Despite the absence of sufficiently systematic and comprehensive studies concluding that information and communications technology (ICT) can significantly improve learning, the assumption that it can has been mostly taken for granted throughout the history of the computerization of education. This article briefly presents three moments in this short history of uncritical adoption of ICT into the educational system. It then outlines a fourth desired moment which is about mindfully controlling technology in the service of educational change and strategically harnessing it to the enhancement of desired educational and social humanistic goals. The guiding questions facilitating such strategic thinking are outlined in a three-step process: formation of 'framework knowledge'; summary of past experiences; and policy formation.
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