more software >> more options >> learn less

I have thought a lot about the post I made about powerpoint a couple of days ago and realised that I am finding myself going backward in the use and application of software. a few years ago the functional skill of pupils reaching the end of KS3 was pretty good, in that they would know what was need to present information in a clear and concise way whether through the use of words or images.
there software knowledge was easily measurable and obvious.
I have just spent the morning teaching macromedia (well adobe now) fireworks, and the results to the untrained eye look pretty good, but the problem is the student don't really know why they are doing what they do.

it could be argued that it doesn't matter (if it looks right it is right) but I think it does, with every new piece of software and upgrade the thought process becomes less and the software create the answers for you so you don't have to think.
I have even go to the lengths of getting pupils to draw out how they want their finished work to look on paper before they touch a computer then they have to make the computer do what they want it to do, it makes it harder but the end result is better.

cross curricular >> different thinking

never mind the london olympic logo have a look over at for some great opinions and ideas davidthedesigner and noisy decent graphics. am fighting with my own design demons to create something that will hold the attention of 14 year olds for the best part of a year. it is part of a large cross curricular project. I am currently making a flash movie these here a couple of images from the as yet unfinished film.
the idea/premiss is a good one, drawing together the disciplines of product design, food technology, textile design, graphics, ICT, resistant materials, systems and control, & new media. to make a complete marketable package for a healthy, fast food restaurant/diner food chain.
I think we have a lot of work ahead to get it right.