Technology and the Politics of Instruction
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Departing from the mainstream research on instructional technology to focus on mundane and widespread forms of CMI-PowerPoint slides, CD-ROMs, self-paced labs, and the like-Nespor views these from multiple standpoints, not just what they mean for professors, but also for administrators and students. The effect is to displace the typical emphasis in CMI research from cutting-edge, high resource artifacts and systems (the importance of which is not questioned) to the politics and organizational processes that shape the uses of such things.
This study of computer-mediated instruction (CMI) in a U.S. research university - the site of nationally known innovations in this area - ties together a range of issues usually separated in discussions of instructional technology and examines soften slighted topics, such as the articulations of local and national practices. It questions the common vocabulary for making sense of CMI and contributes to educational change theory by showing how CMI has unfolded both from the top-down and the bottom-up.
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