Oversold & Underused, L. Cuban (2000)
Final Blog
In the third and final section of this book, Cuban explores the availabilityand use of technologies at universities, specifically Stanford University, located in the Silicon Valley area. The outcomes of this exploration mirror those of preschool, kindergarten, and high school outcomes with regard to technology in classrooms; there was a huge push in the early 1990’s to “wire” classrooms, there was the expectation that technology would hugely influence pedagogy (for the better), and high tech firms like Cisco and HP made lots of money.
“…survey results from Stanford still leave the strong, clear impression that most faculty are serious users of new technologies for their research, writing, and classroom preparation but infrequent and limited users of the same technologies in their daily teaching.” (p.129). These same results were found with regard to preschool, kindergarten, and high school faculty. Traditional methods of teaching have scarcely been influenced by new technologies.
Cuban investigates a variety of explanations for the lack of technological integration in classrooms. These are the theories of; a) slow-revolution, b) external contexts of teaching (e.g. historical, social, political), and c) contextual constraints, i.e. practical limitations within the school.
As the title suggests, and Cuban summarizes “When it comes to higher teacher and student productivity and a transformation in teaching and learning, however, there is little ambiguity. Both must be tagged as failures. Computers have been oversold and underused, at least for now.” (p.179)
Final Blog
In the third and final section of this book, Cuban explores the availabilityand use of technologies at universities, specifically Stanford University, located in the Silicon Valley area. The outcomes of this exploration mirror those of preschool, kindergarten, and high school outcomes with regard to technology in classrooms; there was a huge push in the early 1990’s to “wire” classrooms, there was the expectation that technology would hugely influence pedagogy (for the better), and high tech firms like Cisco and HP made lots of money.
“…survey results from Stanford still leave the strong, clear impression that most faculty are serious users of new technologies for their research, writing, and classroom preparation but infrequent and limited users of the same technologies in their daily teaching.” (p.129). These same results were found with regard to preschool, kindergarten, and high school faculty. Traditional methods of teaching have scarcely been influenced by new technologies.
Cuban investigates a variety of explanations for the lack of technological integration in classrooms. These are the theories of; a) slow-revolution, b) external contexts of teaching (e.g. historical, social, political), and c) contextual constraints, i.e. practical limitations within the school.
As the title suggests, and Cuban summarizes “When it comes to higher teacher and student productivity and a transformation in teaching and learning, however, there is little ambiguity. Both must be tagged as failures. Computers have been oversold and underused, at least for now.” (p.179)
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