Dexter builds on her own experience as part of a policy-making group responsible for planning for, and implementing, technology in the classroom. Her experiences provide a useful model for other teachers, administrators, and policy-makers in similar situations. Through an extensive literature-review the authors provide teachers and administrators with guidelines for the development of their own acceptable use policies. The Introductory section is followed by three sections providing models and perspectives for users who wish to incorporate technology into educational systems. I shall review these articles somewhat more concisely, as many of the essays consist of case studies that are most effectively read in their entirety.
Case studies comprise the bulk of essays in the second and third sections.
Further case studies are provided in the third 'Perspectives' section of the text. Three of the six essays here are case studies, with Luthra's essay on 'Telecommunications in the classroom in an overseas American school' being the briefest and in some ways the least useful. Luthra describes her experiences at an American school in India, but other than revealing the difficulties inherent in her particular situation, her descriptions lack detail. Burgstahler provides a detailed description of the benefits of educational uses of technology for students with disabilities, while Tiessen and Ward use a case history of three-week history project as the vehicle for a description of strategies for the use of CMC in the distributed classroom. The six case studies are useful in that they provide detailed descriptions of what works when using technology in the classroom, how it works, and why it works.