Wardle, D. (2000) "No computers?" S. Hamilton, MA: Center for Youth Studies.

OVERVIEW

In the fall of 1999 the eight American and British Bruderhof community schools—first through ninth grades—were declared drug- and computer-free. No one would question the validity of the first category, but computer-free? Deprive children and teachers alike of this wizard tool which makes teaching easy and fun?

Yessir. Deliberately, radically, all computers were removed from the classrooms, staff room and library.

Why? Teachers and parents alike were questioning the effects of this "easy learning" medium on the habits, thinking, and emerging character of their charges. Could and should learning be made as easy as computer advocates proclaim? Are we producing a generation no longer able to handwrite, read concentratedly, think critically, express themselves lucidly, relate to others meaningfully?

School computers had a strong pull on pupils and teachers alike. The games lured the students. In free time, they would vie for playing time. Some parents even thought they could share quality time by playing computer games with their child. With educational games and programs, children quickly selected the "fun" parts, skipping over the learning. Soon, if they could not have access, they did not know what to do with their freedom. In the classroom, computer use tended to isolate children from their classmates. A computer could easily become the babysitter for the child who needed special help, when the teacher did not have the time to meet his or her needs.

As teachers became more involved with the programs, they became increasingly tied to the machines, waiting on their e-mail, ordering quantities of software to use the State’s allotment of funds, and feeling that once they had it, they must use it. And work turned in from computerized tests might well give an accurate summary of right and wrong answers. But it could never reveal the effort or discipline exerted by the student, which is apparent from the appearance of his page, regardless of the answers. The human element, the opportunity to encourage or challenge the effort, is eliminated.

So we took the plunge and threw out the computers.

Then we had to take stock and refocus. What is important for our education? We have always said we want to educate the "whole child." That encompasses the basic skills of the 3Rs, a broadening of experience through history, geography, literature, and science. It includes wholesome activities in crafts, art, music, hiking, camping, and hard work in garden and field and wood. With this focus renewed, we entered the 1999 academic year.

A year and some later we can report the following: teaching and learning have become more work!

Handwriting, which was deteriorating drastically, has slowly improved. The children have thrown off their passivity and become creative. Class projects involve whole classes and their teachers, instead of isolated individuals. In place of surfing the net for facts and figures on the Hudson River, the 3^rd and 4^th graders researched together in books, made a field trip to the river, and saw the rapids that blocked Henry Hudson’s route north. They taped a profile of the river to the classroom floor, sailed the good ship "Clearwater" in torrential rain. Crafts have re-surged: pottery, painting, metal work at the forge. Music and singing have acquired new vigor. And the children are plain happier.

All this has not come about by simply removing the computers. It as has required much effort on the part of the teachers and parents to provide positive and creative experiences, which foster active learning. We are convinced it has been worth it.

But, you will say, children need to learn computer skills as they grow up in the world today. Surely. According to computer programmers in highly computerized industries (Community Playthings, Rifton Equipment for People with Disabilities), the number one requirement for computer operation is a high standard of keyboard skill. Our ninth graders undergo an intensive keyboarding course. With this behind them, they will quickly pick up computer commands and operations, if they have been allowed to develop all their faculties at their own speed through their grade-school years.

And herein lies the ultimate reason why we abandoned the computer: children need their childhood to unfold into the persons they are meant to be. Hands on exploration, play, experimenting, relating to other children and adults, will lead them to become mature and whole adults. Being glued to a computer screen will not, for all the persuasive talk of the computer industry and the politicians and school authorities they have harnessed to their wagon.

QUESTIONS FOR REFLECTION AND DISCUSSION

1. To what extent do you think computers are advantageous in the classroom?
2. Is the easy availability of ‘knowledge’ through the computer conducive to real learning?
3. Is the overemphasis on academics, to which use of the computer is harnessed, detrimental to the balanced education of children?

IMPLICATIONS

• The media and the computer industry have almost convinced the education administrations that computers are essential in today’s classroom. Several companies want to wire every classroom for computers as their philanthropic contribution to education.
• Teachers, parents, educators who question this direction need to speak up loud and clear.

Derek Wardle cCYS