I've been involved with the use of IT in teaching science since before the ark - my earliest activity in 1974 was carrying a huge teletype up two flights of stairs to hook it up to an acoustic modem which, in turn, gave access to some clunky simulations on the Birmingham City Treasurer's mainframe. And I've been involved ever since, through the Micro-Electronics Education Programme (I'm showing my age - that must have been in 1984). But like many colleagues I have been disappointed by the limited direct impact - it just hasn't had the revolutionary effect that some of us thought it might.
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