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Shifting from Instruction to Construction: A Personal Meaningful Experience
ARTICLE

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Action in Teacher Education Volume 24, Number 4, ISSN 0162-6620

Abstract

Presents a case study of one student's passage through an online M.ED. in Educational Technology degree program and her subsequent experience integrating her newly acquired knowledge, skills, and methods in the real world of her own teaching practice, focusing on her dilemma in assessing her students' learning as she shifted her educational philosophy from instruction to construction. (SM)

Citation

Blocher, J.M., Echols, J., de Montes, L.S., Willis, E. & Tucker, G. (2003). Shifting from Instruction to Construction: A Personal Meaningful Experience. Action in Teacher Education, 24(4), 74-78. Retrieved August 18, 2019 from .

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