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This explosion in the technology has increased efforts to equip every classroom with computers and "wire" every school to the Internet. Between September 1984 and September 1997 alone, the number of computers in America's K-12 schools increased elevenfold to more than 8 million units.1 Educators have been forced to keep up, and some are finding themselves teaching general skills in how to use a computer while they use them to teach other subjects.

And we don’t introduce a single subject app. Instead we focus on the amazing range of consumption, curation, and creativity possible across grade levels and subjects using only four general apps: an annotation app, a screencasting app, an audio creation app, and a video creation app. In our workshops conversations about pedagogy center the iPad properly as an effective learning device. The content comes from a wide range of materials available across the Web and in our classrooms, not from apps.

As a college professor that is *not* primarily working with education majors, I found this entire piece deeply troubling. The pedagogies described here are *exactly* those that we tell our new faculty not to use– the lecture died a quiet death on my campus 25+ years ago in the humanities, and is on the way out (finally) in the natural sciences. The flipped classroom, as such, has been the norm in history, English, philosophy, etc. for a generation or more. So why are high school teacher still droning on before a roomful of sleepy teens? No wonder our first-year students have such a hard time adapting to an active learning classroom environment when they start college.