Computerised education is driven by the self-interest of industry. Children need a broad base not a one-dimensional computer. Computers discourage children from linking ideas. Computer screens flatten information into narrow, sequential data. The mediated world is less significant than the real one.
Computer users grow rusty in their ability to think.
Computer skills are not very useful for employment. Business dominates software and other curriculum material. Children concentrate on manipulating the software not on the subject. Teachers have insufficient time and ability to evaluate WWW material.