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And that is why schools-as-we-know-them are rapidly becoming obsolete, if they every made any sense at all. See my essay:
http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.html

And for general background:
http://www.alfiekohn.org/teaching/fdtd-g.htm
http://johntaylorgatto.com/underground/prologue.htm
http://www.thewaronkids.com/
http://www.holtgws.com/growingwithoutsc.html
http://www.ecovaproject.org/education.htm
http://archives.greenmoneyjournal.com/article.mpl?newsletterid=21&articleid=195
http://www.patfarenga.com/

I could go on for dozens or even hundreds more links...

As Gatto wrote about the big problem with this "system" we call "public schooling" (contrast with "public libraries") is that:
http://www.johntaylorgatto.com/chapters/16a.htm
"Before you can reach a point of effectiveness in defending your own children or your principles against the assault of blind social machinery, you have to stop conspiring against yourself by attempting to negotiate with a set of abstract principles and rules which, by its nature, cannot respond. Under all its disguises, that is what institutional schooling is, an abstraction which has escaped its handlers. Nobody can reform it. First you have to realize that human values are the stuff of madness to a system; in systems-logic the schools we have are already the schools the system needs; the only way they could be much improved is to have kids eat, sleep, live, and die there."

People start off being able to reason, school stomps it out of most of them:
http://www.alisongopnik.com/TheScientistInTheCrib.htm

Well-rounded (or rather, healthy, which does not always mean being perfectly rounded) human beings are more likely to come out of healthy communities and healthy families...

Some other links;

"The Underground History of American Education" by 1991 NYS Teacher of
the Year John Taylor Gatto
http://www.johntaylorgatto.com/underground/toc1.htm

"The Seven Lesson Schoolteacher" also by John Taylor Gatto
http://www.newciv.org/whole/schoolteacher.txt

"State Controlled Consciousness" also by John Taylor Gatto
http://www.the-open-boat.com/Gatto.html

"The Big Crunch" by David Goodstein, Vice Provost, Caltech
http://www.its.caltech.edu/~dg/crunch_art.html

"Disciplined Minds" by Jeff Schmidt
http://www.disciplined-minds.com/

"What Makes Mainstream Media Mainstream" by Noam Chomsky
http://www.chomsky.info/articles/199710--.htm

"University Secrets:Your Guide to Surviving a College Education" by
Robert D. Honigman
http://web.archive.org/web/20060707100524/www.universitysecrets.com/us.htm
http://web.archive.org/web/20060710145531/www.universitysecrets.com/table.htm

"The Kept University"
http://www.theatlantic.com/issues/2000/03/press.htm

"In Defense of Childhood: Protecting Kids' Inner Wildness " by Chris
Mercogliano, who spent thirty-five years teaching at the Albany Free School
http://www.chrismercogliano.com/childhood.htm

"Teach Your Own" by John Holt (and other books)
http://www.holtgws.com/

"The Teenage Liberation Handbook" by Grace Llewellyn (and other books)
http://gracellewellyn.com/

"The Emergence of Compulsory Schooling and Anarchist Resistance" By Matt Hern
http://web.archive.org/web/20071014123355/http://www.social-ecology.org/article.php?story=20031028151034651
http://www.mindfully.org/Reform/2003/Compulsory-Schooling-AnarchistMar03.htm

"Sustainable Education" by Jerry Mintz
http://www.greenmoneyjournal.com/article.mpl?articleid=195&newsletterid=1

"Federated Learning Communities"
http://www.ericdigests.org/2000-1/learning.html
http://www.

