The Fundamental Dilemma of Computer-based Instructions

The fundamental dilemma of computer-basedis a firm commitment from parents, educators,
instruction and other IT- based educationalpolicy-makers, and communities to the
technologies is that their cost effectivenessremarkably low-tech imperatives of childhood.
compared to other forms of instruction — forThose include good nutrition, safe housing, and
ex-ample, smaller class sizes, self-paced learning,high-quality health care for every child —
peer teaching, small group learning, innovativeespecially the one in five now growing up in
curricula, and in-class tutors — has never beenpoverty. They also include consistent love and
proven. So why are we, as a nation, sonurturing for every child; active, imaginative play;
enamored of computers in childhood? Thisa close relationship to the rest of the living world;
one-size-fits-all fix for elementary schools doesthe arts; handcrafts and hands-on lessons of
seem to meet a lot of adult needs. It makesevery kind; and lastly time — plenty of time
politicians and school administrators appearfor children to be children. A new respect for
decisive and progressive. It tempts overworkedchildhood itself, in other words, is the gift that will
parents and teachers with a convenient electronicbest prepare our children for the future's
baby-sitter. And it is irresistible to high-techunknowns. Empowered by this gift, our children
companies that hope to boost sales in thecan grow into strong and creative human beings,
educational market.facing tomorrow's uncertainties with competence
But a machine-centered approach does not meetand courage.
the developmental needs of grade-school children.School reform is a social challenge, not a
Nor will it prepare them to muster the humantechnological problem. The Education Department
imagination, courage, and will power they will ass own 1999 study, "Hope in Urban Education,"
adults need to tackle the huge social and Replicaoffers powerful proof. It tells the story of nine
Watches environmental problems looming beforetroubled schools in high-poverty areas, all places
us. Young children are not emotionally, socially,resigned to low expectations, low achievement,
morally, or intellectually prepared to be pinnedand high conflict. But all transformed themselves
down to the constraining logical abstractions thatTag Heuer Replica into high-achieving, cohesive
computers require. This sedentary approach tocommunities. In the process, everyone
learning is also unhealthy for their developinginvolved—principals, teachers, other staff
senses and growing bodies.members, parents, and students — developed
What's good for business is not necessarily goodhigh expectations of themselves, and of each
for children. We cannot afford educational policiesother. The strategies that worked in these
that will expand the market for Microsoft,schools, the study emphasizes, were persistence,
Compaq, IBM, Apple, and other companies atcreativity in devising new ways of collaborating,
children's expense. Nor can we afford the fantasymaximizing the attention focused on each child,
that pushing young children to operate the veryand a shared commitment to meeting the full
latest technological gadgets will somehow saverange of children's needs.
them from economic and cultural uncertainties inPerhaps what we're looking for is not a
the future. Nothing can do that — certainly nottechnology, not a product to be bought and sold
soon- to- be obsolete skills in operating machines.at all. Perhaps the gold is something to be mined
In the long term, what will serve them far betterand refined within ourselves.