ABSTRACT
The volume of evidence that was collected suggested that an initial hypothesis, that students would produce transactional and analytical work in greater quantity, was only true for those subjects which expected it: Business Studies, Economics, Geography, some Science projects and technology. Perhaps the most significant factor, however, was the way in which these objects were produced. Many students were producing work without feeling that they needed to master programs and operating systems beforehand. They were, in a very real sense, ‘just-in-time’ workers. Teachers supplied the tasks; they supplied the ideas; the computer made it all work.
