The history of computers in education begins with the MARK1 and ENIAC computers used in 1944 and 1946 at Harvard and the University of Pennsylvania, respectively. The first use of computers then in education was to work out problems in the mathematical, scientific, and engineering fields to enable students to tackle large problems that they would most likely encounter one day in a real-world situation. In 1959, Donald Bitier began the “large-scale” PLATO project, which was a “system with several thousand terminals [that] served university education, as well as reading in elementary schools, a community college in Urbana, and several campuses in Chicago. " (Molnar)In 1963 at Dartmouth, John Kemeny and Thomas Kurtz changed computers to take on a general academic role rather than just a research-related role. Kemeny and Kurtz used the recently introduced concept of time-sharing, which was a type of multi-tasking and processing that allowed many students to do more at once than just one at a time. That same year at Stanford, Patrick Suppes and Richard Atkinson created a math and reading program with computer-assisted instruction , which gave “rapid feedback” to students and gave them the option of a more “individualized” learning experience (Molnar) In the early 1970s, Seymour Papert developed a new computer programming language, called LOGO, at the Massachusetts Institute of Technology to help elementary school children learn math better by helping them complete simple tasks. Papert's intent was to "teach children to be mathematicians" and allow them to have a more efficient learning experience by applying computer problems to real-life situations, which is referred to as computer fluency. (Molnar) Fallen... in the center of the paper... look. April 28, 2014.Michinov, Nicolas, et al. Computers and education. Volume 56, number 1. Elsevier, 2011. Print.Molnar, Andrew. “Computers in Education: A Brief History.” The diary. The Journal, 1 April 97. Web. 31 March 2014. .Saloky, Tomáš. “Intelligent Computer-Assisted Instruction Systems.” Intelligent Computer Aided Education Systems (2004). International network for engineering education and research. INEER, 2004. Web. May 15, 2014. University of California - Los Angeles. “Is technology producing a decline in critical thinking and analysis?” ScienceDaily. ScienceDaily, January 29, 2009. .Vidal, Edward. Personal interview. April 7. 2014.