«For many years the rhetoric and substance of national reports written by bands of technologists eager to see electronic devices work their wonder on children and adults in schools have baffled me. In these national reports issued periodically by U.S. government sponsored agencies (e.g., Office of Technology Assessment, the National Education Technology Plan) or privately-funded groups (e.g., ISTE or the International Society for Technology in Education, CEO Forum on Education and Technology), I noted two things.
First, on the critical issue of getting new technologies integrated into regular school and classroom routines, advocates differed. Some spoke about integrating technology to advance the content of lessons in reading, math, social studies, science, math, art, music, and other subjects. Others championed learning skills such as critical thinking, analysis, creativity, and inquiry barely mentioning content. I did not find that conflict puzzling since the issue of content vs. skills–is (and has been since late-19th century educational Progressives banged the drum for learning life skills and creativity) a perennial dilemma among curriculum designers, subject-matter specialists, academics, and teachers.
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