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Enhancing student learning in technology through enhancing teacher formative interactions

Judy Moreland, Alister Jones and Megan Chambers

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.

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