is, beyond what you suggest, also, from: http://www.its.caltech.edu/~dg/crunch_art.html
"I would like to propose a different and more illuminating metaphor for American science education. It is more like a mining and sorting operation, designed to cast aside most of the mass of common human debris, but at the same time to discover and rescue diamonds in the rough, that are capable of being cleaned and cut and polished into glittering gems, just like us, the existing scientists. It takes only a little reflection to see how much more this model accounts for than the pipeline does. It accounts for exponential growth, since it takes scientists to identify prospective scientists. It accounts for the very real problem that women and minorities are woefully underrepresented among the scientists, because it is hard for us, white, male scientists to perceive that once they are cleaned and cut and polished, they will look like us. It accounts for the fact that science education is for the most part a dreary business, a burden to student and teacher alike at all levels of American education, until the magic moment when a teacher recognizes a potential peer, at which point it becomes exhilarating and successful. Above all, it resolves the paradox of Scientific Elites and Scientific Illiterates. It explains why we have the best scientists and the most poorly educated students in the world. It is because our entire system of education is designed to produce precisely that result."

See also:
"Sustainable Education"
http://www.greenmoneyjournal.com/article.mpl?articleid=195&newsletterid=1
"Nevertheless, there is an education revolution going on, and it is long overdue. It is moving in the diametrically opposite direction of the "testing" push. The latter comes from the bureaucrats from within that dying system, who do know there is something wrong. But since they can't think "out of the box," the only remedy they can come up with is longer hours, more homework, and "teaching to the test," in other words, more of the same. The education revolution is coming from people who have created alternative schools and programs, thousands of them, and from others who have checked "none of the above" and have decided to home educate. There are now nearly two million people home educating. The first charter school was started in 1991. Now there are 2500 of them! And there are over 7500 additional alternatives in our database and many thousands more we have yet to discover. All of these fall in the general category of "learner-centered" approaches. We list many of them in our book, The Almanac of Education Choices. These people are steadfastly OPPOSED to the governmental thrust for more "standardization" and testing. "

A lot of people become homeschoolers because they tried for decades to change the system from within. From Wikipedia: "John Taylor Gatto (born December 15, 1935) is an American retired school teacher of 29 years and 8 months and author of several books on education. He is an activist critical of compulsory schooling and of what he characterizes as the hegemonic nature of discourse on education and the education professions."

More from there:
"""
What does the school do with the children? Gatto takes this in "Dumbing Us Down", the following propositions:
1. Makes the the children confused. It presents an incoherent ensemble of information that the child needs to memorize, to stay in school. Apart from the tests and trials that programming is similar to the television, fills almost the whole, "free" time of the children. One sees and hears something, to forget it again.
2. It teaches them to accept their class affiliation.
3. It makes them indifferent.
4. It makes them emotionally dependent.
5. It teaches them a kind of self-confidence, which require constant confirmation by experts (provisional self-esteem).
6. It makes it clear to them that they can not hide, because they are always supervised.
"""

Another such person was John Holt, who also tried to improve things for years inside the system. In turn, the have inspired others, like Grace Llewelyn. There are many more. Both boredom and burnout (common in children as well as teachers) can be deadly.

So, this spying with webcams is just a continuation of a general trend for one hundred and fifty years.

Here is a good discussion of the current dynamics of what is going on in the educational world, from an interview with Jerry Mintz on Sustainable Education: " Nevertheless, there is an education revolution going on, and it is long overdue. It is moving in the diametrically opposite direction of the "testing" push. The latter comes from the bureaucrats from within that dying system, who do know there is something wrong. But since they can't think "out of the box," the only remedy they can come up with is longer hours, more homework, and "teaching to the test," in other words, more of the same. The education revolution is coming from people who have created alternative schools and programs, thousands of them, and from others who have checked "none of the above" and have decided to home educate. There are now nearly two million people home educating. The first charter school was started in 1991. Now there are 2500 of them! And there are over 7500 additional alternatives in our database and many thousands more we have yet to discover. All of these fall in the general category of "learner-centered" approaches. We list many of them in our book, The Almanac of Education Choices. These people are steadfastly OPPOSED to the governmental thrust for more "standardization" and testing."

