Shifting from Instruction to Construction: A Personal Meaningful Experience
Action in Teacher Education Volume 24, Number 4, ISSN 0162-6620
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)
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.