Traditional Paradigms Focus on easy access to a large quantity of information with emphasis also on low-level tasks such as recall of factual information, memorization of formulas, computation, etc. Full capabilities of technology are not used, e.g., computers mostly used for drill and practice, particularly for schools in low socio-economic areas. Technology used primarily for raising standardized test scores. Technology seen as relieving the teacher of simple tedious tasks associated with traditional grading practices, e.g., electronic record-keeping.

Current Paradigms Technology frees students from the memorization of factual information and formulas and enables the application and use of information instead, e.g.: a) identifying and defining problems. b) specifying criteria for the solution. c) generating strategies for solving identified problems. d) instant observation of the results of attempted solutions.   Full capabilities of computers are used for all students, enhancing the quality of learning experiences in a variety of applications.   Computers seen as vital element in total curriculum reform which incorporates the context of the entire school-community.   The capabilities of technology are extended to alternative, authentic assessment systems for use by both teacher and student, such as electronic student portfolios, in a variety of subject areas.