A Good Tech Project . . .	A Bad Tech Project . . .
Develops from the teacher's own experience with technology. In other words, the teacher must have really used the technology she plans to teach her students.	Involves a complicated technology that the teacher attempts to master along with her students.
Knows what the technology is--and whether it will work in the actual classroom. Go to school; try it. Before the kids get there.	Is too much to take on during a busy school year. Keeping it modest.
Is linked to content standards.	Leads to breakdown and divorce. Bad. How do we talk about maintenance?
Needs to make the curriculum more accessible.	Is not much more than bells and whistles.
Addresses technology standards	Is more about the technology than about the curriculum.
NCLB ==> assessing digital learning	Happens in isolation.
Invites colleague buy-in.	Creates redundancy.
Includes some kind of aspect for classroom community.	Does not maintain consistency in content for documents in multiple "places."
Invites parents and community members.	Does not account for the lifeline of the product itself. Is not flexible: cannot change with the software, platforms, delivery systems, hardware.
Creates opportunities for learning and communicating within the classroom AND, then, opportunities for extending beyond the classroom--for taking advantage of the global iCommunity.	Costs money.
Can help our students to get ready for--to navigate, competently--the next thing: college, vocational school, workplace.	Includes no clear sense of outcomes--for ourselves and for our students.
Is relevant to students--right now.	Does not account for the Digital Divide.
Addresses parameters head on: netiquette, appropriate behaviors, "multi-tasking."	EATS TIME: how much time we spend putting it together and maintaining it, how much time it "takes away" from the pedagogy, how the timeline fits into the unit/semester/whatever.
Allows for multiple accesses (provides enough time for students who do not have access to the technology at home to use the technology at school or in the library).	Ignores for whom is the MTP valuable: for the teacher or for the students? both? Does this matter?