Abstract
Whether or not to integrate computers into curriculum is currently the subject of some debate amongst educators in general ( Amos, 1998 ; Bennett, 1996 ; Chandler, 1995 ; Postman, 1993 ; Robertson, 1998 ). For adult literacy practitioners in particular, the issue is an especially crucial one and for several reasons, not the least of which involves resource concerns. This paper discusses various factors surrounding this issue and identifies the need for a curriculum deliberation process in Canadian adult literacy.
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