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Traditional uses of computers in education include skill drills, tutorials, simulations/demonstrations, training in the use of software packages (e.g., word processors), and training in programming. All too often, these are the only uses supported by budgets and centralized computer management organizations. The result is the establishment of “computer classrooms” and “computer labs”, where students and faculty have shared access to computing resources. Some faculty members devote substantial portions of their time and energy to integrating computer usage into the curriculum, while others view that approach as too much work for too little gain. More importantly, for many faculty in such environments, it takes more effort to go to a computer lab to solve a problem than to do it by hand. Missing from the picture painted above is the use of computers “during office hours”. This article discusses putting such tools (Mathematica, in particular) into faculty offices as a precursor to their effective integration into the curriculum.
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