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Understanding Dynamic Change and Creation of Learning Organizations

Understanding Dynamic Change and Creation of Learning Organizations
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Author(s): Vivian Johnson (Hamline University, USA)
Copyright: 2009
Pages: 5
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch323

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Abstract

In a letter to the editor of the New York Times, Mark Peck (May 6, 2007), a 10th grade student, notes “it’s too bad that students have to take the rap for old-style teachers who are still not comfortable with the computer as an educational tool” (p. A22). Mark’s comment was in response to a front-page article that highlighted how little substantive change had occurred in the learning environments of schools that instituted laptop programs. In succinct terms, Mark identifies a major barrier to meaningful adoption of new technologies by stating that “computer-based learning initiatives are not going to take off until teachers are just as excited about them as their students” (p. A22). Mark’s experience as a learner is echoed in a recent report (Education Week, 2007).

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