I think this point of Shelly’s is probably right.
A gap will emerge between those schools that can offer the capacity for network building — represented by their own network of connected teachers and administrators — and those that will not make the connection. This is not an issue of public versus private school or wealthy versus impoverished school. Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen. This is about connected schools versus not-connected schools.
via TeachPaperless.
I’m becoming more and more convinced, though, that it’s not down to simple technophiles and technophobes. There is an implicit pedagogy in these technologies. Schools, or even departments in schools, whose own ways of teaching clash with the open, more constructivist approach will find it harder to connect than not. They’ll find it harder to connect not because they can’t use the technologies but because they ask “Why should they?”. Given their pedagogies that is a reasonable question. Given the fact they are learning organisations, it seems a little less sensible.