One can walk through these schools and observe the quantity of computers, networking, online access, professional development, etc., available to them, to see that that is not the case. It is not interest, understanding of the possibilities represented by technology, or commitment to education that is lacking either. Rather, there is a strong sense in these schools, that as soon as the era of computerized instruction begins in earnest, they will take the plunge too. Until then, they will continue to test the waters. Sadly, such schools often burn up energy in token gestures instead of reinvigorating instruction through technology.
Technology really represents just another set of motions to go through.
It adds little value to the learning experience. The entire community knows it and often feels confused or cheated because of it. If what's really needed is not more stuff, more services, more money, etc. School people must clearly acknowledge that the types of resources needed for technology-transformed education are already available or in place. At the very least, resources are not the defining issue.