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Enhancing student learning in technology through enhancing teacher formative interactions

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dc.contributor.author Moreland, Judy
dc.contributor.author Jones, Alister
dc.contributor.author Chambers, Megan
dc.date.accessioned 2012-12-02T22:28:04Z
dc.date.available 2012-12-02T22:28:04Z
dc.date.issued 2001
dc.identifier.citation Moreland, 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.issn 2253-2145
dc.identifier.uri http://hdl.handle.net/10289/6917
dc.description.abstract Three 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.uri http://www.nzcer.org.nz/nzcerpress/set/articles/enhancing-student-learning-technology-through-enhancing-teacher-formative-in
dc.language.iso en
dc.publisher NZCER Press en_NZ
dc.relation.uri http://www.nzcer.org.nz/nzcerpress/set/articles/enhancing-student-learning-technology-through-enhancing-teacher-formative-in
dc.title Enhancing student learning in technology through enhancing teacher formative interactions en_NZ
dc.type Journal Article en_NZ


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