Customer Reviews

Oversold and Underused: Computers in the Classroom

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If you're looking for a thoughtful, insightful analysis of the use of technology in the classroom, this book is NOT it. Two of the book's conclusions seem unassailable, i.e., the benefits from using computer technology in the classroom have been oversold by its proponents and the technology is little used in the classroom despite pervasive access to computers. This, however, is not news, as virtually any thoughtful parent with school-age children could tell you. Unfortunately, the book is rambling, and the analysis is sophomoric and naive. It might have made a useful magazine article, but the book-length format has resulted in the inclusion of so much chaff with the few grains of wheat as to make reading this rambling, poorly argued book a frustrating and annoying experience.

The unspoken assumption that underlies the whole book is that computers represent a genuinely transformative technology that should and inevitably will result in a revolution in instructional methods from pre-school through the university level. The author investigates a number of reasons why this revolution has not yet occurred notwithstanding the pervasive availability of computers in the school systems he studies but fails to investigate or discuss one of the obvious reasons, i.e., that the technology (at least at the current state of hardware and software development) is a vehicle ill-suited to producing the author's hoped-for instructional revolution.

The author uses the advent of film, radio and television as models for the acceptance of new instructional technologies in the school systems. He fails to discuss in any of these cases the ultimate reasons for their failure to revolutionize the classroom experience, i.e., their fundamental unsuitedness to the task. No one today would seriously advocate the widesrpead use of any of these still "underused" technologies to transform the educational experience for the better.

The author would have been able to explore his subject more effectively if he had compared these supposed revolutionary technologies, which advocates argued would fundamentally transform education but were never widely adopted, with technologies that have been widely adopted in the classroom. Teachers, like other workers, will rapidly adopt procedures and technologies that they believe will improve their ability to function effectively. (See, for example, the pervasive use of computers by teachers for preparatory and administrative activities, which the author discusses but whose significance escapes him.) The computer revolution in business was driven from the bottom up. Workers clamored for computers that they knew would simplify complex tasks and improve their ability to get their work done, much the way teachers have embraced computers for preparatory and administrative tasks. By contrast, computers have been introduced to the classrooms not by grassroots demands from teachers but from top down pressures from parents and administrators. As the author rightly points out, teachers today are not technophobes and commonly make extensive use of PCs outside the classroom for person use or to prepare for classes. If there were readily apparent, readily implementable and educationally beneficial uses of computer technology for instructional purposes in the classroom, teachers would be clamoring for more computers not letting them sit "underused."

The author investigates any reason he can think of to explain why teachers don't integrate computer technology into the classroom except the most obvious one -- that computer technology (like film, radio and television) is not a suitable vehicle to produce a revolution in instructional methods.

The author fails to cite even one example where computers have had a revolutionary effect on classroom instruction, even among teachers who are highly motivated to use and promote the technology. Even the few teachers he praises for integrating computers into the classroom seem to be doing nothing more than using computers to do the same old things that could otherwise have been easily done with slides, pictures and other low tech technologies. There was nothing "transformative" or "revolutionary" about any of the "innovative" uses that he lavishly praises.

The term "underused" in the title of the book assumes that computers should be used in the classroom much more than they currently are, but this assumption goes wholly unexamined by Mr. Cuban.

JHB

In this book, Larry Cuban details why he thinks a moratorium should be placed on all educational funds earmarked for technology. He methodically outlines the case studies of several Silicon Valley Schools. He points out that Silicon Valley, above all other places, should have been able to incorporate on a wide-spread basis technology-infused, student-centered teaching methodologies. Based on his studies, he predicts that not much will change in the near or far future as far as teaching is concerned. But he also offers suggestions as to how the desired changes in teaching might be realized. The book is interesting, well-written, and thought provoking. It may even be thought-provoking enough to facilitate the changes, he predicts will never happen.

In Larry Cuban's book, Oversold and Underused: Computers in the Classrooms, the author contends that all the technology that has been infused in schools has done little to change the way teachers teach. Furthermore, he believes that technology probably will never change the way teachers teach. He researchers the technology in schools in Silicon Valley, thinking that if technology will change the way we teach, what better place to begin his research. He finds that very little has changed in the way teachers teach and children learn even in this geographical area where technology in schools all began. He gives very detailed and specific research, and then gives his reasons why he believes the way he does. He understands that technology is here to stay, but unless schools first concentrate on learning and their core and social values, technology will continue to be oversold and underused. Although I disagree with him on some of his observations, this book has certainly made me think and will change the way I make future decisions when recommending what technology should be purchased and how it should be incorporated so that it will not be underused.

