This review examines empirical evidence on the relationship between computer use and achievement in elementary aged mildly handicapped students. The studies reviewed consider the effectiveness of the computer as a supplement to, or as a replacement for, traditional instruction. Evidence indicates that the computer effectively augments teacher instruction, but that its effectiveness as a teacher substitute is less evident. The conclusion is that a new research paradigm is needed that focuses on the interaction between the characteristics of the computer and the nature of the environment, both around the computer itself and within the school.
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