Cover image for The child and the machine : how computers put our children's education at risk
The child and the machine : how computers put our children's education at risk
Armstrong, Alison, 1955-
Personal Author:
Publication Information:
Beltsville, Md. : Robins Lane Press, [2000]

Physical Description:
xii, 254 pages ; 23 cm
Educational technology and illusions of "progress" -- White knight or white elephant? The real costs of computerizing education -- Disembodied brain -- Online to success? Computer-based instruction and academic achievement -- Young reader and the screen -- Young writer and the screen -- Information maze -- Caught in the Web: children's advertising on the Internet -- Physical effects of computer use -- Art of learning -- Real world of learning -- Finding technology's place.
Added Author:
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Call Number
Material Type
Home Location
Item Holds
LB1028.43 .A76 2000 Adult Non-Fiction Central Closed Stacks

On Order



Argues that the rush to use computers in schools has led to one of the most expensive and least helpful revolutions in the history of education.

Reviews 2

Booklist Review

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. (Reviewed May 15, 2000)0876592108Vanessa Bush

Library Journal Review

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 (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.