Term of Award

Spring 2024

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


College of Education

Committee Chair

Daniel Chapman

Committee Member 1

Lucas Jensen

Committee Member 2

Janel Smith

Committee Member 3

Laura Rychly

Committee Member 3 Email



This dissertation examines the push for computers in education from the early 1980s to the early 2000s. During that time, computers were introduced into schools across America with big promises, in turn creating big dreams. Instead of the cognition, creativity, and collaboration that was envisioned with computers in the classroom, the shifting motivations regarding computers have exacerbated the datafication and standardization of our students (Cuban, 2001). The problems associated with the corporation of computers into the curriculum are widespread (Pinar et. al, 1995/2004). Following the methodology of Historiography, this paper provides a critical examination about what was promised, and by whom, surrounding computers in education, beginning with A Nation at Risk (1983) and culminating with No Child Left Behind (2001). A brief look into the future of Artificial Intelligence is also included (Rushkoff, 2019). This paper exposes the reality of pushing computers into schools, which strengthened datafication and standardization at the system level, in turn revealing how the promises fell short.

Research Data and Supplementary Material