This movement away from any need for paper support was also evident when we worked with students on presenting their learning through use of word documentation. They preferred to highlight, snapshot, move, insert and organise all their information digitally.
This apparent move to a briccolage approach even for advanced packages means we have to possibly re-think our approach to skill development in such areas (particularly also when there is likely to be advanced expertise in the room where students have taken upon themselves to develop advanced skills).
This has not only environmental implications, but also for how information can be presented and processed.
Other issues to come out of our Photoshop 'explorations' include the increased engagement of boys in art through the increased capacity to 'touch-up' over than having to re-start.
Finally an interesting theoretical consideration is whether we are teaching and learning with such advanced packages in appropriate ways. Jonah Lehrer talks about the differences between knowing where to look (with confidence) versus preference for lock-step support reference materials. The former links to trial and error approaches where powerful schemas and learning refinements based on learning from mistakes can occur. Too much of the latter may well be indicative of learning shortcomings in the digital age. What then for those who digitally work purely from lock-step? Lehrer talks about possible negative responses that can arise, such as choking (explicit learning shortfall) or panic (implicit learning shortfall). We need to be aware and ready for such eventuations.