there are other advantages of using a rich text / html editor for programming, too, like different representations for different types (numbers, string, etc.), or embedding images and hyperlinks. You can also popup or embed specialized editors for different types (like a color picker). But one disadvantage from my perspective is accessibility. Editing by visually impaired users, or editing from a command line, etc. Most rich text editing is not availlable or doesn't work well on mobile/tablet platforms, either (contenteditable doesn't work). So it is nice to try to work out a plain text version, too like you are doing.

It's very easy to criticize - too easy. You are against technology in schools, although you never define the term and conflate computer technology and technology in general many times.

If you are against technology in schools, what are you for? The only implied alternatives are, like Larry Cuban, turn back the clock in schools to 1980 before computers, or perhaps you are more like Neil Postman and want to turn back the clock to the 17th century before textbooks.

You don't seem to object to reading and writing - that involves technology. You are for teachers lecturing in a classroom - a classroom is a designed technology. You are against "technology in schools", even though schools, too, are designed technologies. As I've even argued, teaching itself is a technology: http://edtechdev.wordpress.com/2010/01/21/teachin...

I won't try to address the rest, but one thing I'd respond to: "Technology might amplify the impact of good teachers, but it won’t fix bad teaching."

Again, what is the alternative. The implied alternative is basically the proposals coming from Rhee and others - we just get rid of the bad teachers and everything will be fixed. Except how to identify bad teachers? No one knows. And is there any evidence for this strategy? No.

Teachers are human. Teaching is a human activity - and just saying we'll simply throw out the 'bad ones' sounds too much like you are treating them like, technology.