The second self: computers and the human spirit
The second self: computers and the human spirit
Technical writers as computer scientists: the challenges of online documentation
Text, context, and hypertext: writing with and for the computer
The cultural dimensions of educational computing: understanding the non-neutrality of technology
The cultural dimensions of educational computing: understanding the non-neutrality of technology
The society of text: hypertext, hypermedia, and the social construction of information
Computers as theatre
A theory of computer semiotics: semiotic approaches to construction and assessment of computer systems
Virtual reality
The children's machine: rethinking school in the age of the computer
The children's machine: rethinking school in the age of the computer
Agents that reduce work and information overload
Communications of the ACM
The Cult of Information: The Folklore of Computers and the True Art of Thinking
The Cult of Information: The Folklore of Computers and the True Art of Thinking
Cultivating Minds: A Logo Casebook
Cultivating Minds: A Logo Casebook
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Modeling adaptive autonomous agents
Artificial Life
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For most users, including students, the choice of interface metaphors defines the nature, purpose and capabilities of both the computer and its software. In educational contexts the choice of interface metaphors includes consideration of beliefs and theories concerning the nature and purpose of education and the way in which learning takes place. These understandings are modified over time, resulting in changes to the types of metaphors which are felt to be appropriate for educational software. In addition to the choices made deliberately by software designers, most metaphors carry with them a legacy of extraneous understandings or entailments which may not necessarily be in keeping with their intended purposes.This article critically examines a selection of the most common and arguably the most influential of those broader metaphorical conceptions concerning the role of the computer in the classroom which have been responsible for setting the tone of student‐ computer interaction. © IFIP, published by Kluwer Academic Publishers