So when a new tool comes out – Twitter, Diigo, whatever – maybe we should hold off for a bit before we start blabbing to educators who don’t live as close to the ed tech edge as we do. Maybe we should voluntarily follow a process that looks something like this:
I believe that an emphasis on pilot testing, experimentation, and identification of both mainstream educator use(s) and optimal training mechanisms before introduction to other educators often would help us quite a bit. Instead of turning off the very educators that we want using many of these tools, some time spent in the ed tech quarantine might go a long way toward facilitating our overall goal of greater technology adoption in K-12 classrooms.
The problem here, and it is a big one, is that in the large majority of cases by the time ed-tech gets through that quarantine period, the web tool in question is either dead or sold out, straining under either increasing advertising or lack of revenue. Or simply out of fashion. Imagine MySpace coming out of "quarantine" now. Or Second Life. Or even Flickr.
In terms of actual implementation implementation web 2.0's OODA loop is so far inside ed-tech's it is like comparing a wedding ring to a hula hoop, and the correct response isn't to imagine a world where we train teachers in five new technologies every year, most of them replacing last year's. It is to make or find stable, open source tools that can be managed and hosted by schools, improved and extended year over year.