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Jimmy Joseph

English 111

15 September 2010

A Summary and Response to “Unplugged: The Myth of Computers in the Classroom”

These days, computers are extensively used for instructional and learning purposes. Right

from elementary classrooms, kids are being trained not only in using computers but also using

them in their day to day academic work. Education aims for the all-round development of

individuals. It is true that computers serve as a good testing tool to assess students' many areas of

learning and understanding. Computer based instructional programs help develop subject matter

expertise and reinforce classroom skills. But, should too much dependence of computers needed

in the learning process? Are schools replacing the classroom instructional process such as

reading, writing, and homework assignments with various multimedia and hypermedia

programs? David Gelernter in his article “Unplugged: The Myth of Computers in the Classroom”

thinks that improper or uncontrolled use of computers may lead to decline of literacy and lack of

basic skills.

Computers have the ability and potential to accomplish great things, and Gelernter agrees

that “computers should be in the schools” (300). With the right software, computers have the

power to attain a rewarding learning experience. Multimedia technologies could make science

easier and more enjoyable or teach topics like art and music. They could be inspirational in

learning when the student can actually see geographical maps and multimedia presentations that

shows real life situations. They help children mobilize their own resources and help learn

themselves.

However, most of today's software available does not seem to help in the cognitive
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development of students. Despite the fact that “An estimated $2 billion has been spent on more

than 2 million computers for America’s classrooms, we constantly hear from Washington that

schools are in trouble” (300). It is true that the role of computers in higher education,

professional education, or research is inevitable. But many of the children's software programs

forget the basics of imparting literacy: reading, writing, basic math, and arithmetic skills. The

author supports this in his statement “In practice, however, computers make our worst

educational nightmares come true” (300). Gelernter brings solutions to improve computer

assisted instruction in classrooms. First, the software must support children's imagination.

Second, computers should not be used to substitute for a teacher. They should be used only

during free times like recess or relaxation periods. Finally, a direct face-to-face interaction with a

child is inevitable in the effective learning process. The author concludes that computers have

potential to do more harm than good when compared with books.

Gelernter brings our attention to a serious but overlooked problem the educational arena

is facing today. It is a fact that we depend more on multimedia and hypermedia technologies and

try to move away from books and classrooms. The author states, “Teaching children to

understand the orderly unfolding of a plot or a logical argument is a crucial part of education”

(300). He adds, “To turn a book or a document into hypertext is to invite readers to ignore

exactly what counts – the story” (301). Reading a book improves children's skills like spelling,

grammar, and usage. It builds language and communication skills vital for a child's success in

society. Reading books helps in the development of mental processes like perception, memory,

judgment, and reasoning. Cognitive development gets accelerated when one actually work out

math problems instead of using a calculator or computer software. “No wonder Japanese kids

blow the pants off American kids in math” is an eye opener for us, since there exists a tendency
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Work Cited:

Gelernter's “The Myth of Computers in the Classroom.” Tata McGraw Hill Reader WakeTech

Edition.