If you are burned out as a schoolteacher (and, in some ways, teachers are the worst victims of all this), here are some resources:
Treating Disease With Vitamin D
Surviving America's Depression Epidemic: How to Find Morale, Energy, and Community in a World Gone Crazy
Dark Nights of the Soul: A Guide to Finding Your Way Through Life's Ordeals
Albert Einstein on: Religion and Science
A wombat talks about a global mindshift

These are some ways to deal with increasing joblessness, even if our economy recovers for those who still have jobs or money, which will be explored in more depth over time:

• temporary measures like unemployment insurance and retraining funds, and when those fail, letting people live with relatives who still have jobs or be homeless (the USA now has one million homeless schoolchildren, an amount that has doubled in the last two years);
• government public works like in the 1930s (infrastructure, arts, research, medicine, etc.);
• a basic income for everyone, essentially Social Security and Medicaid for all with no means testing;
• improved local subsistence like with 3D printing and organic gardening;
• a p2p gift economy (like Wikipedia and Debian GNU/Linux);
• a shorter work week (like tried in France);
• rethinking work to be more fun so it is done as play;
• alternative currencies or other forms of exchange like barter or more formal rationing;
• increasing advertising to entice people into more debt (one cause of the current economic crisis as the debt bubble burst);
• intentionally producing shoddy merchandise or things with planned obsolescence, perhaps encouraged by promoting faddism in the culture;
• more prisons (employs guards and keeps people out of the labor pool);
• more schooling (employs guards/teachers and keeps people out of the labor pool) while suppressing true education; and
• more war (employs guards/soldiers, blows up and wastes abundance, and kills or disables workers to keep them out of the labor pool).

Likely we will see a mix of all those in the future, and in fact, a mix of all those is what we have now (not that the last five options of advertising, faddism, schooling, prison, and war are recommended, even as our society currently relies on them heavily to destroy abundance and create guarding jobs). This web site will go into the details of all this over time. That list is defining the landscape of a jobless recovery, showing connections between things that dont usually seem connected. Like for example, why President Obama just suggested the school year should be longer while our best educators say compulsory school as we know it should disappear entirely.

The important thing to remember is that joblessness is not necessarily a bad thing. It means people have more time for family, friends, hobbies, and volunteerism. What is bad about formal un

"On the way out the door I deposit any mail I have to be sent out via the U.S. Postal Service and drop the kids off at the public school."

I should have caught that as a problem too. Someday, public schools may be much more like public libraries open to anyone to use than day prisons for children of working parents, but until then, consider:

"Links about alternative peer-oriented education"
http://p2pfoundation.net/Category:Education

"The Underground History of American Education" by 1991 NYS Teacher of
the Year John Taylor Gatto
http://www.johntaylorgatto.com/underground/toc1.htm

"The Seven Lesson Schoolteacher" also by John Taylor Gatto
http://www.newciv.org/whole/schoolteacher.txt

"State Controlled Consciousness" also by John Taylor Gatto
http://www.the-open-boat.com/Gatto.html

"The Big Crunch" by David Goodstein, Vice Provost, Caltech
http://www.its.caltech.edu/~dg/crunch_art.html

"Disciplined Minds" by Jeff Schmidt
http://www.disciplined-minds.com/

"What Makes Mainstream Media Mainstream" by Noam Chomsky
http://www.chomsky.info/articles/199710--.htm

"University Secrets:Your Guide to Surviving a College Education" by Robert D. Honigman
http://web.archive.org/web/20060707100524/www.universitysecrets.com/us.htm

"In Defense of Childhood: Protecting Kids' Inner Wildness " by Chris
Mercogliano, who spent thirty-five years teaching at the Albany Free School
http://www.chrismercogliano.com/childhood.htm

"Teach Your Own" by John Holt (and other books)
http://www.holtgws.com/

"The Teenage Liberation Handbook" by Grace Llewellyn (and other books)
http://gracellewellyn.com/

"The Emergence of Compulsory Schooling and ... Resistance" By Matt Hern
http://web.archive.org/web/20071014123355/http://www.social-ecology.org/article.php?story=20031028151034651

"Sustainable Education" by Jerry Mintz
http://www.greenmoneyjournal.com/article.mpl?articleid=195&newsletterid=1

