The relationship between theory and application always seemed to
be the quintessential chicken and egg dilemma, and one which has
obvious implications for education. On more than one occasion,
I've found educators labeling classes, disciplines, and even
entire universities as "application" or "theory" oriented. While
I appreciate that certain views of the world are indeed more
applied or theoretical in nature, I believe a superior
educational system simultaneously embraces both views. An
illustration of this awkward relationship between theory and
application can be seen in our most recent technology
revolution—a technological revolution that in the workplace, at
least, went well beyond wires and boxes and transformed at the
most fundamental level how we do even the most basic tasks in
our everyday lives. It is my belief that we are now witnessing a
technological revolution in our classrooms. As one in the
trenches, however, I'm sure I'm not the only one who has noticed
that key pedagogical issues have yet to