AUSTRALIAN EDUCATIONALCOMPUTING - VOL. 15, No. 1 17 T his paper provides insight into the creation, evolution and f uture direction of the Tal entEd Virtual Enrichment Pro g r a m (TEdVEP). The rationale and philosophy that underpin the program a re discussed. Technological and pedagogical issues associated with setting up this innovative Intern et based program of enrichment and extension activities are examined, with an emphasis on the use of technology as a tool for learning rather than the use of technology for technology’s sake. The TalentEd Virtual Enrichment Program uses computer technology to provide enrichment courses in various subjects and topics to high interest and high ability students of all ages, regardless of geographic location. Course notes are provided on the Internet and communication between the students and their course leader and among the students is by e-mail, moderated e-mail list, chat rooms and forums. Students may undertake a course either as a school initiative or working from home. Internet provision of enrichment allows partic- ipation by students who may not otherwise have the opportunity due to social or geographic isolation or physical disability. On- line provision allows for asynchronous participation to accommodate student- preferred work pace and school, family and student schedules. Rationale The advent of an information society (Tiffin & Rajasingham 1995:48) is resulting in personal computers becoming commonplace in Australian schools and homes. Widespread Internet access, partic- ularly the world wide web (WWW) and electronic mail (e-mail), are providing the opportunity to bring world information resources, learning opportunities and expertise into the classroom and home. Stuckey (1997) advocates the use of learning technology and communication technology to empower student learning by bringing the world of information from primary sources right into the classroom. Roschelle (1995) describes the possibility of education in which computer communi- cation technology is used by educators and learners collaboratively in the construction of shared resolutions to problematic experience. He acknowledges the potential power of collaborative technology as the instrument of mutual knowledge construction. While there is a computer in almost every classroom in Australia, and all New South Wales Public schools have Internet connection, the educational potential of these tools and the opportunities they present for resource access and communi- cation are yet to be realised. At best they are being used to complement the traditional instructional curriculum (Moersch, 1995). Gross (1993:175) observes that computer use in schools generally lacks intellectual content and is restricted by the teachers’ lack of computing skill and knowledge. Kolde (1997) notes that there may be computers in classrooms but they remain ancillary to the pedagogy of the traditional classroom. A disillusioned parent stated "We may as well have got empty cardboard boxes to sit at the back of the class and gather dust" (Personal communication, 1998). The reasons for the apparent hesitancy of schools and teachers to make use of the educational opportunities of computers and the Internet are probably numerous. Some of the main reasons appear to be: • Lack of teacher experience using the Internet and computers in general. • A teacher view that "computers" are just another something that they have to teach. • Limited technology support or direction on how these tools can be used effectively to contribute to a quality learning experience for their s tud e nts . Electronic communication has the potential to provide learning opportunities that are not restricted by access to resources or expertise. Kolde (1997) describes this as the "distribution of Internet provision of enrichment opportunities to school and home Bruce Mann Associate Professor of Computer Education Memorial University of N ewfou n dla n d b ma n n @ mor g a n .u c s .mu n .c a