[referring to Foshay, 4 Mar 97.c] I take it that, like me, you are not much of a fan of traditional environments. After teaching in one for twenty years, I believe that there are reasons why these statements appear to be true. Simply that, from an organizational standpoint, it works--rightly or wrongly. However, it knowingly leaves much to be desired in accommodating individual learners in any meaningful way. Until an alternative is advanced that doesn't require restructuring or wholesale abandonment of present practices, nothing much will change, in my opinion.
I think that we need to be careful, though, not to imply that no instructional design is taking place in schools. Teachers don't necessarily like the system they are in but, even so, still manage to overcome some of the eleven "obstacles" that you list. Practices have changed, although the changes don't necessarily incorporate technology. The move to performance based assessments, for example. These demonstrations of learning can be cooperative projects and are certainly not passive. Teachers use many techniques that weren't used twenty years ago when I first started teaching. I suggest that everyone needs to look again at public schools--they aren't the same as when we attended even ten years ago.