Without comment on the rest of the Steve's interesting thoughts, I 
would like to briefly comment on this point:

>We might begin by trying to understand why radio, television, film--all the
>earlier technologies that promised to reform education--have failed to make
>a difference in what goes on in those "brick spaces" that Tom talks about...
>Steve Eskow

A major argument made by historian of education Larry Cuban is that, 
since radio, television, and film did not transform schools, 
information & communications technologies (ICTs) will not do so 
either.

Though I agree with the underlying idea that no technology in and of 
itself, will automatically transform institutions (and, indeed, 
critiquing naive assumptions about the deterministic role of 
technology has been one major focus of my work), I think the 
comparison between radio, television, and film, on the one hand, and 
ICTs, on the other, is problematic.    Radio, television, and film 
have never been critical day-to-day tools of knowledge workers in the 
U.S., certainly not in the way that ICTs are.  Almost anybody who is 
producing knowledge, whether in academic, business, entertainment 
fields, or otherwise, uses computers and the Internet constantly to 
do so, in ways that such knowledge workers seldom used radio, 
television, and film previously.  The role of ICTs in education is 
thus much more natural and compelling than that of radio, television, 
and film.  I would suggest that attempts to generalize a "ceiling 
effect" for the long-term role of ICTs in schools based on prior 
educational technology research on the diffusion of radio, 
television, and film are flawed.
Mark
-- 
Mark Warschauer
Professor of Education and Informatics
University of California, Irvine
Berkeley Place 2001 (for mail); Berkeley Place 3000 (for visitors)
Irvine, CA 92697-5500
tel: (949) 824-2526,  fax: (949) 824-2965
[EMAIL PROTECTED]; http://www.gse.uci.edu/markw
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