"Federated Learning Communities"
http://www.ericdigests.org/2000-1/learning.html
http://www.mcli.dist.maricopa.edu/ilc/models.html

"The Three Boxes of Life and How to Get Out of Them: An Introduction to
Life/Work Planning" by Richard N. Bolles (also writes "What Color is Your
Parachute")
http://www.amazon.com/Three-Boxes-Life-How-Them/dp/0913668583

General related:
http://en.wikipedia.org/wiki/Lies_My_Teacher_Told_Me

I'm shocked by the amount of ignorance in the comments here about schooling and the reason for alternatives. I can only think the "Stockholm Syndrome" is in play. With that said, I did not understand these issue when I was in school, either, and I resisted accepting them even when they were pointed out once or twice back then.

Some links:

"John Taylor Gatto - State Controlled Consciousness"
http://www.youtube.com/watch?v=8ogCc8ObiwQ

http://www.school-survival.net/
http://www.psychologytoday.com/blog/freedom-learn/200909/why-don-t-students-school-well-duhhhh
http://www.its.caltech.edu/~dg/crunch_art.html
http://www.disciplined-minds.com/
http://www.johntaylorgatto.com/underground/toc1.htm
http://www.johntaylorgatto.com/chapters/18s.htm
http://homeschooling.gomilpitas.com/
http://www.greenmoneyjournal.com/article.mpl?articleid=195&newsletterid=1
http://web.archive.org/web/20071014123355/http://www.social-ecology.org/article.php?story=20031028151034651
http://www.chrismercogliano.com/freeschool.htm
http://www.holtgws.com/faqabouthomescho.html

My writings:
http://www.pdfernhout.net/towards-a-post-scarcity-new-york-state-of-mind.html
http://www.pdfernhout.net/the-war-play-dilemma.html
http://www.pdfernhout.net/post-scarcity-princeton.html

From:
http://en.wikipedia.org/wiki/Homeschooling
"""
During this time, the American educational professionals Raymond and Dorothy
Moore began to research the academic validity of the rapidly growing Early
Childhood Education movement. This research included independent studies by
other researchers and a review of over 8,000 studies bearing on Early
Childhood Education and the physical and mental development of children.
They asserted that formal schooling before ages 8-12 not only lacked the
anticipated effectiveness, but was actually harmful to children. The Moores
began to publish their view that formal schooling was damaging young
children academically, socially, mentally, and even physiologically. They
presented evidence that childhood problems such as juvenile delinquency,
nearsightedness, increased enrollment of students in special education
classes, and behavioral problems were the result of increasingly earlier
enrollment of students.[9] The Moores cited studies demonstrating that
orphans who were given surrogate mothers were measurably more intelligent,
with superior long term effects - even though the mothers were mentally
retarded teenagers - and that illiterate tribal mothers in Africa produced
children who were socially and emotionally more advanced than typical
western children, by western standards of measurement.[9]
Their primary assertion was that the bonds and emotional development made
at home with parents during these years produced critical long term results
that were cut short by enro

John Taylor Gatto explains in his book (online) why putting more money into the system will not change things:
http://www.johntaylorgatto.com/underground/toc1.ht m

One of the most important things Gatto does is to distinguish between
"Education" and "Schooling".

The hardest thing to understand about schooling, Gatto suggests, is that
schools are not *failing* at their original purpose but are actually
*succeeding* at creating dumbed down and easily "class"-ified people.
So, for example, when people note that more money spent on schools does not
produce smarter kids, the issue isn't that schools are not working, but
instead it is that schools are actually working all the better for the more
money. It just isn't the point of schools to produce "educated" people (even
if that is what school administrators or school teachers might claim is the
point of schooling, and perhaps even genuinely believe themselves).
The big issue is just that the original purpose of schools, intended to
produce an industrial utopia by turning children into the adult robots 19th
century industry needed, is no longer very relevant to the information age
or a world where universal abundance is possible (say, via *real* robots
automating away those assembly line jobs) or even moving beyond the notion
of "work" altogether.
"The Abolition of Work" by Bob Black, 1985
http://www.whywork.org/rethinking/whywork/abolitio n.html

Gatto maintains that public (and most private) school as we know it
is a state-oriented social institution originating in Prussia
designed specifically to produce mainly uncritical
consumers, compliant workers, and obedient soldiers, and that it is out of
step with the needs of an information age society which thrives on diversity
and creativity (as well as out-of-step with the needs of the individual).

