@article{
 title = {Teaching and Learning: Whose Computer Is It?},
 type = {article},
 year = {2000},
 pages = {161-171},
 id = {e1570b81-e646-35b0-93c0-fa3985b65730},
 created = {2016-11-17T19:13:43.000Z},
 file_attached = {true},
 profile_id = {bca0fddf-79ea-3c29-93ed-6177ce521efd},
 group_id = {e79131d5-b618-3b3c-ae97-e4263040fd28},
 last_modified = {2017-03-14T16:56:30.626Z},
 read = {true},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 abstract = {When we invite young people to use new technologies, they often take them in directions we never anticipated. This uncertainty is what makes new tools and media fascinating and frightening. In the United States, groups as diverse as Computer Professionals for Social Responsibility, the Motley Fool investment advi- sory, and the Church of Scientology recognize this in their use of the phrase, “the good, the bad, and the Internet.” in the tendency to use new technologies first in ways that replicate old practices. One consequence of uncertainty is that people become cautious. We see this Thus, early television sets looked the way radios looked, and our computer desktops look like the desktops they purportedly replace. Another consequence is that we seek to retain control—to ensure that we decide whether, where, when, and how the new technology is employed},
 bibtype = {article},
 author = {Zhao, Yong and Tan, Sophia Hueyshan},
 journal = {Journal of Adolescent & Adult Literacy},
 number = {December}
}

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