GIDEON DISHON

Over the past four decades, various types of epistemic resources required for teaching, and alternative infrastructures for creating and disseminating them, have been proposed. Today's proliferation of online tools for teachers means that there are infinitely more possibilities, setting the stage for a reinvigorated discussion surrounding what teachers are expected to do, and how best to support them in their work. In this essay, we offer a comparative analysis of three online platforms for teachers, to identify contemporary conceptions of teaching and to highlight some of the considerations and tradeoffs that should be taken into account when designing such a platform.