Education Week, June 17, 1998, p. 12

Having education technology goals and actually achieving them are two very separate issues—that was a major theme in discussions among educators at a recent symposium in Washington, D.C.

Panelists and participants at the event cited several hurdles to incorporation of technology into their learning programs, such as rigid student-achievement standards that leave little room for measuring innovation, resistance among parents to new and unfamiliar techniques, and insufficient education of teachers in the general and classroom-specific use of technology.

One solution posed was to use assessment tools that could later provide empirical data to districts on whether their technology programs do in fact work.