| Abstrakt: |
The bulk of literature on educational computing focuses on the technological aspects of the application of computers to schools and the discussion of educational computing is, to date, largely uncritical. The overall assumption dominating the field is that microcomputers in the classroom are neutral 'tools' and questions about the socio-cultural implications are neglected. We examine one particular aspect of educational computing, the knowledge-content of content-specific educational software. A content analysis of 21 primary and secondary software programs reveals the non-neutrality of this aspect of educational computing. The analysed software is found to be heavily biased and to expose the pupil-users to dominant explanations, values, beliefs, assumptions, attitudes and ideologies which, while they represent a particular selection of knowledge and world-views, are projected as objective and legitimate. We conclude that, far from being neutral, content-specific software is found to be deeply caught up in cultural politics and to be a potential vehicle for social control. |
