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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