Throughout the 1990s the Clinton administration pushed hard for the universal integration of computers and information technology throughout America’s public education system, culminating in Bill Clinton’s official presidential call for “A computer in every classroom,” since, in his words, technology is “the great equalizer” for schools. No matter that it was an idea (and ideology) that was basically made up and lacking in any real support. No matter that, as Todd Oppenheimer incisively argued in a now-classic 1997 Atlantic article titled “The Computer Delusion” (and later in its 2003 book-length expansion, The Flickering Mind: The False Promise of Technology in the Classroom and How Learning Can Be Saved), “There is no good evidence that most uses of computers significantly improve teaching and learning, yet school districts are cutting programs — music, art, physical education — that enrich children’s lives to make room for this dubious nostrum, and the Clinton Administration has embraced the goal of ‘computers in every classroom’ with credulous and costly enthusiasm.” The techno-utopian impulse for America’s schools proved to be unstoppable on a practical level, and schools en masse, from kindergarten to college, bought into it on a proverbial hook, line, and sinker basis. The idea prevalent at administrative levels was and — as I can vouch from having spent the last decade-plus working in high school and college settings — still is that technology in and of itself is a Great Thing that will Revolutionize Learning. Even though many individual administrators and teachers are quite savvy and sensitive to the nuances of the techno-utopian gospel, the overall institutional-cultural pressure is overwhelmingly in the direction of uncritical adoption.