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Toward a Theory of Negativity: Teacher Education and Information and Communications Technology
ARTICLE

Journal of Teacher Education Volume 54, Number 4, ISSN 0022-4871

Abstract

Examines technopositivism as a marketed ideology and follows the marketing strategies that appropriate and redefine educational goals and problems, exploring the alleged link between constructivism and technology, considering how teacher education and standard-setting bodies perpetuate this contestable association, and suggesting some deliberately critical questions that can be legitimated only if posed by teacher educators. (SM)

Citation

Robertson, H.J. (2003). Toward a Theory of Negativity: Teacher Education and Information and Communications Technology. Journal of Teacher Education, 54(4), 280. Retrieved October 14, 2019 from .

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