Computer use has typically been relatively limited in elementary and secondary school classrooms. Nevertheless, the computer can and should be fully infused into the total instructional process. In line with this, the computer, through being programmed to generate, relative to the separate subject, broad fields and personal-social essentials curricular approaches, suggestions of objectives, content items, activities, materials, and evaluation devices, for better relating instruction within separate subjects and/or across subject lines to student differences, can become an integral part of the overall teaching-learning enterprise.
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