Abstract
Computers play a multiplicity of roles in today’s classrooms. Some of these are rightly perceived as a matter of choice, relating clearly to prevailing educational aims and philosophies, to the intentions of the teacher and to the manner in which these can be realized through the resources available. Others, however, appear to be an inevitable consequence of certain characteristics of our broader conceptions and experiences of computing technology. This paper examines the degree to which the ‘psychological’ dimension of the computer leads it to function as a’ social’ entity within the classroom participating at a number of levels, beyond the deliberate intentions of the teacher, in the social and cognitive relationships and interactions which mediate learning. The contribution of the human/computer metaphors associated with traditional research in artificial intelligence is considered in combination with some of the implications of the use of language in human computer interfaces.
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