Abstract
AbstractThis article comments on how the core idea of the computer as an assistant to teaching and learning became reconfigured through changing technologies, pedagogies and educational cultures. Early influential researchers in computer assisted learning (CAL) made strong but differing links to theories and representations of learning, showing a relevance to pedagogy through innovative projects. Amid controversy, the educational potential of CAL became recognized and hardware–software developments stimulated the involvement of teachers in shaping applications and practices within contexts that favoured a constructivist student focus. Further advances in technology gave students greater autonomy in the style and management of learning, and enabled CAL to be redefined as a participative and collaborative enterprise. Institutions responded through supports and structures in ways that suited their wider educational policies. Technological developments (and controversies) continue to extend and reshape the applications of CAL, and this reflection points to the significance of the interplay between theory and practice in this evolving and redefining process.
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