"Oversold and Underused" Part I

Oversold and Underused (2001) by is written by Larry Cuban, an Education Professor at Stanford University. As expressed by the title, Cuban purports that new technologies in classroom settings, such as computers, are underused and when they are utilized that use lacks creativity.
In the book’s introduction, Cuban discusses the history of educational technology in the United States, the politics of education in California, school reform, and the forces that led the drive to incorporate current technologies into classrooms. Not surprisingly, there was much support from technology business leaders, such as IBM and America OnLine.
In the first chapter of the book Cuban gives a brief history of California and more specifically, the Silicon Valley. He makes the obvious comparison of the California gold rush and the birth of the high tech industry in the Silicon Valley. He describes the physical setting of the Silicon Valley and explains how and why specific schools were chosen to be a part of the research for this book. The introduction and first chapter set a clear background and context for the data and text that follow.
In chapter two, Cuban researches the use of computers in preschool and kindergarten classrooms located in the Silicon Valley. Cuban combines factual information along with the anecdotal which makes for an interesting and enjoyable read. He cites and references experts in the field of early childhood education, such as the National Association for the Education of Young Children (NAEYC) and Jean Piaget, which lends credibility to his perceptions and understandings of early childhood programs.
In this chapter, he specifically discusses the integration (or lack thereof) of computers and technology in the early childhood classrooms in his sample. He examines the assumption that availability and access to computers naturally leads to optimum use of computers in education. This brings to mind how the term “integration” has been used so frequently with regards to schools and education. When schools were racially integrated in the 1950’s, 60’s, 70’s, and so on, they were passively integrated. By this I mean there wasn’t a pro-active approach to integration. Educators and communities believed that by simply combining various racial groups, integration would be achieved. This same phenomenon occurred with the restructuring of special education and continued even after IDEA was passed. Simply combining students with special needs and typically developing students did not create “integrated classrooms.” One cannot simply open up the roof of a school and “drop in” people or objects and hope for the best. Integration is an active process. One that includes education and experiences for all involved.
Cuban would agree with this view with regard to computers in schools. In a frenzy (created by whom?) the proverbial roofs of schools were opened up (by IBM and Intel?) and computers were dropped in. With a quick brush of the hands and a feeling of satisfaction, computers and technology had been integrated into public schools throughout the country. Now what? More to come on May 14th…