Pope and Golub suggest that this dilemma is fine when teachers realize they don't have to know
everything and that it is okay for teachers and students to learn from each other. In most areas of
education, this is a "given" but in regards to technology, staff development would appropriately
prepare teachers for some of these situations ahead of time.
Cuban discusses many of the problems teachers face when trying to integrate technology
into teaching and many of those problems are difficult to overcome. It seems natural that in light
of these problems that teachers would not be quick to "jump" into something that takes so much
time, effort, and energy. His assessment of teachers' lack of use of technology seems accurate
when he says,
...historical legacies in school structures and parents' and taxpayers' social beliefs
about what schools should be doing, I believe, will trump the slow revolution in
teaching practices. Those fervent advocates who seek to transform teaching and
learning into more efficient, productive work through active, student-centered
classrooms will find wholesale access to computers ultimately disappointing
(Cuban, 2002, p. 196).
He goes on to suggest that the slow revolution will be the vehicle through which change takes
place in how teachers utilize technology in their classrooms.
It is quite possible that Cuban's theory about technology being oversold and underused
is really a statement embedded with truths about advertising used to promote technology in and
out of schools as well as the lack of total embracing of technology by teachers. It seems logical
that he is suggesting this situation is no different than any other in the history of education and all
the "hype" done by promoters is just that, "hype." One thing is certain, teachers have always had
to face stiff criticism from reformers and this situation is no different.
The blame for not using technology regularly should not be placed wholly on the
shoulders of teachers. Lack of funds, lack of equipment, and training are only of few of the
obstacles teachers face. Cuban has dealt fairly with teachers when he discussed these in his
book.
Cuban states in the last chapter, "Yet technology will not go away, and educators have to
come to terms with it as an educational tool" (Cuban, 2002, p. 194). There is doubt this
transformation won't happen overnight.
Cuban's final assessment seems correct when he says on page 196-197, "I predict that
the slow revolution in technology access, fueled by popular suppport and continuing as long as
there is economic prosperity, will eventually yield exactly what promoters have sought...(Cuban,
2002, p. 196-197).
Education is about change and change is fundamental to life. Technology will find its way
into all classrooms but time is the determining factor.