| description abstract | The future impact of computers on water resources education is assessed in terms of the nature of the educational process (logical analysis, instruction, and invention), of the components of the water resources field (water cycle analysis and water cycle modification), and of the principal elements of computer technology of relevance to water resources (machines, programs and data bases, networks, work stations, field station, and robots). Advances in computer technology make it possible to envision, through education and research, the rethinking of the organization and operation of the water resource field, the enhancement of a global‐systemic view of water resources, the strengthening of socio‐technological analyses, the expansion of artificial intelligence approaches, and the creation of custom‐made computer chips for water resources (“hydrochips”). | |
