New Teacher and Student Roles in the Technology-Supported, Language Classroom

Daithí Ó Murchú, International Journal of Instructional Technology, Distance Learning, Feb 22, 2005
Commentary by Stephen Downes

The February issue of the International Journal of Instructional Technology and Distance Learning is out. I cite three articles, beginning with this. It is generally an unassuming and fairly traditional account of the changing roles of teachers in technology-supported classrooms. But the best bit comes as the author discusses the "flip-side of the coin": "Thirty-eight percent (38%) of the teachers involved displayed a certain resentment to the presence of what they perceived to be the policy-makers’, non-consultative imposition of technology into their classrooms." Gee, they wouldn't do that, would they?
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