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During the past 10 years, teaching with computer technology, such as e-mail and the Web, has become customary throughout undergraduate economic education. The authors review the literature on the implications for student learning, present specific educational activities that use a number of different computer technologies, and discuss growing problems, such as "cyber-plagiarism," along with suggesting potential solutions. The future of using technology for teaching economics will be the continuation of recent trends: increased portability in the access to instruction and increased opportunities for interaction, including students' interaction with the material and with the instructor and other students.
Goffe et al. (Fri,) studied this question.
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