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dc.contributor.authorMoreland, Judy
dc.contributor.authorJones, Alister
dc.contributor.authorChambers, Megan
dc.date.accessioned2012-12-02T22:28:04Z
dc.date.available2012-12-02T22:28:04Z
dc.date.issued2001
dc.identifier.citationMoreland, J., Jones, A. & Chambers, M. (2001). Enhancing student learning in technology through enhancing teacher formative interactions. Set: Research Information for Teachers, 3, 16-19.en_NZ
dc.identifier.issn2253-2145
dc.identifier.urihttp://hdl.handle.net/10289/6917
dc.description.abstractThree years’ research work with 14 primary school teachers and two principals in technology education has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance student learning. Student gains in learning could be attributed to enhanced formative interactions, which resulted from improved teacher knowledge of technology and associated pedagogies.en_NZ
dc.description.urihttp://www.nzcer.org.nz/nzcerpress/set/articles/enhancing-student-learning-technology-through-enhancing-teacher-formative-in
dc.language.isoen
dc.publisherNZCER Pressen_NZ
dc.relation.urihttp://www.nzcer.org.nz/nzcerpress/set/articles/enhancing-student-learning-technology-through-enhancing-teacher-formative-in
dc.titleEnhancing student learning in technology through enhancing teacher formative interactionsen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfSeten_NZ
pubs.begin-page16en_NZ
pubs.elements-id28446
pubs.end-page19en_NZ
pubs.volume3en_NZ


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