Lou, I agree with you somewhat. As a math teacher who usually lectured, and now a math educator who rarely lectures in math education courses, new dogs can learn new tricks. However, since I still teach math, I must constantly fight the urge to lecture. It is easier to lecture at the college level because you have fewer contact hours for 3 times the content. You get through the stuff faster. It takes much more energy and planning to have an interactive group project or activity.
We old dogs don't have the energy to change quickly and completely. Also, for those courses we have taught many times, the old ways are easiest. We seem to be more involved in committees, etc. with less time devoted to developing lesson plans. Our plans are often just the page #s or topics to be covered.
However, many of the mathematicians in my department are changing their stripes. Several now make frequent use of the Mac lab and Mathematica. Several have students doing group projects and presentations. Only one is under 40, and several are over 50. I feel our NSF instrumentation grant gave incentive to our department.
Could technology be a vehicle to promote this type of learning? Eileen Schoaff Buffalo State College