Becker, H.J. (2000a). Findings from the Teaching, Learning, and Computing
survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51).
   Retrieved November 2004, from http://epaa.asu.edu/epaa/v8n51/

This supports the readiness premise. Becker recommends:

"Thus, in a certain sense Cuban is correct—computers have not transformed the teaching practices of a majority of teachers, particularly teachers of secondary academic subjects. However, under the right conditions—where teachers are personally comfortable and at least moderately skilled in using computers themselves, where the school's daily class schedule permits allocating time for students to use computers as part of class assignments, where enough equipment is available and convenient to permit computer activities to flow seamlessly alongside other learning tasks, and where teachers' personal philosophies support a student-centered, constructivist pedagogy that incorporates collaborative projects defined partly by student interest—computers are clearly becoming a valuable and well-functioning instructional tool."

"Moreover, where implemented in a responsible way, that tool is having an impact, not only on students' performance in class, but on their academic effort outside of class as well. In addition, many teachers, emphasizing the use of computers for student outcomes such as improved writing and research competencies, along with other teachers who are lucky enough to work in school environments where computer technology and instructional reform are cultural values, are being helped by technology to accomplish the goals of most current instructional reform efforts. They are creating classrooms where both they and their students are engaged in authentic efforts at increasing academic understanding rather than going through the more superficial traditional practice of schooling: surface coverage of a massive and externally mandated curriculum, even when anointed under a label of "standards-based reform."