It is not so much an issue of money but a need to create the vision of the potential of a digital age. This means giving up on the trappings of the industrial age that permeates the school. For example, lock step curriculum based on industrial age views of accountability. It is common for teachers to say they do not have enough time to information technology with the everyday demands of the classroom. Without long periods of time in exploring the potential of information technology breakthroughs in learning will not occur.
Schedules have to be changed to provide time.
Visions of what is effective teaching in the digital world must change. Teachers and students teach each other in the digital classroom. For example, instead of the teacher lecturing or discussing for the entire class period, the teacher gives a short introduction and then joins the students at the keyboard and coaches the student intermittently by modeling the process of digital use. In her book, Virtual Architecture, Judi Harris suggests that technological curriculum and instruction should be and is based around telecollaboration and teleresearch. Each of these processes allow the teacher to engage the learner in the educational process by utilizing various telecomputing activities to gather, process and reorganize information as a way to demonstrate and produce knowledge.