Abstract
The computer has revolutionized the way we do physics, but surprisingly, it has not significantly altered the way we teach physics. Talks and papers on teaching with computers fill the meetings and journals of the American Association of Physics Teachers, and workshops on the topic abound, yet the real impact of computers in the classroom is slight. In physics research, change comes quickly, disseminates rapidly and is widely appreciated. In physics teaching, change evolves gradually, spreads slowly and frequently meets with resistance. On 6 June 1988 The Wall Street Journal published a story with the headline “Computers Failing as Teaching Aids.” The reasons the Journal cited for this failure at the general pre-college education level apply equally well to physics teaching at the introductory college level: lack of access to computers, poor software and faculty members who are inadequately prepared to use computers effectively.
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