FAILURE TO CONNECT: How
Computers Affect Our Childrens
Minds -- and What We Can Do About
It by Jane M. Healy
Educational
This important book is a welcome addition to the growing (and long
overdue) debate about how much of a good thing it is to mix computers
and children. Healy is a professional educator of wide experience, and a
recovering techno-fundamentalist. She is scrupulously fair about the
evidence presented in various studies on the ways computers help or
hinder learning, and quick to offer positive anecdotes where there are
positive ones to be had. (She freely notes, for example, what a miracle
computers have been for some handicapped children.) But her
conclusions about the routine use of computer technology in the
classroom are overwhelmingly--and persuasively--negative. A major
theme of Failure to Connect is the federal governments culpable idiocy

(not her term, but she implies as much) in jumping uncritically, to the tune
of $4 billion a year, on the computer in every classroom bandwagon. As
she shows, there is scant evidence that computers teach basic skills any
better than traditional methods, or that children who dont have computers
are somehow left behind. Conversely, there is abundant evidence that an
uncritical infatuation with computers as an educational panacea is
replacing skill building and learning with formless play while forcing art
and music lessons, and in some cases math textbooks, off many school
budgets. Healy writes lucidly, neatly balancing her discussion of the
issues with practical, undogmatic advice for parents and educators. A
sober and sobering read about a crucial issue. --Richard Farr
Personal Review: FAILURE TO CONNECT: How Computers
Affect Our Childrens Minds -- and What We Can Do About It by
Jane M. Healy
Failure to Connect is a book that discusses the implications of technology
as it relates to the academic and social development of children. I believe
this book raises some very important questions for both parents and
educators when considering technological tools for children's use. This
book poses tough questions that should be addressed to ensure that
children are protected and correctly guided while using a computer. Dr.
Healy expresses concern that too little time has been spent studying the
effects of educational technology, which consequently, can cause greater
harm than good.
Dr. Healy addresses the misconception that computers and educational
software is the "key to successful student achievement". After countless
hours in classrooms observing and talking to teachers and students, Dr.
Healy suggests that perhaps many parents and educators "want to believe
that technology is the `magic bullet' that will take care of problems in our
education system that previously failed to be addressed" (p. 18).
Consequently, she believes too much emphasis is placed on technology,
taking away from the development of basic reading, math and problem
solving skills.
The underlying question that surfaces throughout this book is "do
computers and technology truly improve student learning and
achievement?" According to the author, there is little evidence to support
the use of technology as a necessity or benefit to student success (pp.
105-106). The author goes on to suggest that students, especially
younger students, should be carefully monitored and limited in their
computer use (p. 110). In her research, Dr. Healy found that students who
spent large quantities of time on the computer: (1) did little work of
educational value, (2) interacted minimally with others, and (3) reduced
their attention, listening and problem solving skills (p. 40). Dr. Healy offers
parents and educators guidelines to use that address the potentially
damaging effect of prolonged computer use by children (p. 66).

Many of the questions about technology and learning, which parents and
educators may not have contemplated, are addressed in this book. The
examples provided by the author are relevant and provide insights and
perspectives of parents, teachers and students. The author's passion and
support for teaching and learning is evident as she encourages adults to
attend to the intellectual and social needs of children as opposed to
allowing technology to take over this role.
Dr. Healy provides a thorough, thought-provoking review of technology and
its impact on learning. It is evident that more research is necessary in this
field to establish best practices and standards for the use of technology for
academic purposes. Based on this valuable information, the school
community will likely have a different perspective of technology use in
education. I strongly recommend this book to any parent or educator who
wants to learn more about the implications of technology and the academic
and social development of children.
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