High Possibility Classrooms: A New Model for Technology Integration

Hunter, JL

High Possibility Classrooms: A New Model for Technology Integration

Hunter, JL

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Publisher:: Information Science Reference
Publication Type:: Chapter
Citation:: Handbook of Research on Teacher Education in the Digital Age, 2015, pp. 466 - 492
Issue Date:: 2015-05-31

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Full metadata record

Field	Value	Language
dc.contributor.author	Hunter, JL https://orcid.org/0000-0001-9232-8895	en_US
dc.contributor.editor	Neiss, ML	en_US
dc.contributor.editor	Gillow- Wiles, H	en_US
dc.date.issued	2015-05-31	en_US
dc.identifier.citation	Handbook of Research on Teacher Education in the Digital Age, 2015, pp. 466 - 492	en_US
dc.identifier.isbn	1466684038	en_US
dc.identifier.isbn	9781466684034	en_US
dc.identifier.uri	http://hdl.handle.net/10453/116334
dc.description.abstract	This book focuses on the needs of teachers as they redesign their curricula and lessons to incorporate new technological tools. Including theoretical frameworks, empirical research, and best practices.	en_US
dc.publisher	Information Science Reference	en_US
dc.relation.ispartof	Handbook of Research on Teacher Education in the Digital Age	en_US
dc.title	High Possibility Classrooms: A New Model for Technology Integration	en_US
dc.type	Chapter
utslib.location	Hershey PA, USA 17033	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Hershey PA, USA 17033	en_US
pubs.publication-status	Published	en_US

Abstract:

This book focuses on the needs of teachers as they redesign their curricula and lessons to incorporate new technological tools. Including theoretical frameworks, empirical research, and best practices.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/116334