Hi Paul,
I think it takes time for people to recognize the value of courses and programs where they do not get credits or grades. Learning through technology that is for either instruction or learning has its own rewards -- but that concept has to be learned in some way. For example courses that can be taken free for non-credit or you can pay and get the opportunity to earn a grade -- are now being experimented with and I wonder how they will be received.
I'm still catching on (steep learning curve) to using more of the technological options available through the internet. As a bottom line, I usually have to see that the learning will be of some value for me, or that I can apply it without too much difficulty -- or perhaps I need to quickly decide whether an opportunity is worth making it a priority with my limited time to practice it. I suspect that there are many who want at least some sort of recognition from their hypothetical boss or "credit" for their coursework in the form of a grade. This experience is fairly commonplace -- and yet it is relevant to the next part of your post -- what people consider "using technology". Perhaps if that same technology is part of their practical, everyday-experience -- they hardly notice that it is "technology" (e.g. you gave -- pencil and paper).
At what point does someone think that they would be rated as frequent users (not dabblers) of the latest technology -- say Second Life? Nowadays I've been taking courses that get me to ask "how do I judge" that the technology is worth knowing about or using it -- not just for the sake of learning it in a course -- but in applying it in my work?" "What makes universities stick to WebCT or Moodle?" What makes a university sure enough to spend money to change their systems or decide to keep what they have? Life seem demanding when all of these questions cost a lot of money -- and students or employee and employer time and success ride on the answers.
Jo Ann