It’s all good.

I don’t think that educators have a monopoly on truth. The same applies to folks who write pop business books. I just think more so.

You may also have noticed that schools seem immune to many of the”revolutions” in society. I suspect that this trend is likely to continue.

In the “it’s a small world” category, the guy who most viciously attacked my article quotes a mutual friend of ours on his blog. This makes me less concerned about my own safety.

All the best,

Gary

When you consider revolutions that occur in business, sports or other organizations, it’s quite often the result of outside agencies or perspectives that offer a new way of operating.

I think many of the tools we use are forcing us to consider new approaches or at least a break from industrial aged education. I realize your point wasn’t to discount the tools but I did want to point out, in perhaps an exaggerated fashion that your point, when taken to the the endth degree could be interpreted that we need to focus on tools designed by educators.

I know you feel strongly about educator’s embracing non-educators ideas/books/work. It doesn’t bother me and in fact I advocate their use.

I hope I don’t appear to be hostile or personal. As you can see, I’ve promoted and enjoyed your work and will continue but on this one point, we disagree.

By the way, I’d love to have you on the edtechposse podcast sometime if you’re interested…always enjoy your work; just don’t always agree.

I admire many of the same tools you do. I use them. I teach them. I teach with them. That was not the point of my article.

I was offering a hypothesis, by way of historical comparison, of why the tools that Web 2.0 advocates) are failing to bring about an educational revolution.

It seems odd that so much personal identity and hostility is wrapped-up in specific computer applications.