The issue editor introduces the various components of this volume to the reader by looking at the new communication technologies in light of cultural change. Addresses some of the implications of technologies for teaching and learning, viewing technology as a catalyst to improving educational practice. (EV)

Approaches the metaphors that have been constructed for technology with an eye to how they may be rethought for students, asserting that redefinition of metaphors is vital to taking the distance out of education. (EV)

Addresses what technology will do for higher education and what it cannot do. Advocates realism about its ability to make profits and improve pedagogical practice. (EV)

Using the example of an online service learning course, makes a case for the inclusion of service learning in higher education and the ability to do so seamlessly by using new communication technologies. (EV)

Explores the crucial importance of experience to making meaning. Asserts that much of pedagogy functions backwards by starting with textbooks and theory and then moving to "real world" experience. (EV)

This concluding chapter offers thoughts about educational philosophy and how higher education might view technology as it moves between the seemingly paradoxical ideas of making the academic experience more user-friendly and making distance education available to the masses. (EV)

Offers a personal account of how one philosophy professor was lured into the use of the new communication technologies in his teaching. (EV)

Presents a case study of two classes that created a community of learners across the expanse of the North American continent and the Pacific Ocean. Participants in the Russell Scholars Program of the University of Southern Maine and the Rainbow Advantage Program of the University of Hawaii at Manoa collaborated on a traveling art exhibit entitled…