Impelled by a demand for increasing American strength in the new
global economy, many educators, public officials, business leaders,
and parents argue that school computers and Internet access will
improve academic learning and prepare students for an
information-based workplace.
But just how valid is this argument? In "Oversold and
Underused," one of the most respected voices in American education
argues that when teachers are not given a say in how the technology
might reshape schools, computers are merely souped-up typewriters
and classrooms continue to run much as they did a generation ago.
In his studies of early childhood, high school, and university
classrooms in Silicon Valley, Larry Cuban found that students and
teachers use the new technologies far less in the classroom than
they do at home, and that teachers who use computers for
instruction do so infrequently and unimaginatively.
Cuban points out that historical and organizational economic
contexts influence how teachers use technical innovations.
Computers can be useful when teachers sufficiently understand the
technology themselves, believe it will enhance learning, and have
the power to shape their own curricula. But these conditions can't
be met without a broader and deeper commitment to public education
beyond preparing workers. More attention, Cuban says, needs to be
paid to the civic and social goals of schooling, goals that make
the question of how many computers are in classrooms trivial.
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