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An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this (1) —indeed, contradiction—which goes to the heart of what is wrong with the (2) to put computers in the classroom. An education that aims at getting a student a certain kind of job is a/an (3) education, justified for reasons radically different from why education is (4) required by law. It is not simply to (5) everyone’s job prospects that all children are legally (6) to attend school into their teens. Rather, we have a certain (7) of the American citizen, a character who is (8) if he cannot competently assess (9) his livelihood and happiness are affected by things (10) of himself. But this was not always the case; before it was legally required for all children to attend school until a certain (11) , it was widely accepted that some were just not equipped (12) nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is (13) to be educated. Computer-education advocates (14) this optimistic notion for a pessimism that (15) their otherwise cheery outlook. (16) on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often (17) the job prospects of graduates over their educational (18) . There are some good arguments for a technical education given the right kind of student. Many European schools (19) the concept of professional training early on in order to make sure children are (20) equipped for the professions they want to join.
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A great deal of attention is being paid today to the so-called digital divide—the division of the world into the information rich and the information poor. And that (1) does exist today. My wife and I lectured about this looming danger twenty years ago. What was less (2) then, however, were the new, positive (3) that work against the digital divide. (4) , there are reasons to be (5) . There are technological reasons to hope the digital divide will narrow. As the Internet becomes more and more (6) , it is in the interest of business to universalize (使普遍化) access—after all, the more people online, the more potential (7) there are. More and more (8) , afraid their countries will be left (9) , want to spread Internet access. Within the next decade or two, one to two billion people on the planet will be (10) together. As a result, I now believe the digital divide will (11) rather than widen in the years ahead. And that is very good news because the Internet may well be the most powerful tool for (12) world poverty that we’ve ever had. Of course, the use of the Internet isn’t the only way to (13) poverty. And the Internet is not the only tool we have. But it has (14) potential. To (15) advantage of this tool, some poor countries will have to get over their outdated anti-colonial prejudices (16) respect to foreign investment. Countries that still think foreign investment is a/an (17) of their sovereignty might well study the history of (18) (the basic structural foundations of a society) in the United States. When the United States built its industrials infrastructure, it didn’t have the capital to do so. And that is (19) America’s Second Wave infrastructure— (20) roads, harbors, highways, ports and so on—were built with foreign investment.
According to BT’s futurologist, Ian Pearson, these are among the developments scheduled for the first few decades of the new millennium (a period of 1,000 years ), when supercomputers will dramatically accelerate progress in all areas of life. Pearson has (1) together the work of hundreds of researchers around the world to produce a (2) millennium technology calendar that gives the latest dates when we can expect hundreds of key (3) and discoveries to take place. Some of the biggest developments will be in medicine, including an (4) life expectancy and dozens of artificial organs (5) into use between now and 2040. Pearson also (6) a breakthrough in computer-human links. "By linking (7) to our nervous system, computers could pick up (8) we feel and, hopefully, simulate (9) too so that we can start to (10) full sensory environments, rather like the holidays in Total Recall or the Star Trek holodeck," he says. But that, Pearson points (11) , is only the start of man-machine (12) : "It will be the beginning of the long process of integration that will (13) lead to a fully electronic human before the end of the next century." (14) his research, Pearson is able to put dates to most of the breakthroughs that can be predicted. However, there are still no (15) for when faster-than-light travel will be (16) , or when human cloning will be perfected, or when time travel will be possible. But he does (17) social problems as a result of technological advances. A boom in neighborhood surveillance (监视) cameras will, for example, (18) problems in 2010, while the arrival of synthetic (19) robots will mean people may not be able to (20) between their human friends and the droids (机器人). And home appliances will also become so smart that controlling and operating them will result in the breakout of a new psychological disorder—kitchen rage.
Have you ever wondered what our future is like Practically all people (1) a desire to predict their future (2) . Most people seem inclined to (3) this task using causal reasoning. First, we (4) recognize that future circumstances are (5) caused or conditioned by present ones. We learn that getting an education will (6) how much money we earn later and that swimming beyond the reef may bring an unhappy (7) with a shark. Second, people also learn that such (8) of cause and effect are probabilistic (概率的，可能的) in nature. That is, the effects occur more often when the causes occur than when the causes are (9) , but not always. Thus, students learn that studying hard (10) good grades in most instances, but not every time. Science makes these concepts of causality and probability more (11) and provides techniques for dealing (12) then more accurately than does causal human inquiry. In looking at ordinary human inquiry, we need to (13) between prediction and understanding. Often, even if we don’t understand why, we are willing to act (14) the basis of a demonstrated predictive ability. Whatever the primitive drives (15) motivate human beings, satisfying them depends heavily on the ability to (16) future circumstances. The attempt to predict is often played in a (17) of knowledge and understanding. If you can understand why certain regular patterns (18) , you can predict better than if you simply observe those patterns. Thus, human inquiry aims (19) answering both "what" and "why" question, and we pursue these (20) by observing and figuring out.
A great deal of attention is being paid today to the so-called digital divide—the division of the world into the information rich and the information poor. And that (1) does exist today. My wife and I lectured about this looming danger twenty years ago. What was less (2) then, however, were the new, positive (3) that work against the digital divide. (4) , there are reasons to be (5) . There are technological reasons to hope the digital divide will narrow. As the Internet becomes more and more (6) , it is in the interest of business to universalize (使普遍化) access—after all, the more people online, the more potential (7) there are. More and more (8) , afraid their countries will be left (9) , want to spread Internet access. Within the next decade or two, one to two billion people on the planet will be (10) together. As a result, I now believe the digital divide will (11) rather than widen in the years ahead. And that is very good news because the Internet may well be the most powerful tool for (12) world poverty that we’ve ever had. Of course, the use of the Internet isn’t the only way to (13) poverty. And the Internet is not the only tool we have. But it has (14) potential. To (15) advantage of this tool, some poor countries will have to get over their outdated anti-colonial prejudices (16) respect to foreign investment. Countries that still think foreign investment is a/an (17) of their sovereignty might well study the history of (18) (the basic structural foundations of a society) in the United States. When the United States built its industrials infrastructure, it didn’t have the capital to do so. And that is (19) America’s Second Wave infrastructure— (20) roads, harbors, highways, ports and so on—were built with foreign investment.
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