“[W]ith much good will and a great deal of excitement on all sides, there [has been] not only a digital divide in schools, there [has been] also a teleological divide, an intentionality gap that divided schools, teachers, school leaders and policy makers; a lack of clarity and agreement about what the goals for bringing the Internet into schools should be. And that gap was as profound as it was unattended. [And] I want to … suggest that the teleological gap is still with us, that our goals [for technology in the classroom] are still fuzzy, and that they need to become more transparent, more discussed, more ethically textured and more coherent.”
Harrison, C. (2015). We’re closing the digital divide: Now let’s work on closing the teleological divide. In R. Spiro, M. DeSchryver, M. Hagerman, P. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 275-290). New York: Routledge.
Also see:
paradigm shift
comprehension instruction