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Just to let you know that this article appears in Vol. 10, Issue 1, 2007 edition of The Journal of Educational Technology & Society.
ABSTRACT:
Digital tools are increasingly being used to support teaching in higher education. These tools place new demands on the tasks and responsibilities of the teacher, and can influence teacher roles. In this study we investigate the long-term use and development of a tool for facilitating the negotiation of meaning in argumentative student texts, through teacher and peer feedback. From this setting new teacher roles have emerged.
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