Abstract
While research in the field of educational technology provides teachers with intellectual resources on how best to use technology, teacher uptake appears to be at best minimal. These intellectual resources, arising from research, are often presented to teachers as pedagogical imperatives and include, for example, e-learning, and connected teaching. Taking up these recommended resources requires significant commitment by teachers to transform their practices.
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© 2015 Scott Bulfin, Nicola F. Johnson, and Chris Bigum
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Orlando, J. (2015). Extending Understandings of Educational Technology: Teachers’ Critiques of Educational Technology as Important Intellectual Capital for Researchers. In: Bulfin, S., Johnson, N.F., Bigum, C. (eds) Critical Perspectives on Technology and Education. Palgrave Macmillan’s Digital Education and Learning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137385451_4
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DOI: https://doi.org/10.1057/9781137385451_4
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