Historically, educational environments have been strongholds of incorporating new technologies into their classrooms. Over the years, classroom technology has become more complex and sophisticated as learning environments have moved from the use of slates to multimedia classrooms. Additionally, classroom technology has been viewed as the panacea for poor teaching practice as well as the cause of poor teaching practice. The failure of classroom technology occurs because of specific predetermined responses or interpretation of why the technology should be used. Classroom technology is the tool for delivering instruction. It is not the instruction. Yet, emphasis is usually placed on finding a purpose for the tool rather than understanding why the tool should be used. Raising the learning bar with computer technology within the classroom will not necessarily result in improved learning outcomes if good clinical practices are not observed.
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