Not sure what you want me to do dude, I'm sorry I'm speaking my truth and it is upsetting I guess. Take care.
Edit to your edits: he wrote several books talking about computers, or more specifically, the computers of the 80s and 90s, being worthless and would lead us all astray.
And as I've discussed with you elsewhere-- I feel like most of that criticism is spot on.
Computers in education are great for:
* Education on how to use computing or programming (... though when I teach these subjects, I do a whole lot of it offline)
* Independent research (though you'd better stand at the back of the classroom and monitor what's going on very closely... and do this sparingly).
* Occasional rapid feedback through a Kahoot about how much your class understands a given set of subject matter.
* Letting students write and revise a paper quickly now and then
* Occasional individualized practice through something like Khan.
On the other hand, they're greatly overused even today. Instructors do things like:
* Use a Kahoot every class to convey key learning material, which results in a disorganized, flash-card experience.
* Perform enough of the work on computers that plagiarism and academic integrity become a huge concern.
* Displace valuable classroom practice performing labs or doing arithmetic with inferior virtual eqiuvalents.
* Allow students (without any type of learning or physical disability which would necessitate this) to take notes online, which under the best of circumstances is demonstrably inferior to paper note-taking for retention and also invites massive amounts of abuse.
I feel like the case was similar in the 1990s: there was little evidence of benefit. There was less of the online abuse of computing, but there was still a lot of abuse and misuse.
Edit to your edits: he wrote several books talking about computers, or more specifically, the computers of the 80s and 90s, being worthless and would lead us all astray.