ABSTRACT
In a time of so much talk about improving education, it is ironic that educational policies are inconsistent with what we know about learning in the digital age. National agendas emphasize standardized content-area knowledge, “backto-the-basics” and “one-size-fits-all” curriculum (Lankshear & Bigum, 1999; McCracken, 2004). States label schools as failing to transmit factual knowledge (e.g., Hirsch, 1987), as reflected in scores on required state exams. Teachers and students have a small or no role in educational reform—the acts of teaching and learning are reduced to “technical activities devoid of artistry” and agency (DiPardo et al., 2006; Dudley-Marling, 2005; Fecho, 2003).
