7.2.3 Beliefs and Compatibility

The metaphor of the computer as a generator of reality is an important one in the context of this study. This metaphor conceptualizes the computer, not as a teaching machine, but as providing access to realities from outside the classroom, to realities that are not necessarily didactically designed. Some of the beliefs uncovered in this study were more compatible with metaphors of the computer as tool, tutor, or teaching machine. To be compatible with these metaphors, what is important is that the learning environment be didactically structured and organized. Those who hold these metaphors will likely value computer environments that provide controls, structures and an organization similar to the traditional learning environment over use of environments that are loosely structured, decentralized, and organized in the same way as are OLEs.

While OLEs provide support for beliefs that are centered on learning, they do not always provide the same support for beliefs that are centered on teaching. As generators of reality, OLEs contrast sharply with TLEs and are not always accommodating of beliefs that are more focused on the process of instruction than on learning. Beliefs that emphasize such challenges or obstacles as loss of time, interference with the curriculum, competition with students’ attention, information overload and lack of control may be based on the metaphor of the computer as a teaching machine. Resistance to use of OLEs may arise as a result of their inability to effectively provide a teaching environment. Beliefs in the importance of being learner-centered, of allowing individual paths for learning may be more compatible with use of OLEs. These beliefs are more likely to suit the circumstances and conditions of a learning situation or environment that has few boundaries, is flexible, differentiated, changing and largely unpredictable.