Won't that tend to exacerbate the problem of kids mastering the tools more
fully than the history teacher?
Take writing and math: although one would accept the existence of exceptional
cases where a student writes better and uses math better than, say, her
history teacher and her chemistry teacher, respectively, I wouldn't
want to formulate educational policy based on the premise that this
is almost _always_ going to be the case.
By the same token, I'd want to make sure that I formulated policy on the
premise that a history teacher will master tools like HyperStudio at
least as well as almost all her students. I think that relying on the
computer lab to see that students are skilled with HyperStudio is
like relying on English and Math to see that students are skilled
writers and are skilled at using math when they need it in other
subjects. Although the educational system has, in fact, gotten
away with this kind of "division of labor" for quite a while,
I think many people now realize that there is another way.
-- Mark
(Mark P. Line -- Bellevue, Washington -- mline@ix.netcom.com)