Oversold and Underused

By Larry Cuban. 2001

926 citations recorded by the source corpus.

"Computers have been oversold and underused, at least for now," claims Larry Cuban (2001, p. 179) in his most recent study on computers in classrooms. This book offers a compelling look at how computers are being utilized in the educational environment and engages readers to ponder how teaching and learning have changed since many institutions have jumped on the technological bandwagon. Cuban's work, which is essentially free of technical jargon and presented in the form of case studies, takes readers on a journey into several classrooms and enables them to become acquainted with the teachers. Three questions drive Cuban's work:

Subfields: Education, Gender Studies, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f9db3ef5574331a37b900e31691582d384aa89f0

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Citations in the corpus

Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning (2010, background): “Moreover, when introduced, the outcome is far from straightforward and not always a success, neither generally (Cuban 2001; Lehtinen et al. 2001; UNESCO 2005), nor in specific subjects or contexts (Sinko & Lehtinen 1999; Hui et al. 2008; Krange & Ludvigsen 2008, 2009; Lantz-Andersson et al. 2008).”
A review of research exploring teacher preparation for the digital age (2019, background): “Initially, the introduction of generic digital technologies had limited usefulness and usability to meet the educational aims of teachers and schooling systems (Cuban, 2001; Davis, 1989).”
Evaluating Strategies Used To Incorporate Technology Into Preservice Education (2006, background): “Cuban, L. (2001). Oversold and underused: Computers in the classroom.”
Computer Technology Integration and Student Learning: Barriers and Promise (2008, background): “ Cuban (2001) identifies various reasons for this sad trend, including lack of time to learn how to use the technology and develop specific computer activities for classroom use.”
Design-based research and technology-enhanced learning environments (2005, background): “As a result, TELEs have not been widely used by either students or teachers ( Cuban, 1986, 2001; Kent & McNergney, 1999).”
Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme (2007, background): “In practice, however, established curricula and teaching approaches still remain essentially unchanged, while technology is usually underused and poorly integrated into the classroom (Cuban, 2001 ; Ofsted, 2004 ).”
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012, background): “them, to develop, incorporate, and extend new ideas about teaching and learning in anything but a small fraction of schools and classrooms” (see also Berends, Kirby, Naftel, & McKelvey, 2001; Cuban, 2001; Elmore, 1996, p. 1; Tyack & Tobin, 1992).”
Technology and Equity in Schooling: Deconstructing the Digital Divide (2004, background): “Cuban, 2001 ), these gaps are gradually being narrowed.”
Increasing interactivity in lectures using an electronic voting system (2004, background): “They have been sporadically used for some decades (Bridgman 1965; Appleby 1968; Cuban 2001 ).”
Educational Research and Reviews (2006, background): “While universities provide ample access to ICT to their students and faculty, its utility has not been fully realized (Cuban, 2003) largely due to the increased workload it entails (Ayers et al.”