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A Conceptual Model for Examining Disciplinary Differences in Teaching with Technology
PROCEEDINGS

, University of Northern Iowa

Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Since the compartmentalization of knowledge into disciplines and academic fields gained momentum in the late 19th century, there has been a continuing interest in, to adapt Adler’s phrase (1967), the difference in disciplines and the difference it makes (King and Brownell, 1966; Kuhn, 1970; Phenix, 1964; Schwab, 1964; Snow, 1959). In recent years, research has begun to focus on these disciplinary differences and what they may mean for college teachers in their work (Andresen, Barrett, Powell, and Wieneke, 1985; Stark, Lowther, Bentley and Martens,

Citation

Waggoner, M.D. (1994). A Conceptual Model for Examining Disciplinary Differences in Teaching with Technology. In J. Willis, B. Robin & D. Willis (Eds.), Proceedings of SITE 1994--Society for Information Technology & Teacher Education International Conference (pp. 400-403). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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