In recent decades, technology has taken center stage in discussions about education reform. Computers, smart devices, and internet-based learning tools are seen by many as essential to improving schools and raising student achievement. However, Larry Cuban’s thought-provoking book,Oversold and Underused, offers a sobering counterpoint to this optimism. Based on extensive research in classrooms, Cuban argues that despite massive investments in educational technology, actual classroom use has remained limited and often superficial. His analysis continues to challenge educators, policymakers, and technology advocates to rethink how and why technology is introduced in schools.
Background and Author Perspective
Who is Larry Cuban?
Larry Cuban is a respected historian of education and a professor emeritus at Stanford University. With decades of experience as both a high school teacher and school superintendent, Cuban brings a balanced and grounded perspective to the issues he addresses. His scholarship focuses on the intersections of policy, reform, and practice, particularly how educational innovations are implemented or not within schools.
Context of the Book
Oversold and Underusedwas published in 2001, during a period of growing enthusiasm for technology in education. At the time, many school districts across the United States were spending millions on computers, software, and network infrastructure. Policymakers promoted technology as a means to modernize classrooms and enhance student learning. Cuban’s book stands as a critical examination of these trends, asking whether technology truly transforms teaching and learning in the ways its proponents claim.
Main Arguments of the Book
The Myth of Transformation
Cuban argues that schools have been oversold on the promise of technology. Policymakers, tech companies, and reformers often speak of computers as tools that will revolutionize teaching. However, Cuban’s research shows that most teachers continue to rely on traditional instructional methods. In practice, computers are often underused, serving limited purposes such as word processing or internet browsing, rather than fundamentally reshaping pedagogy.
Evidence from the Field
One of the strengths ofOversold and Underusedis its empirical foundation. Cuban conducted detailed case studies in Silicon Valley high schools, where access to technology was abundant. Despite this access, he found that classroom integration of digital tools was sporadic. Teachers cited reasons such as time constraints, lack of training, curriculum pressures, and uncertainty about the value of tech in meeting instructional goals.
Culture and Habits in Teaching
Cuban emphasizes that teaching is a deeply cultural activity. Educators work within established routines and expectations. Simply introducing new tools does not change these routines unless teachers see clear benefits. For many, sticking to familiar methods feels safer and more effective than experimenting with unfamiliar digital tools. This cultural inertia, Cuban argues, helps explain the limited adoption of technology.
Why Technology Is Often Underused
Lack of Professional Development
One barrier Cuban identifies is the lack of meaningful professional development. Teachers are often introduced to new technologies without adequate training. A single workshop or technical demonstration does little to help educators understand how to integrate digital tools into their specific subject areas. Without ongoing support, most teachers revert to familiar practices.
Curriculum and Testing Pressures
Another constraint is the pressure to cover mandated curricula and prepare students for standardized tests. Teachers feel limited in the amount of time they can dedicate to experimenting with new tools. Unless technology helps them meet these external expectations, it is unlikely to be prioritized in daily instruction.
Mismatch Between Tools and Needs
Cuban notes that many educational technologies are not designed with teachers’ real needs in mind. Tools may look flashy or promise interactive learning but fail to align with classroom realities. As a result, many teachers find that using computers adds complexity rather than improving efficiency or outcomes.
Insights for Policymakers and Educators
Rethinking Investments
One of the book’s core messages is that simply increasing access to hardware and software is not enough. Effective integration requires a more thoughtful approach one that considers teacher practices, school culture, and instructional goals. Cuban encourages policymakers to invest in professional development, curriculum redesign, and long-term support structures rather than assuming that technology alone will drive change.
Understanding Classroom Realities
Cuban’s work underscores the importance of understanding how classrooms operate. Reforms often fail because they do not align with the everyday experiences of teachers and students. Technology must be embedded in real instructional needs, not imposed as an abstract solution from above.
Encouraging Reflective Practice
Instead of pushing for rapid adoption of new devices, Cuban advocates for a more deliberate and reflective process. Teachers should be encouraged to explore how technology can genuinely enhance their lessons, rather than feeling pressured to use digital tools for their own sake.
Long-Term Relevance and Impact
Continued Significance
AlthoughOversold and Underusedwas published over two decades ago, its core arguments remain highly relevant. As schools today continue to grapple with blended learning, one-to-one laptop programs, and artificial intelligence tools, Cuban’s analysis serves as a cautionary reminder. Access does not equal integration. Technology’s potential can only be realized when it supports sound pedagogy and is used thoughtfully by educators.
Post-Pandemic Reflections
The COVID-19 pandemic forced schools around the world to rely heavily on digital tools. While this accelerated adoption, it also exposed deep inequities and limitations in technology-based learning. Cuban’s insights help explain why many schools struggled: the foundations for effective digital instruction were never fully established. Teachers lacked the time, training, and support to make meaningful use of online tools, even when compelled by necessity.
Larry Cuban’sOversold and Underusedis an essential resource for anyone interested in the intersection of education and technology. Through rigorous research and thoughtful analysis, Cuban challenges assumptions and invites readers to think critically about what meaningful change in education truly requires. His central argument that technology alone cannot transform education remains as relevant today as it was when the book was first published. For educators, policymakers, and reformers alike, the lesson is clear: tools matter, but teaching matters more. Technology must serve pedagogy, not replace it.