No change has been noted in standardized-test scores. Studies that show a positive effect have been largely anecdotal and are not scientifically valid. Despite the major expenditures for hardware and software, little money is invested in training for teachers. Computers are used not as tools for transforming learning but purely for drills in math or spelling. Few school districts plan for obsolescence.
Little money is allotted for upkeep.
Technology demands the kind of continual support most districts cannot afford. Computers are not substitutes for real-life experiences. Too much time on the computer can distract children from reading and writing, and make them intellectually lazy. Schools are being pressured by major software manufacturers to purchase expensive packages. There is no consensus on the best way to use computers.