-=> Quoting Ron Mcdermott to Rick Pedley <=-
 RP>Instead, consider for example, who will work in a traditional garage
 RP>as an auto mechanic in ten years. Not too many, I'm willing to bet.
 RM> I'm not sure that I agree with you on this.... So long
 RM> as there are vehicles, there are going to have to be
 RM> mechanics and autoservice folks.  Same is true of plumbers,
 RM> electricians, etc...
You realize that even now, all those components with microprocessors
embedded in them, like windshield wipers, ABS brakes, fuel injection,
are linked by a computer _network_? Look for most cars to be electric,
and almost totally microprocessor-controlled within 10-15 years. About
six or seven years ago, Apple Computer decided that Apple-certified
computer technicians (mostly working in retail outlets) would no
longer be required to know how to solder components; changes in tech-
nology like robot-controlled surface-mounting, and large-scale integration,
and throw-away interface cards, floppy drives, what have you ("It'll
cost you $70 to have us fix it, and $50 to buy a new floppy drive; which
would you prefer?") were making soldering an unnecessary skill. I'm sure
much the same will happen (and is happening) with automobiles.
 RP>What really burns me is the guys who scoff at programming, and instead
 RP>throw Print Shop at the kids and tell them to play with that while
 RP>they sneak down to the staff room for a smoke.
 RM> Who, to your knowledge, actually does this?  I can't imagine
 RM> any teacher leaving the room, kids unattended (Matt's
 RM> recollections to the contrary).  Or are you simply assuming
 RM> this happens somewhere?
No sir, seen it happen, and when confronted claimed he was teaching
"desktop publishing". Trouble is, smoking had been banned in this
particular board on all school property, so he'd sneak down to the
janitor's room. Another favorite is to give 'em "Where in the World
is Carmen San Diego", and call it "Geography", or "Keyboarding". Keeps
them busy, and involves almost no effort on the part of the teacher.
 RM> If the latter, it is certainly
 RM> unfair to state it as if it were fact.  No one here is
 RM> attacking programming as a vocation, or A-vocation as the
 RM> case may be, why do you find it necessary to take a shot
 RM> at some hypothetical teacher somewhere who may not even
 RM> exist?!
Ron, you must be confusing me with someone else :) I do not need to and
do not fabricate false information. This teacher was an embarrassment
to the school (but he was the department head!), and I'm certainly not
claiming every teacher does this sort of thing, quite the contrary. But
I have seen numerous teachers with little previous computer experience
give in and take the easy way out, piddling about with cute, packaged
materials that don't involve a student to a much greater degree than
watching television; the potential is certainly there to have computers
merely entertain the student and not provide a challenge or a learning
experience. I could have gone that route, hired to teach computers with
very little experience; instead, within a week of being hired I went out
and bought an Apple ][, and spent many long evenings educating myself.
Mostly because I just couldn't bear the idea of my students knowing more
about the subject than I did. :)
 RM> I haven't even seen anyone take serious issue with what
 RM> you've written here; why are you so angry?
OK, I'll put a smiley face after everything I say. I'm really not
angry. The only thing that makes me angry is when people KEEP SAYING
I'M ANGRY!!! :)
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