Most schools are unwilling to consider decreasing computer use at school because they fear that without screen time, students will not be prepared for the demands of a high-tech 21st century. Monke argues that having young children spend a significant amount of time on computers in school is harmful, particularly when children spend so much outside-school time looking at computers or other screens. In our digitally-saturated society, children spend more time involved in symbolic abstract environments than they do interacting with the real, physical world and living creatures. A consequence of the dominance of computers is that this generation of youth will experience 30 percent fewer face-to-face encounters than did the previous generation--encounters that are key for reading readiness. Monke recommends concentrating more on the essential factors needed for healthy childhood, using tools that tap students' inner resources rather than digital tools, and saving in-depth study with computers and about computers for secondary school.