This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) Project in Victorian state schools, and its purpose was to identify the forms of teachers’ professional practice that enhance knowledge building, in order to inform teacher development policy and pre-service education. Knowledge building is based on a constructivist approach to learning and teaching, and this, in conjunction with the spread of learning technologies, is said to have greatly changed the role of the teacher in the classroom: from the expert dispensing knowledge to the facilitator of student learning. (For complete abstract open document)
| Identifer | oai:union.ndltd.org:ADTP/245276 |
| Creators | Hartnell-Young, Elizabeth Anne |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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