Everyone is so excited about this technology that traditional forms of learning are being shelved or relegated to the background. Some had previously enjoyed a 2.0 to 3.0 component. Some schools are staffed by part-time classroom teachers. In some places, the pressures to network schools are so intense that priorities are severely skewed in order to find the funding for the equipment. The hardware effort drains resources away from essential school programs and often leaves the school or district without the funding to provide a robust professional development program or sufficient technical support.
Networks arrive with enormous appetites for dollars and staff time.
Mythology reminds us that the youth of Athens were fed to the Minotaur until Theseus found a way to slay the beast. While many of us can build a case for the proper installation of networks to support information literacy and the development of stronger readers, writers and thinkers, it is unthinkable to reduce funding commitments to books, libraries and librarians. These resources should be key partners in any program to show our students how to reason, solve problems and conduct research. The American Prospect no. Geoffrey Nunberg, pp.