Child and the Machine: How Computers Put Our Children's Education at Risk »

In Los Angeles, the Kittridge Street Elementary School eliminated its music program to hire a technology coordinator. A Virginia school turned its art room into a computer laboratory. In the United States, a record $6.5 billion was spent on educational technology for the 1998-99 school year, while funding for music, arts and other specialty areas continues to shrink. Stubbornly, nearly every measure of our children's educational performance refuses to rise.

Throughout the country, parents and educators ask themselves, "Can this trend be good for our children?"

The authors of The Child and the Machine say the answer, conclusively, is no. Computers don't help most children learn; in fact, in many cases their use is damaging. They argue:

• There is no evidence that the use of computers improves reading or writing skills. Disturbingly, studies show the reverse is more likely.
• The "new emerging technology" currently in classrooms is used poorly, because many teachers have not been effectively trained.
• The indirect costs to children, in the form of reduced art, music, and physical education, stunt their natural development.
• The real dollar costs are far higher than people realize-and far higher than many school boards will admit. In case after case, computer upgrade and training costs are underestimated by many thousands of dollars.
• The rush to use computers with young children too often ignores the real risks of eye strain, repetitive strain injury, and other physical injuries, with potentially tragic results.

Drawing from hundreds of school visits, studies, and expert interviews, The Child and the Machine paints a compelling picture of how our uncritical rush to use computers in schools has led to one of the most expensive and least helpful revolutions in the history of American education.

Library Journal

Should the schools put their resources into books and teachers or into technology? Repeatedly, the recommendations from Toronto-based magazine writer Armstrong and freelance writer-editor Casement advocate teachers and real-life experiences for elementary school children. Drawing from dozens of school visits, studies, and interviews with experts, the authors show that the movement to computerize schools causes more harm than good. While echoing the themes of educator/researcher Jane Healy's Failure To Connect (LJ 8/98) and computer guru Clifford Stoll's High Tech Heretic (LJ 10/15/99), this book takes a parental stance and hence comes across as less authoritative. Healy's work is preferred as more substantial than this title, which was previously published in Canada in 1998.--Laverna Saunders, Salem State Coll. Lib., MA Copyright 2000 Cahners Business Information.\