SK> ->   While I see no problem with HS and junior-high kids using
SK> -> calculators
SK> -> in math and science class, I question the "cost-effectiveness" 
SK> (for
SK> -> want of a better term) in using computers in most math and science
SK> -> classes through the HS level and maybe through the college level.
SK> 
SK> This was one of the objections of the persons I corresponded with. He
SK> felt that we could teach more cheaply with other materials.
SK> There are some things that we can do on the computer, some amazing
SK> visualization aids for geometry, analytical math, and sciences, that
SK> simply cannot be demonstrated as well through other means. If we can
SK> help more kids be successful in these disciplines through the use of
SK> computers, then the cost may be justified.
    If and only if the teacher is trained and the software is available.
SK> -> For "analyzing" the results of most all HS and even college 
SK> chemistry
SK> -> experiments, the student could do the work with (or even without!) 
SK> a
SK> -> calculator faster than he could program a computer to do the job.
SK> 
SK> There is no longer any need for a student to write a program in order 
SK> to
SK> do calculations on a computer. Surely you have heard of the common
SK> application programs called "spreadsheets"?
    For most undergrad chem experiments, a four-function calculator is just 
as fast.
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