Oversold

"Oversold and Underused" uses the author's apparently great array of resources to compile a comprehensive study on one of the newst, most popular educational fad: computers.

They're everywhere. In computer labs, in classrooms, and in libraries (now, because of this, called "media centers" in many places), among others.

Larry Cuban does a good job detailing this, using both previous studies and his own ones. But this book is flawed in that he does not go nearly far enough in describing the ramifications of such a drastic change in the educational landscape. And he never satisfactorally answers what should be his one of his primary concerns: do computers help students learn?

All in all, this is a good book to check out of the library and leaf through to get a better grasp of the increasing presence of computers in schools today.

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 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.