ABSTRACT
Donna Haraway argues that neither the celebration nor the demonization of technology will enable us to resist and explore the possibilities of technology meaningfully. Introducing new technologies into classrooms is an activity of great consequence, because, like other technological change, it is the re-tooling of the social. Jean Lave and Etienne Wenger bring attention to the situatedness of the learning process in communities of practice. David W. Johnson et al. make a distinction between the "old" and "new" paradigms of teaching. Students and instructor made connections between discussions about the western public sphere in general, debates about the democratic potential of cyberspace, and own efforts to create and maintain a welcoming climate for experimentation and for critical dialogue in classroom and lab. Nicholas Burbules and Suzanne Rice claim that communicative virtues are only acquired in relation to communicative partners, and improved by practice.
