In 1963 at Dartmouth, John Kemeny and Thomas Kurtz changed the computers to have an overall academic role rather than just a research related role. Kemeny and Kurtz used the then recently introduced concept of time-sharing, which was a type of multi-tasking and processing that allowed more to be done with many students at once than just one at a time. In the same year at Stanford, Patrick Suppes and Richard Atkinson created a program in mathematics and reading with computer-assisted instructions, which gave “rapid feedback” to students and gave students the capability of a more “individualized” learning experience. (Molnar)
At the start of the seventies, Seymour Papert developed a new computer programming language, named LOGO, at Massachusetts Institute of Technology to help elementary school kids learn mathematics better by helping them perform simple tasks. Papert’s intent was “to teach children to be mathematicians” and let them have a more efficient learning experience applying computer problems to real-life situations, which is termed as computer fluency. (Molnar) Fell...
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Michinov, Nicolas, et al. Computers & Education. Volume 56, Issue 1. Elsevier, 2011. Print.
Molnar, Andrew. "Computers in Education: A Brief History." The Journal. The Journal, 1 Apr. 97. Web. 31 Mar. 2014.
Saloky, Tomáš. "Intelligent Computer -Assisted Instruction Systems." Intelligent Computer -Assisted Instruction Systems (2004). International Network for Engineering Education and Research. INEER, 2004. Web. 15 May 2014.
University of California - Los Angeles. "Is Technology Producing A Decline In Critical Thinking And Analysis?." ScienceDaily. ScienceDaily, 29 January 2009.
Vidal, Edward. Personal interview. 7 Apr. 2014.
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