But the implications of not using technology in an increasingly technology-laden world may be even more unsatisfactory. Computers and access to the Internet are now common features in most American schools, but they have taken a long and winding road to get there, so quick and widely shared improvements in math and science test scores may be unrealistic. Also, the use of computers in classrooms does not necessarily mean that science and math curricula have been adjusted to take full advantage of them. And a widely perceived lack of teacher training prevents many teachers from effectively implementing both the technology and new approaches to teaching. 'Technology access is important,' says Roberts. 'But technology alone never makes the difference in student performance. It's equally important [ to have] teachers who are comfortable and competent with technology, and who have the right kind of training and support.' Federal funding for public school technology, which goes directly to the states, is $ 425 million this year. About one-third of that amount is earmarked for professional development. In some cases, technology can help move both teachers and students toward their goals. One of Roberts' favorite Web sites is Ask Dr. Math, which can help teachers and students struggling with difficult material. Ask Dr. Math is a question and answer service for K-12 math students and their teachers it has received a number of Internet awards, including the Best Education Site Award. You can search an archive of questions and answers by level and topic, and students and teachers can e-mail their specific questions as well. E-mail answers come courtesy of 225 volunteer math 'doctors' from all over the world. But teachers need some formal technology training too. That' s the objective of the W. M. Keck Summer Technology Institute, which takes place at the Thacher School, a 110-year-old boarding school in Ojai, California. With a $ 280,000 grant from the Keck Foundation, the school accepts Southern California teachers for intensive training in using computers, the Internet, and a gaggle of high-tech equipment. The one-week summer sessions began in 1997, continued in 1998, and will repeat in 1999. Roughly 60 percent of the attendees are math and science teachers. Ask Dr. Math could be described as the following EXCEPT ______.