If you are an ICT facilitator or someone in charge of trying to initiate change in teachers’ attitudes  towards  catering for our students unknown future, you might be interested in reading this post from Wesley Fryer.
I’ll say that overwhelm…

But I also think we need to find some way to expose those teachers who haven’t heard of any of this to these ideas reaonably quickly, because our students can’t afford for us to take our time on this. And I really question how any teacher could not have at least some “flat-world” knowledge at this point . . .

Cara Hagen and I were huddled in her office yesterday brainstorming ideas for an Intro to Web 2.0 presentation she’ll be giving soon to a group of graduate students who are also practicing teachers. Her solemn mission is to inform,…

Amen, brother…Amen.

And until Superintendents make it a requirement of their personnel directors to hire tech savvy teachers, and come down on their principals who do nothing to require technology integration, it will continue to be on an individual basis. For that matter, let’s go all the way up to the federal government, because until technology becomes something that is tested, or made part of NCLB, it will continue to be something that “we’ll get to when we have time.”

No offense, but when we are at conferences and we are teaching technology teachers in districts and at inservices these are a small minority. The real world of education is not reflected. Best practices in technology are not yet even developed fully. And those best practices that are available are typically not supported in the classroom.

I have a school with teachers across the full spectrum of technology integration. How can I help them with technology in the classroom? When do we have time to sit down and really learn how to use technology in the classroom. It takes 1:1 instruction. How can teachers be prepared for 1:1 student computer use in the classroom if they themselves are not ready. Most are willing. All are able. The stumbling blocks to integration are huge. How do we identify and remove these blocks?

An example: If you want to use Google Earth in the classroom it is not installed on the computer. The teacher has been instructed not to download anything on the computer for fear of virus. They typically do not know how to download and install the program on the computer. The Direct X is not setup and they can’t get beyond hitting Alt+F4. How can we use Google Earth in the classroom with one computer that is on the teachers desk and used for attendance and grades and parent communication, as well as showing a powerpoint of the day’s instruction. How can students see anything on the 32″ monitor at the front of the room? How can Google Earth show my students about a new location without also going to the internet for other research?
Number one question: How can I come up with a spontaneous lesson using technology with no or limited access to technology in the classroom. The rest of the lesson suffers or the rest of the students suffer or those on the computer miss the rest of the lesson.

The reality of technology in the classroom does not nearly measure up to the dream of technology in the classroom. How can we make the change? How can we usher in a new era of best practice in the classroom with the reality of what we have at hand?

Clarity here is not fully developed. As I think I have left something out. This discussion is very much needed.

BTW, as an administrator, I enjoyed the movie.
Dave

I just returned from a SCOLT (Southern Conference On Language Teaching) and I felt very similar than what you describe in your post.
I was the only teacher I saw that had a laptop with her to blog about the sessions. I only saw one other presenter present with a laptop/projector. All others used transparencies! I blogged about how very few sessions seemed to involve web 2.0 technologies or global awareness. (http://www.langwitches.org/blog/2007/03/01/foreign-language-teacher-conference-and-technology-integration/)
I very much felt like I was some sort of weird species.

Comparing this experience to the FETC conference in Orlando was very humbling and brought me back down to earth. At an EdTech conference EVERYONE who is presenting and attending is at least interested in technology integration. One connects with like minded people and one can pull energy from this shared excitement.
Being “E.T.” in a group of people who are not interested in, afraid of, bored by, or flat out against looking at a different way of learning and teaching for themselves and their students, is a very different experience. I realized that reality DOES NOT look like FETC or other EdTech conferences. Reality in schools looks more like SCOLT.

I have shown Karl Fish’ “Did you know” presentation at meetings too and received similar comments than you have. It does not seem to be a wake-up call for many, but rather permission to retrieve further, shut down and hide behind their closed classroom doors.

As the opener of my presentation at SCOLT (iPod, iSing, iSpeak, iListen, iLearn), I chose to show the Youtube video clip “Introduction of the Book: The Medieval Help Desk”. I received comments, such as:
“That is how I feel” or “This makes me feel better about my technology knowledge”, “Maybe there is hope for me”.

http://snipurl.com/1c9mo

The problem you describe is HUGE, because of course society is not waiting for schools to make their small, incremental changes:

http://tinyurl.com/3×9gsw

From Seth Godin’s The Big Moo (p. 34): “They say ‘We can’t handle this much change.’ I say, ‘Your [relevance is] in jeopardy. What other options do you have?’”

I don’t know what the answer is, but I’m pretty sure that we can’t solve the problem of ramping schools up for the revolutionary changes of the 21st century by asking educators to make evolutionary changes. That said, you’ve got to find an entry point for folks that they can wrap their heads around. Otherwise they’ll just become defeatist and turn off.