a given that modern computing has the potential to drastically alter and improve the way we do many things and is especially relevant to the issue of productivity (Molnar, 1980). We can take it as given that computers will affect the life of every individual indirectly and, increasingly, individuals will have direct interaction with computers or computer guided systems on the job. We can take it as given, that the computer can be used to improve instruction and dramatically increase the productivity of teachers. Computers will be the “manipulatives” of the “new” math of the 1980s.