Many have had high expectations for the impact of computer-based technology on educational practice. By and large, these expectations have not been realised. It has become evident that innovative technology alone does not necessarily guarantee progress- nor perhaps even significant change- in educational practice. This has led educational researchers to place greater emphasis on cultural issues that could account for the unexpectedly limited influence of technology-enhanced learning. This perception of the relationship between technology and learning is elaborated in the first section of the paper. It is complemented by a review of an alternative conception of computing, rooted in a methodology for modelling with dependency directed at the development of construals rather than programs, that is far better aligned to the demands of developing environments for learning. The paper concludes with a discussion of the potential implications of this approach.

The potential merits of Empirical Modelling (EM) as a new approach to generating software for educational use are examined. Connections between EM and the learning process are discussed. EM is proposed as a method of dealing with knowledge that is gained through experience of interaction with artefacts. The philosophical implications of this thesis are considered, with particular reference to the work of William James (1842-1910). The relationship between EM and current research on multi-user spreadsheets and agent-oriented modelling is also described. A practical agenda for future applications of EM to education is outlined. 1 Introduction This paper outlines the characteristic principles and techniques of a new approach to computer-based modelling known as Empirical Modelling (EM), and discusses its potential impact upon the technological infrastructure for education. EM addresses computer use in a wide variety of applications, and is relevant to education in many aspects (e.g. the...