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I share your worry about technology becoming a roadblock instead of an open door in teaching.

Hopefully, as these approaches become more common and institutionalized, it there will be more opportunities to receive support from colleagues and other educators in their implementation.

Online materials are not necessarily peer reviewed, and those which are protected by copyright end up with inflated prices. I am not sure what the answer to this problem might be, but it is something that I would like to examine further in class.

Both the teacher AND the students become the LEARNERS.

The learners will label, name and design… 2. The learners will paraphrase, explain and illustrate… 3. The learners will demonstrate, prepare and solve… 4. The learners will differentiate, analyze and infer… 5. The learners will devise, revise and integrate… 6. The learners will evaluate, critique and compare…

both assume a business model of competition and profit. Education needs to maintain its sovereignty from what is really a form of hegemony.

But that the existence of such technology necessitates a total rethinking of the whole process seems like a power grab by a pervasive form of administration that stems from the business world. It is ridiculous that to be able simply to sit with a book in one’s lap and not be compelled to maintain permanent connectivity has become an act of resistance.

And I didn’t really want to hear the opinions of the other students who didn’t know anything more than I did. Or rather, it was nice to have discussions about the professor’s lecture, but without the lecture, there wouldn’t have been anything to discuss. We would have a book club, not a class.

By de-emphasizing content and knowledge, we’re turning students into middlemen who will know how to use technology to present a given subject matter, but who will be free to forget it as soon as the next task arrives on their desk.