We might not talk about it in those terms, but the perception will be real. There will be skepticism, deserved or not, about the capacity of courseware to do complex things in teaching. And there will be a worry about the sacrifice of socialization of undergraduates and graduates into the scholarly community. Nevertheless, a good deal of complex experimentation is now occurring at Berkeley with what I called handcrafted information technology. This courseware is prepared or supervised by the instructor, alone or in conjunction with associates in the department, with or without assistance from campus laboratories, money, and the like.
Introductory chemistry is one course in which handcrafted, experimental courseware is being used.
Some time ago, a lot of work was being done on introductory biology as well, but the object has been largely to enrich and not to substitute, and not to deal with problems of access or cost control, because everything is an addition and not a substitution. We should surely expect pressures for broader use of information technology in the future as access becomes more important. Clark Kerr talks about the second tidal wave. We all know about it, and commensurate capital in operating funds will be difficult to obtain. So we might see much more experimentation of the sort that is going on in Chemistry 1A, because it is the only way the faculty are going to be able to handle the responsibilities they have, given the numbers that are going to be imposed upon them.