Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3994
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dc.contributor.authorSuthers, Daniel D.
dc.contributor.authorHarada, Violet H.
dc.contributor.authorDoane, William E. J.
dc.contributor.authorYukawa, Joyce
dc.contributor.authorHarris, Bruce
dc.contributor.authorLid, Viil
dc.date.accessioned2020-02-02T22:52:22Z
dc.date.accessioned2020-02-03T04:10:10Z-
dc.date.available2020-02-02T22:52:22Z
dc.date.available2020-02-03T04:10:10Z-
dc.date.issued2004-06
dc.identifier.citationSuthers, D. D., Harada, V. H., Doane, W. E., Yukawa, J., Harris, B., & Lid, V. (2004). Technology-Supported Systemic Reform: An Initial Evaluation and Reassessment. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 537-544). Santa Monica, CA: Lawrence Erlbaum Associates.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2004.537
dc.identifier.urihttps://repository.isls.org//handle/1/3994-
dc.description.abstractThis paper reports and reflects on the use of information technology to support a systemic reform effort in rural, geographically distributed schools. An evaluation conducted after a year and a half of effort indicated limited use of the technology outside of face-to-face events. We reassess the potential roles of technology in systemic reform in terms of the communities and practices to be supported and the tension between supporting and changing practice.en_US
dc.language.isoenen_US
dc.publisherLawrence Erlbaum Associatesen_US
dc.titleTechnology-Supported Systemic Reform: An Initial Evaluation and Reassessmenten_US
dc.typePapersen_US
Appears in Collections:ICLS 2004

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