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Abstract

To unpack some of our assumptions about attention, learning, and technology in the classroom, CELT's Trey Conatser spoke with Dr. Yuha Jung and Dr. Rachel Shane of the Department of Arts Administration. Jung and Shane have worked with colleagues to integrate technologies into their teaching so that students are more likely to be on task. What follows is an informal exploration of what it means to pay attention and to learn in the context of the contested value of digital technologies.

Digital Object Identifier

https://doi.org/10.13023/GF.2017.08

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.