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Integrated E-LEARNING: Implications for pedagogy, technology & organization


reviewed by Adrienne Andi Sosin — 2005

coverTitle: Integrated E-LEARNING: Implications for pedagogy, technology & organization
Author(s): Wim Jochems, Jeroen van Merriënboer, Rob Koper (Editors)
Publisher: Routledge/Falmer, New York
ISBN: 0415335035, Pages: 206, Year: 2004
Search for book at Amazon.com

How people learn with technology, and how to structure distance learning experiences effectively is an area of great interest to many educators. External pressure to purchase computers and technology come from the policy sector, business interests, the media and parents. The academic community responds to the pressure with various efforts aimed at delivery of technology-mediated instruction. The power of computer-mediated instruction is touted to educators, resulting in some who adopt and many who refrain or resist using technology in their teaching (Cuban, 2001). Studies of technology infusions provide a growing body of literature that offers explanations for the outcomes of different modes of technology incorporation at different levels of education. Conclusions are varied, but overall, most researchers agree that there is a long way to go before technology and learning can seamlessly merge into an effective and undisputed combination package. The book that is the subject of this review, Integrated E-LEARNING: Implications for pedagogy, technology & organization, edited by Wim Jochems, Jeroen van Merriënboer, and Rob... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 336-339
http://www.tcrecord.org ID Number: 11389, Date Accessed: 1/15/2019 7:05:23 PM

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