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But many advocates of this technology (myself included), see IWBs as genuine means of bringing more interactivity, more student-focus into classrooms of traditional teachers

What we don't want to forget is that someone who is coaching a teacher is not really looking for "good technology use" but for just good educational practices. Having an IWB is not going to change a lecturer into something else.

Any item in the Instruction domain can be enhanced using an IWB.

uture is not out there to be "discovered": It has to be invented and designed.

Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.

previous notions of a divided lifetime-education followed by work-are no longer tenable.

Economists are trying to measure a home computer’s educational impact on schoolchildren in low-income households.

little or no educational benefit is found. Worse, computers seem to have further separated children in low-income households, whose test scores often decline after the machine arrives, from their more privileged counterparts.

few children whose families obtained computers said they used the machines for homework. What they were used for — daily — was playing games.

It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”

Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;

Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”

Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”

all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.

“Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”

See Readicide for a powerful argument of how we as teachers, while well-intentioned, can “schoolify” reading and viewing and learning to the point that it’s unrecognizable to anyone anywhere on the planet outside of the classroom, and make students think they hate what they’re doing in the process.

You can’t watch a video like you read a book; the modalities couldn’t be much different.

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