"If the computer can accomplish the task better than other materials or experiences, we will use it. If it doesn't clearly do the job better, we will save the money and use methods that have already proven their worth. In the case of the child under seven, there are few things that can be done better on a computer and many that fail miserably by comparison." Healy, pp. 217-218
"...imagining (i.e., creating scenarios from their own mind, not from a menu of possibilities)..." Healy, p. 229
"How much intellectual rigor must we sacrifice in order to get kids 'motivated'?" Healy, p. 264
"While these screens [projection screens] are often praised for their flexibility, they encourage teachers to present material in bits and pieces, which come and go quickly." --Oppenheimer, p. 372 (in footnote)
"But we all must realize that opening the Internet's door to youngsters also requires teachers to accept additional responsibilities. This does not just involve watching out for pornographic or violent material; that's the easy part. It also concerns watching what values and beliefs students develop about what knowledge is; how it's built; how it's used; and what it demands of them, as students and citizens." --Oppenheimer, p. 395
"One form [of what passes for critical thought today] is the polite, mildly informed, but ultimately superficial discussions that university professors increasingly observe in their classes, where students with a 'whatever' attitude and a consumer's approach to education are unsettled and often offended by discussions that challenge their fundamental beliefs." --Oppenheimer, p. 407
This page was prepared by Dr. David M. Marcovitz.
Last Updated: February 16, 2009