Abstract
Computer technology has made substantial contributions to education and educators are now confronted with determining how to best incorporate it as a teaching tool. Educators have also long struggled with how to make what is learned in school more useful in other contexts. This review of recent literature was undertaken in an attempt to determine if computer-assisted instruction is compatible with contextual teaching and learning approaches. The four computer-assisted assets of flexibility, format, interactivity and navigational methods were examined because they yield the most interpretive evidence of compatibility with contextual teaching and learning approaches and their characteristics. It was concluded that all four of the assets identified were compatible and should be included within contextual approaches.