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[Conducting] field studies in early childhood settings, a high school, and a university in Northern California's Silicon Valley...[Cuban] discovered no substantial evidence of students' increasing their academic achievement as a result of using information technologies; the majority of teachers employed technology to sustain existing teaching patterns rather than to innovate; and only a tiny percentage of high school and university teachers used the new technologies to accelerate student-centered and project-based teaching practices. Cuban concluded that teachers, like other professionals, have been selective in their uses of technology in the classroom; that the "computer age" may be a slow revolution with incremental change over a generation or two; and that teachers may be forced by the history and contexts of schooling to accept technology. An interesting volume.
— D. L. Stoloff