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dc.creatorKruger-Ross, Matthew
dc.date.accessioned2018-04-27T15:08:06Z
dc.date.available2018-04-27T15:08:06Z
dc.date.issued2018-04-27
dc.identifierdoi:10.15781/T2MK65S1N
dc.identifier.issn2329-5724
dc.identifier.urihttp://hdl.handle.net/2152/64979
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 6, Issue 1
dc.subjectTexas Education Review; Vol. 6, Issue 1en_US
dc.subjecttechnologyen_US
dc.subjecteducationen_US
dc.subjectcritical theory of technologyen_US
dc.subjectphenomenologyen_US
dc.subjectequityen_US
dc.titleReclaiming our Assumptions at the Intersection of Technology, Learning and Equityen_US
dc.typeArticleen_US
dc.description.departmentEducationen_US
dc.rights.restrictionOpenen_US


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