In other words, much of the reason we are not discovering in any meaningful way of measuring whether technology truly improves the learning experience for students or helps them attain the learning outcomes more efficiently is that the knowledge of the technology itself is smattered and that little is consistently taught to those who are currently teaching.
exist around the direct role of technology in the learning process, and, often, the technology is regarded as the teacher rather than a tool used by teachers and students to support the dynamic process of learning.
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