Technology teaching or mediated learning, Part I: Are computers skinnerian or vygotskian?

The purpose of this manuscript is to highlight the theoretical framework that dominated the practice of speech-language pathology prior to the widespread introduction of microcomputers and to pose questions regarding the application of computers in assessment and intervention for children with language-learning impairments (LLI). The intent was not to review specific technology applications but to guide the reader to consider the implications of computer use in the context of habilitation for individuals exhibiting impaired oral and literate communicative abilities.