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A Book Review
Critique Summary Bibliography/Endnotes
The required length of this critique is a problem given the length and scope of this book but a cursory examination and the use of representational exemplars from this book should be a sufficient treatment. Upon both my first and second readings of this book, I was astonished to find how unreadable it was. In addition, the argument, the overall thesis of the book appears unresolved. Essentially the thesis seems to end with the first chapter. The second and additional chapters are more 'chatty' and resource oriented. However, the determined reader can glean some evidence and secondary arguments that support and contribute to the main thesis. Unfortunately, this book contains no reference to one of Healy's prior books, Endangered Minds, but it appears to be largely dependent upon this book for its movement and development. Essentially, this book is unreadable for those who have not read Endangered Minds.
During November and December of the year 2000, I was engaged in a practicum with Kindergarten students. At that time, I was quite enthusiastic about computer use and the development of the new Alberta curriculum, Information and Communication Technology (ICT). Discovering that ICT was not entirely appropriate for Kindergarten aged children I decided to introduce some educational software to the classroom. Months later, after having read Healy's book for the first and second times, I chanced to return to that Kindergarten class for a visit. Despite my dislike for the book, my eyes saw the classroom in a very different light. I saw that the students engaged with computer activities seemed unconnected, impulsive and non-interactive. That day, I very much wanted to take back my introduction of that software to this class. This is not an overwhelmingly glowing report of the book, but it is an important statement about the difference between the structure and the content of this book. It is largely indigestible but it can have a tremendous impact on the way a person sees computer use in relation to children.
This book has a great deal of practical wisdom to share. Healy lays out a very practical scaffold for the development of cognitive and metacognitive skills (among others) in children. Rather than simply putting the child in front of a computer, she suggests interesting and intriguing plans that access the vast wealth of knowledge available on the Internet in the form of complex and authentic activities (Healy, p138-9). However, this section does not contribute to the argument that was laid out in the opening chapter of this book. It does not contribute to any argument; instead, it is a practical guide and checklist that teachers can use for devising technology programs in their classroom. However, later in the same chapter Healy does contribute to her thesis with an anecdotal record of a child that accomplishes nothing on a computer because she was not properly guided.
"Oh I just like to look at maps," she replied.
"What is the name of that map you're looking at?"
"I don't know. I just like to look at maps."
"What's this line here? I indicated a large river. "Or this?” For the Ocean. I don't know," she shrugged. "I just like to look at maps."
Surely there are much deeper and brain-building ways for her to enter the world of visual symbols (Healy, p. 144).
This anecdote connects and contributes to Healy's premise that we are uncritical of computer use, and simply expect that exposure to computers will better our students. There are many more anecdotes like this one that help advance the argument that computer use needs to be questioned. Unfortunately, anecdotal evidence lacks a certain panache in the academic and aesthetic world. Luckily, for Healy, and any reader of this book, anecdotes also have a powerful impact and force that straightforward rhetoric may lack.
The most interesting and rigorous section of this book is the one that covers “Brain Basics” (Healy, p 132-7). This section, which covers much detail on brain development, contains extensive footnotes to psychological journals and respectable authorities such as the National Mental Health Advisory Council. It is upon this section that I believe Healy’s thesis rests most heavily. The facts of childhood development laid out here clearly places when and how a child can be most affected negatively and positively by computer use -- over and under stimulation.
To end this book review on a positive point, I have found that Healy’s contributions to technology-rich classrooms in the form of practical and helpful guides for computer use are of a very high standard, though the lists could use additional concrete examples of good practices and a better organizational structure. The book comes at an interesting time in the educational field, as it precedes a continent-wide movement toward integrating technology into the other subject disciplines1. Although Healy does not appear to state recognize that she is a pioneer in technology integration, I believe that it is to her credit that she has put together this resource which focuses on applying educational standards to the use of technology and at the same time integrating technology into the other subject disciplines– two sides of the same coin.
It would appear that the first chapter of this book misleads the reader. It does not seem reasonable to assume that upon completion, this book was intended as an exploration of "how computers affect our children's minds" but instead, is an attempt to describe, "what we can do about it". If readers were to treat this book according to this interpretation of intentions, I am certain it would receive much wider acclaim and more positive book reviews. When I consider what aspect of this book would have the greatest affect on me as a teacher it would clearly be the checklists and examples for authentic cognitive and metacognitive use of computers. On the other hand, the impact of the anecdotal evidence upon my perception of my Kindergarten class (see above) is certainly the best evidence of the value of this book to readers.