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Sullivan, Florence R.; Moriarty, Mary A. – Journal of Technology and Teacher Education, 2009
Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in…
Descriptors: Discovery Learning, Educational Technology, Secondary School Teachers, Teaching Methods