By the end of Cuban’s book, most readers are probably ready to deny that there is a need for computers in instruction. However, in 1986, I do not think than Cuban foresaw the kinds of uses of computers that students engage in on a daily basis in physics classrooms. Current methods of inquiry in physics would not exist without the automation of data collection and analyses that a computer enables. Students develop the Laws of Physics collaboratively in groups, working with computers. One student commands control of a computer that is used to collect data from a motion sensor on the motion of a falling ball. The 100 distance measurements the computer takes every second are displayed live, in graphical form. The students work together to use their mathematical and logical reasoning skills to draw conclusions about the accelerations and forces present in this motion and create models to represent what they have observed. One student records the groups work using a page created on a class Wiki. Through guiding questions and occasional assistance from their teacher, the students develop a mental schemas for physical phenomenon, and learn how to use tools of modern-day scientists. This scenario also could not exist without personal interactions between students and with the teacher.
I can only speak for my own field. Physics pedagogy has developed over the last 15 years into an activity-based, inquiry environment where computers facilitate types of measurements and analyses that were not possible before computers. Computers enable students to get visual representations of abstract phenomena. Computers remove the tedium of manual data collection and enable the student to practice critical thinking analyses. The mundane, busy work that was where the majority of time was spent in the labs of physics past is now automated. Students are engaged in higher level thinking. I could not imagine going back to the old ways.
For other content areas, computers might not be as crucial to the curriculum.