The Dutch Situation: An Ever Continuing Story

Bert Zwaneveld*, Victor Schmidt

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review


In this chapter we describe the development of teaching with and about omputers, mainly in Dutch secondary education. The focus is on the years 1970 – 1995, but we also give some insight into what happens afterwards. Because there are only a few written sources available of what happened in classrooms, we give most attention to national policies during that period. With the help of some colleagues from teacher training institutions we can also present some insight in what support was offered to their students and to teachers who were already in duty. We also report about the resources for teaching: courses, the teachers’ association, an advisory institution, books/periodicals and software/courseware. In our conclusions we mention, that initially there was no difference between teaching with or about computers. The most interesting point in the conclusions is that the government rather lately developed a policy and thought that that policy would be sufficient for future development of teaching with and about IT in schools.This assumption turned out to be false and each time, up to nowadays, the government had to take her responsibility on these issues.
Original languageEnglish
Title of host publicationRefelctions on the History of Computers in Education
EditorsArthur Tatnall, Bill Davey
Place of PublicationBerlin
PublisherSpringer Heidelberg
Number of pages27
ISBN (Electronic)978-3-642-55119-2
ISBN (Print)978-3-642-55118-5
Publication statusPublished - 2014

Publication series

SeriesIFIP Advances in Information and Communication Technology


  • teaching with an about computers
  • Dutch national policy on the use of computers in education, teachers’ resources


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