The Child and the Machine: How Computers Put Our Children's Education at Risk Paperback – Jan 1 2000
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The number of computers in schools more than doubled during the 1990s, while government and corporate initiatives to wire schools for Net access has been aggressive. But how are computers affecting the way children experience school? The Child and the Machine offers one possible answer to that question. Authors Alison Armstrong and Charles Casement argue that "computers put our children's education at risk" by diverting funds from art, music, and other programs. What Armstrong lacks in scholarly or professional accreditation she makes up for in tenacity. A concerned mom's polemic, The Child and the Machine meets Armstrong's laudable goal of providing a framework for a "long overdue public discussion" about computers in elementary schools. Chapters about keyboarding, reading on-screen, using word-processor programs, and playing computer games are spiked with useful tidbits of educational theory. The importance of physical stimulation in children's learning is uppermost for Armstrong. Despite the computer's much-vaunted capacity to retrieve pages of information about ladybugs, for example, it is an inadequate substitute for holding the real thing in the palm of your hand. What's missing from Armstrong's account is sufficient attention to the role of parenting. Computers may indeed be a bland experiential diet for hungry young minds, but Armstrong's worry that computers are ruining children's appetite for other kinds of activity is unsupported. Still, The Child and the Machine views with healthy skepticism the benefits of the influx of computers in the elementary school classroom and will sharpen one's thinking on this vital subject. --Kathi Inman Berens --This text refers to an out of print or unavailable edition of this title.
Armstrong and Casement thoughtfully consider the use of computers to teach children. They explore theories of how children learn and their application to the hottest trend in education, computer literacy. The pressures of accountability and burgeoning technology drive the interest in computerizing schools, but Armstrong and Casement see computers as being in danger of becoming, like TV, a threat to educational development. They cite research critical of computer learning, which maintains that computers deprive children of sensory experience and may actually hurt academic performance. They note that most studies on how computers affect learning are inconclusive. The amount of benefit that students derive from computers depends on their state of developmental readiness and the adequacy of their teachers' training. Armstrong and Casement examine integrated learning systems, schools with heavy reliance on computer learning, and software packages for children as young as eight months, but their bottom line is that money spent on computers would be better spent on more teachers to reduce the student-teacher ratio. Vanessa Bush
Copyright © American Library Association. All rights reserved --This text refers to an out of print or unavailable edition of this title.
Top Customer Reviews
We can presume this book's intended audience is the legion of teachers and education bureaucrats who cringe every time they hear the phrase "computers in the classroom".
Their biggest dilemma and their most justifiable concern are the expense of the hardware and the short-life of your typical PC. Educational dollars are finite and mistakes can be expensive. The big bonus though, is that as computers have become more powerful, they are at the same rate becoming cheaper.
Alison Armstrong and Charles Casement in their book make a fundamental mistake in their approach to the impact of computers on children's education. They focus predominantly on the hardware and human interface issue. Surely the power and impact of IT is not all about the box that sit on our desks but instead it is the world of knowledge and the creative tools that brings value, pleasure and rewards to all of us.
Since this book must have been written for an audience of educators, academics and "concerned parents", it sensibly provides us with a comprehensive set of footnotes and bibliography. Unfortunately, the index is useless. I thought I'd check out references to Yahoo! There are two, the second being on page 200. Nowhere is Yahoo mentioned on that page. Similarly references to Nicholas Negroponte. We found a couple of references to his "Being Digital" when reading the book, but the writers casually dismiss his ideas in a few lines . Whoever indexed their book should polish up their search tools since the index often leads us nowhere.
When you consider Yahoo searches are damned by the authors, and considered to be such a difficult and confusing task for a child, imagine how a serious reader of their book feels when references to Yahoo in their own index lead you astray.Read more ›
Most Helpful Customer Reviews on Amazon.com (beta)
However, the author provides the most petty evidence for these claims. Yes, carpal tunnel is a danger, but not for the school children in the book who use share a few computers for a few hours per week. More dangerous is the way neural pathways are formed to accommodate digital media rather than concrete items.
This book is also out of date as far as the Information Age progresses. It doesn't take into account that many children have a unsupervised computer access, etc.
Not worth the money.