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E-lessons Learned


by Nicholas C. Burbules — 2007

Questions of teacher authority, “coverage” of material, and the isolation of school activities from learning that takes place in other contexts (and vice versa) are all impediments to realizing the transformative potential presented by new learning technologies. The essays in this collection challenge us because they represent the problem as a systemic one: schools, higher education and professional development programs, national policy, all reinforce in each other a resistance to change. Each feels constrained by the actions of the others. No one knows where to start.


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This article originally appeared as NSSE Yearbook Vol 106, No. 2.


Cite This Article as: Teachers College Record Volume 109 Number 14, 2007, p. 207-216
http://www.tcrecord.org ID Number: 18576, Date Accessed: 8/20/2017 11:32:57 AM

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About the Author
  • Nicholas Burbules
    University of Illinois, Urbana-Champaign
    E-mail Author
    NICHOLAS C. BURBULES is Grayce Wicall Gauthier Professor in the Department of Educational Policy Studies at the University of Illinois. His research focuses on philosophy of education, teaching and dialogue,critical social and political theory, and technology and education.
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