Oversold and Underused: Computers in the Classroom

Citation

Leo Doyle, J. (2004), "Oversold and Underused: Computers in the Classroom", International Journal of Educational Management, Vol. 18 No. 3, pp. 205-206. https://doi.org/10.1108/09513540410527202

The first chapter set the scene well providing the reader with an impressive grasp of the history, socio‐economic and geography of the place and situation being explained. This is very valuable as often I find writers outline the problems of a city such as London, as if it is an homogeneous city, yet the diversity of the London boroughs and within the London boroughs renders such an approach void of anything useful to contribute. Therefore, I found Larry Cuban's first chapter very helpful, more importantly his invigorating style of writing made me realize that this was not going to be a dry read.

At first, the relevance to the situation in the United Kingdom might not seem apparent given that we have a “national curriculum”, and I suppose educationalists in other countries that have a prescribed system would also question the significance of this book. However, my work as a management and educational psychologist often takes me into schools. It is clearly apparent that computers are underused functioning little more than a word‐processing device, and a limited resource with pupils searching CD‐ROMs on rivers or the Tudors for information; they certainly do not inform pedagogy. In fact, the past 20 years of the “back to basics” demands from successive governments in Britain has resulted in “chalk and talk” dominating the education for children aged eight and upwards. Despite blackboards being replaced by whiteboards and markers and children sitting around a group of desks rather than in rows even primary classrooms would be recognizable to a teacher from the 1950s. Despite this teachers in the United Kingdom being examined during training on their computer literacy and a curriculum requiring ICT to support all subject areas, and money provided to schools from government for in‐service training to teachers that qualified before the extensive use of computers in society. Money is scarce in the British education system, but when it is a question of supporting ICT initiatives there is an Aladdin's chest of money for schools to be put on the World Wide Web and to purchase both hardware and software. I feel that Cuban's question in the title of the book is one that British school managers need to ask and answer.

Therefore, I found myself interested to see if Larry Cuban was able to shed light on this subject, and let there be no doubt that this book is a very astute exploration of the issues. The second chapter that explores the use of computers with young children certainly raises the issue as to whether computers are being used to full potential in providing and supporting child centred learning. Cuban provides an example of computer use by a clearly talented teacher, but in an assessment of computer use in six pre‐schools he raises the interesting question, is it simply the case that computers are not transforming early years education, but simply an addition to the traditional programmes found in this sector. Cuban's historical analysis of early years education in America, which certainly is similar to its development in Britain raises the question as to how this stage is seen politically and socially and it is impressive how he has placed the role of computers within this debate. The fourth chapter considering the manner and reasons why teachers used computers in the way they do certainly helps in understanding the issues. To be honest as I was enjoying the book I skipped the chapter on universities, universities so dominate my working life that I felt I deserved a break and I did not want to ruin a good read.

Chapter 5 is an interesting chapter considering the unexpected outcomes of policy. Cuban explores the introduction of technology such as radio and television which at the time it was argued by its advocates would change indeed revolutionize the teaching in schools; resulting in a whole multitude of positive outcomes. However, this technology did not fulfil the promises of its' advocates, and it focused my mind on the fact that we have the contradictory policies in Britain of successive governments controlling teachers' work and the curriculum with its back to basics demands, but at the same time demanding ICT teaching to be innovative and original.

In the final chapter, Cuban gives his answer to the question that he proposed in the title of this book, whether you agree with his conclusion or not there can be no disagreement in that Cuban has produced a thought provoking book on the role and implications of ICT in classrooms. This book is simply an essential read for school managers, educationalists and those interested in social policy.