Tech Tales (and other horror stories)

My first technology-rich institution I can recall is my middle school, which opened an advanced, expensive tech lab. An entire period was reserved for a class there each day. The lab was large and had over 20 modules, from wood-working to hydraulics, video-cameras to lever and pulleys. We had a module book that guided us through activities at each station, yet I felt I got very little out of the experience. I remember almost nothing beyond the light green walls and the fact that Jared Payton was my lab partner for woodworking. The teacher did not teach the modules, so perhaps middle schoolers students simply needed more guidance.
Two years ago I worked for the summer in a newer computer lab in Jackson, Michigan at a housing project. It was for the residents, though the computers ALWAYS crashed. I spent most of the time with kids who tugged at my sleeves asking why their computer games would not work. The adults could barely make a resume in Word because the systems were so unreliable.
In 2003 the University of Michigan required English instructors to create an online presence for each course, which could be as simple as posting the syllabus to Blackboard. I received no support regarding how to use Blackboard, nor was there any enforcement. The initiative started with good intentions, but the results were not successful. When I came to BGSU, I was taught how to use Blackboard, and now I use it in my courses every day.
Bethany