So many teachers today are removing students and themselves from issues concerning the world in which they interact. As Monke points out, abstract concepts of society and the natural world will not mean as much to students when the issues are presented on the computer screen. A point that I think is also pertinent is how computers affect a child's neurological development. While it is not as critical in teenagers, if computers keep invading the younger grade levels as they have been, I fear our children's imaginative and social skills will be hindered. A child's developing brain needs movement and interaction with people for optimal neurological growth.
Computers promote sedentary and solitary work.
Clearly, there are legitimate uses for computers in schools. But we must not let them interfere with natural learning processes that are already threatened by the other, dominant forms of mass media. The Spring 1999 issue of your publication crossed my path here at work, and I was very pleasantly surprised when I read it. The tone was positive and uplifting in the face of the despair and depression our world often contains. As an environmentalist and transportation activist, I noticed one glaring omission from the otherwise thorough and informative content of your magazine.