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If blended learning is one of the biggest trends in education, it should offer a way for teachers to practice the approach themselves.

Professional development for educational technology has to move away from its historical focus on technical training and toward a broader focus on what educational approaches work best.

In other words, teachers not only need to be proficient at integrating virtual experiences into the classroom, they must also be confident in why they're doing so.

One final comment, a funny one.  On Monday, in my "Twenty-First Century Literacies" class where laptops are required for a whole range of experiments and inclass collaborative work, I caught one of my students with his laptop open and with a book propped secretly inside it, reading away in his book when he should have been paying attention.   So maybe that's the next class, "Should Professors Allow Students to Use BOOKS in the Classroom Devised for Computer Learning?"   I'm being facetious but that's the point.  A book is a technology too.   How and when we use any technology and for what purpose are the questions we all need to ask.

Do you see the difference?   "Computer learning" doesn't exist.   In 2011, it exists less than it did a decade ago and, in a few years, that phrase won't exist at all.   Students learn.  Computers are tools for all kinds of things, from checking the Facebook page, to making notetaking easier, to being fact checking or calculating devices that can take a class to a more sophisticated level to interactive social networking devices that can either distract a class or allow for new forms of group collaboration.   There are many other uses as well.   The point is that most profs have (a) simply "adapted" (as a colleague told me recently) to computers without understanding the intellectual and pedagogical changes they can enable; or (b) resigned themselves to their present, gleefully or resentflly; or (c) made them into a pedagogical tool; or (d) all of the above.