Rich three-dimensional graphics, enhanced stereo sound, captivating animation and video that students can control make computer courseware attractive. But if we propose to use this courseware to its fullest potential, we must study the role of the teacher, the choice before the student and the nature of the curriculum that must accept the technology. The most crucial factor in implementing and maintaining an innovation in the classroom is the teacher. But the teacher needs training before she is able to use the computer and courseware. In most in-service teacher training programmes that I have seen, or conducted, the focus of training has usually been on the mechanics of running the computer rather than integration of skills into curriculum transaction.
Teachers bring to the training courses deeply held beliefs about schooling.
These beliefs are ingrained in traditional classrooms where they spent years, first as students and then as teachers, and where they go back after training. In spite of their training, few teachers are prepared to teach using computers. If they are not able to link the activity on the PC to the education of children, there is confusion in the classroom. Few pre-service courses for teachers accommodate computers. In general there is lack of computer equipment, lack of time for computers and lack of skills among the faculty.