We are naturally concerned about how much workstation time our children get. Access and equity should be a primary concern. Just because a district has lots of computers does not mean that . . . As powerful as the tech nology is today, most teachers are not releasing its full potential when using it with kids. Davis suggests that we avoid emphasizing the computer and stress instead what the child can do with it.
Technology inspires an exciting chaos.
Then there are questions about staff development. Questions also loom about challenges to students. We must continually assess ourselves. We are all learners in this rapidly changing arena. There is a formal instrument, a progress chart, that can help teachers and students judge their own levels of achievement.