In his book "Oversold and Underused Computers in the Classroom", Larry Cuban gives us much to consider with regard to the placement of computer technology in our nation's schools. Computer technology was touted by reformers, politicians, and school administrators as being the innovation that was going to change the way our teachers teach and our students learn. Literally billions of dollars have been spent on infrastructure, computers, projectors, software, and both mobile and stationary labs. But to what end? What, if anything, has changed?

Cuban supplies the reader with a look at schools in Silicon Valley and their attempts to bring about change through technology implementation. While teachers may use computers at home or for administrative tasks at school, they have yet to integrate technology use and bring about change through constructivist methodologies. His prognosis for change is pessimistic at best.

I believe that Dr. Cuban has presented a very valid case and has substantiated his position with plenty of good data. The book was easy to read and understand. I found the case studies to be particularly good reading. I would recommend that school board members, administrators, teachers, elected officials, and concerned parents read this book and thoughtfully consider his case.

A very well written and thoughtful examination of the 'challenges' faced by k-12 educators dealing with the general public's view that getting computers into the schools will improve learning. The book supports a number of ideas I already subscribe to (making me a decidely biased reviewer) -- essentially, putting computers in classrooms is not enough (Alan Kay's observation that there's no music in a piano is one of my favorite succinct statements on this subject). Cuban reveals himself to be somewhat unsophisticated with computing tools/techniques, but I'm not sure this is a bad thing - he's an educator, not a 'tech-geek' and the educator's point of view on the subject of computers in the classroom has not been heard well enough in the past few years.

School reform has a long history over the past two centuries. It is usual to blame schools and teachers for any current perceived failures. Those who condemn current educational practices also believe schools can make a better society, and are a solution for individual failures and larger social problems.

"Aside from the general lack of evidence concerning young children's experience using computers, there remains the pervasive belief among educators and parents about the inevitability of a future in which today's children will require technological competencies to succeed in the workplace. It is that belief, and not any research findings, that propels parents and educators to invest in preschools and computers" (p.65).

The students who had substantial expertise with computers all gained their expertise outside of school, usually on home computers (p.91). That's because learning about a computer requires much more time than the hour or two a week available at school. The traditional method of teaching is for a knowledgeable person to lecture the students. This method dates back to ancient times: those who know, teach. "In the schools we studied, we found no clear and substantial evidence of students increasing their academic achievement as a result of using information technologies" (p.133).

"Are teeachers' responses to computers similar to earlier technologies?" Films, radio, and television showed no improvement over conventional practices; they also had logistical problems. This "unexpected outcome" resulted in blaming teachers, not poorly designed hardware and software and the political organizational structure. Pages 144 and 148 tell of real-world experiences.

Why was so much money pumped into schools in the 1990s? Was it a political decision to create markets and use up tax dollars? Page 157 says critics blamed schools for America's loss of global markets (!!!), which imagines some lost golden age. Page 158 tells of public opinion polls, which may only regurgitate the propaganda previously swallowed. Purchasing hardware and software or wiring schools were symbolic political gestures as much as attempts to acquire the right tools, even with little evidence that information technologies raise test scores or promote better teaching. Pages 159-166 give a short history of schooling since the late 19th century, and current practice. Page 168 gives a check-list on rating hardware and software for schools.

Chapter Six summarizes the book and should be read by everyone who is interested in this subject. Computers in classrooms have NOT led to higher teacher and student productivity, or transformed teaching and learning; they are oversold and underused.

I purchased this book while I was working on a semester long project for my master's degree. I personally feel that computers are not used, in my local schools, enough; especially to help children who have disabilities that would benefit from using a computer. I wanted to write on this topic, however later change my mind. I had already read most of this book and Mr. Cuban does give people plenty to think about. If you have children in the public education system you will know exactly what I mean. I do appreciate his insight very much.

Oversold and underused is a great read (informative and precise) for any school personel who are interested in learning more about what is happening or may happen with your technology money. Larry Cuban has provided great research that backs up his statements of how computers and technology are being underused in today's educational setting. If you think that the new technology revolution is going to reinvent our educational system, I suggest that you spend a few hours reading this book first.

As teachers, we all get frustrated with the limited technology in our schools. We have the equipment, but it isn't adequate for all of us to use. Larry Cuban explores this problem in great detail, offering an explanation as to why the billions of dollars spent across the nation on computers isn't improving academic performances. He also offers solutions as to what the nation needs to do to remedy this situation. A very thought provoking piece! If only our politicians would read it!

I am Korean teacher at elementary school.
I think this book is a good book to understand
between theory and practice. It have enough value
to share lots of teaching skill and give to teachers
lots of fresh impression.