Larry Cuban really nails a real annoyance-slash-structural-problem with teacher blogging about practice, particularly their own, particularly about technology:
Over the years, I have interviewed many teachers across the country who have described their district’s buying computers, deploying them in classrooms while providing professional development. These teachers have told me that using computers, Smart Boards, and other high-tech devices have altered their teaching significantly. They listed changes they have made such as their Powerpoint presentations and students doing Internet searches in class. They told me about using email with students.Teachers using Smart Boards said they can check immediately if students understand a math or science problem through their voting on the correct answer.
I then watched many of these teachers teach. Most teachers used the high-tech devices as they described in their interviews. Yet I was puzzled by their claim that using these devices had substantially altered how they taught. Policymaker decisions to buy and deploy high-tech devices was supposed to shift dominant ways of traditional teaching to student-centered, or progressive approaches. That is not what I encountered in classrooms.
I'd add that there seems to be a corollary to this theorem, that I've always thought progressive-leaning but essentially hybrid-model teachers *cough Glogowski *cough* Richardson *cough* unconsciously overstate how traditional they were prior to the introduction of the-new-technology-that-changed-their-practice. It isn't a huge problem but it does skew the discourse.