1. That computational environments lead to destructive social patterns in classrooms, or poor social development among children.

"Certain patterns of gender difference in computer learning have already been well documented; others are emerging as the technology and its applications change (for example, towards more networked and interactive computer-based media). Instead of wishing that girls (or other nondominant peoples) behave more like technophilic (especially western) boys in their approaches to computer learning and human-computer interactions, or dismissing gender differences on either pre- or post-feminist grounds, would it not be better to pay attention to these subtle, aesthetic, emotional, and political factors? And better still to redesign interfaces, rewrite manuals, reorient pedagogical approaches, and broaden computer applications to suit the aesthetics, expressive styles, and epistemophilic modalities of those many computer users who are uninterested in or alienated from western rationality and its narcissistic, 'technotopian' fantasies of reproducing, controlling, and submitting to a digital second self? By acknowledging ambiguity, ambivalence, and heterogeneity in the meanings and experiences associated with computers, it may be more possible to counteract the militaristic and 'cyberauthoritarian' biases which are undeniably part of the history of this technology, though not necessarily determinant of its pluripotential futures. "

-- from Zoe Sofia, "The Mythic Machine", in Bromley and Apple (eds.), Education/Technology/Power