See, for example:
"A Conspiracy Against Ourselves"
http://www.johntaylorgatto.com/underground/toc5.ht m
"Spare yourself the anxiety of thinking of this school thing as a
conspiracy, even though the project is indeed riddled with petty
conspirators. It was and is a fully rational transaction in which all of us
play a part. We trade the liberty of our kids and our free will for a secure
social order and a very prosperous economy. It's a bargain in which most of
us agree to become as children ourselves, under the same tutelage which
holds the young, in exchange for food, entertainment, and safety. The
difficulty is that the contract fixes the goal of human life so low that
students go mad trying to escape it."

This idea that schools need a complete overhaul is now becoming somewhat
mainstream, see for example the title of this article:
"To fix US schools, panel says, start over"
http://www.csmonitor.com/2006/1215/p01s01-ussc.htm l
but unfortunately the solutions proposed (like longer universal
kindergarten) are still coming from those with industrial power (the
"captains" of industry again, but now the IT industry :-) and wanting cheap
laborers (but now, cheap and compliant intellectual laborers).

Another take on this issue from a different perspective:
"Sustainable Education" By Jerry Mintz
http://www.greenmoneyjournal.com/article.mpl?newsl etterid=21&articleid=195
"Nevertheless, there is an education revolution going on, and it is long
overdue. It is moving in the

According to the US Department of Education, total money spent on K-12 schooling annually in the USA has risen from US$248.9 billion in 1990 to US$536 billion in 2005. How can an enormous industry (which is what K-12 schooling is) with a huge influential union be in dire straits when often is the main source of jobs in rural areas?

As pointed out in this article (based on a recent bipartisan study):
    "To fix US schools, panel says, start over"
http://www.csmonitor.com/2006/1215/p01s01-ussc.htm l
for all the money (and technology) increased over that time per student, test scores (for what they are worth) have remained flat.

The problem with most K-12 schooling is not money (or technology); it is that K-12 schooling is actually very good at doing what it was designed to do (see for example John Taylor Gatto's writings).
      "The 7-Lesson Schoolteacher"
      http://www.newciv.org/whole/schoolteacher.txt
Unfortunately what compulsory schooling was designed to do one hundred years or more ago (make people into compliant assembly line workers) is not really what an information age society needs anymore.

That's why efforts like by the Shuttleworth Foundation
    http://www.shuttleworthfoundation.org/
to make some of the sort of software you are asking about for schools is misguided IMHO. You can't fix a bad process producing undesireable outcomes by automating it or reducing its cost. You need to change it entirely.

Here is one of many groups devoted to rethinking education:
    "The Alternative Education Resource Organization"
    http://www.educationrevolution.org/
And a related article by the leader of that organization:
    "Sustainable Education "
    http://www.greenmoneyjournal.com/article.mpl?newsl etterid=21&articleid=195
He writes: "Nevertheless, there is an education revolution going on, and it is long overdue. It is moving in the diametrically opposite direction of the "testing" push. The latter comes from the bureaucrats from within that dying system, who do know there is something wrong. But since they can't think "out of the box," the only remedy they can come up with is longer hours, more homework, and "teaching to the test," in other words, more of the same. The education revolution is coming from people who have created alternative schools and programs, thousands of them, and from others who have checked "none of the above" and have decided to home educate."

Once you make the leap to a new process for education (primarily learner self-direction) *then* we can talk about what software makes sense to support the learner (like educational simulations, design tools, plain old access to the web, edubuntu,
    http://www.edubuntu.org/
and so on).