"Oversold and Underused" uses the author's apparently great array of resources to compile a comprehensive study on one of the newst, most popular educational fad: computers.

They're everywhere. In computer labs, in classrooms, and in libraries (now, because of this, called "media centers" in many places), among others.

Larry Cuban does a good job detailing this, using both previous studies and his own ones. But this book is flawed in that he does not go nearly far enough in describing the ramifications of such a drastic change in the educational landscape. And he never satisfactorally answers what should be his one of his primary concerns: do computers help students learn?

All in all, this is a good book to check out of the library and leaf through to get a better grasp of the increasing presence of computers in schools today.

In Larry Cuban's book, Oversold and Underused: Computers in the Classrooms, the author contends that all the technology that has been infused in schools has done little to change the way teachers teach. Furthermore, he believes that technology probably will never change the way teachers teach. He researchers the technology in schools in Silicon Valley, thinking that if technology will change the way we teach, what better place to begin his research. He finds that very little has changed in the way teachers teach and children learn even in this geographical area where technology in schools all began. He gives very detailed and specific research, and then gives his reasons why he believes the way he does. He understands that technology is here to stay, but unless schools first concentrate on learning and their core and social values, technology will continue to be oversold and underused. Although I disagree with him on some of his observations, this book has certainly made me think and will change the way I make future decisions when recommending what technology should be purchased and how it should be incorporated so that it will not be underused.

In his book "Oversold and Underused Computers in the Classroom", Larry Cuban gives us much to consider with regard to the placement of computer technology in our nation's schools. Computer technology was touted by reformers, politicians, and school administrators as being the innovation that was going to change the way our teachers teach and our students learn. Literally billions of dollars have been spent on infrastructure, computers, projectors, software, and both mobile and stationary labs. But to what end? What, if anything, has changed?

Cuban supplies the reader with a look at schools in Silicon Valley and their attempts to bring about change through technology implementation. While teachers may use computers at home or for administrative tasks at school, they have yet to integrate technology use and bring about change through constructivist methodologies. His prognosis for change is pessimistic at best.

I believe that Dr. Cuban has presented a very valid case and has substantiated his position with plenty of good data. The book was easy to read and understand. I found the case studies to be particularly good reading. I would recommend that school board members, administrators, teachers, elected officials, and concerned parents read this book and thoughtfully consider his case.

Cuban reviews the attempts to adopt technology into American classrooms throughout the 20th century. Moving pictures, radio, TV, and other technology-based improvements were loudly acclaimed to herald a new paradigm for education. All attempts failed to make a dent in established curriculum and teaching. Cuban analyzes these failures, and applies his ideas to the current wave of technology edu-euphoria, the computer.

I'm not sure his dire 1986 predictions are valid now, with the saturation of classrooms and tool-orientation that the modern computer offers. However, his book is essential reading if you want to think carefully before adopting technology in a school system. Learn from history, don't repeat it!

Jamail does a good job of sorting out the politics behind the Cuban baseball league and setting the record straight on the often distorted stories of Cuban defectors. But from a baseball fan's standpoint, there is little here that transmits what the presentday Cuban league actually feels like and looks like on the field of play. That book remains to be written and is sorely needed.

Full Count is an easy to read documentary about baseball in Cuba. This book is especially topical because of both the recent influx of Cuban baseball players in the U.S. Major Leagues, as well as the Elian Gonzalez situation in Miami. Baseball in Cuba has always been of interest to fans in The United States, as many Cuban-born players such as Orlando and Livian Hernandez, Rey Ordonez, and others have enjoyed success in the major leagues. Many stories have been romanticized about how these Cuban stars have defected from their homeland to enjoy the freedoms of the United States. Full Count tells the truth of these stories, and also describes how these players have developed into Major League talent. A development system that is very reminiscent of Eastern European athletic programs in the height of the Cold War. Full Count is a good read for anyone who is interested in both baseball and the political situation in Cuba.

Just as someone said below, "Good book for a report but not for pleasure reading".

I read Tinkering Toward Utopia: A Century of Public School Reform for a presentation, but I wouldn't have purchased this book on my own initiative. The book is filled with facts and opinion polls, which only reveal the fickleness of the American public -- claiming that public schools are deplorable one year, and excellent the next. The authors inform the reader of what reforms didn't work, but offer few ideas of how to implement change. The book has potential, but falls unfavorably short of expectations.

Tinkering Toward Utopia is simply the best brief introduction to the history of educational reform in the US available. Anyone with a genuine interest in historical explanations of why grand schemes of school reform fail and why "crisis" is the way the US has tended to view its need for school reform, will be rewarded by this clearly written account. The book substitutes complex historical analysis for the usual simple-minded polemics of writing on education, but the authors do not weigh the book down with a lot of historical evidence and inpenetrable footnotes. I highly recommend this book for anyone who cares about the prospects of reforming public schools in the US.