Volume 7 Issue 1

Given the dangers of being seduced by the glamour of new educational technology and the need to differentiate one's product in a competitive tertiary education market, teachers and administrators need to consider carefully the evidence of educational gains to be made through the use of computers. They also need to have a clear sense of their institution's goals and operational plan so as to place in context the relevance of developing and/or implementing computer aided learning programs. Being mindful of fundamental questions concerning teaching, learning and infrastructure support is important when considering the place of computer technology in the tertiary education equation.