RE: Question 1: Technology in Education

Lucy's report that cross-disciplinary courses may appropriately be contrived to provide the tech-input to other non-tech subjects hints at the value of teching technology skills in non-tech classes. In addition to the scenario she descibes--a tech skills class merged with chemistry or history--one California school has implemented another scenario that "proves" her point. This school has an "English/History" course, for example, with two teachers team teaching and a block schedule format. Even though neither course is "tech" per se, there is an increased opportunity to smoothly "teach" a tech-enhanced methodology for use in a project that satisfies both the English and History curriucular goals. (Does that make this a tri-disciplinary course?)

Lucy's suggestion "works" because a tech-qualified teacher is always present for the cross-disciplinary course (if the subject is Computer/Chemistry, for example). My comments suggested that a tech-teacher at large that floats and provides just-in-time support and/or training is the key.

Take that one step further and we can have a remote-access connected tech expert instantly available via desktop-sharing to provide that support by adding "intelligence" to the course-work interface. Now start "pooling" that support throughout the district and you have a cost-effective and workable solution to the problem of under-utilized technology in the classroom.

Phil