Abstract
Almost exactly 20 years ago, UNESCO's International Institute for Educational Planning (IIEP) launched a series of studies on the main general theme of the new educational media [1 ]. Over 20 specific cases of what today we would call use of new technologies in education (though not new information technologies) were investigated ranging from educational radio in Thailand to airborne instructional television in the United States and Telescuola in Italy. Although the conclusions of most studies prepared and of the overall summary report were careful not to raise too many hopes, and insisted on several conditions necessary in order to make new media and technologies educationally effective, the findings of the project were in general optimistic. The following quotation [2] expresses what might be considered the 'general philosophy' of this project:
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